• Journal of the Korean Society for Library and Information Science
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• v.58 no.1
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• pp.181-198
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• 2024

As the teaching and learning paradigm shifts, the demand for informal learning is increasing. In this study, we reviewed related literature and analyzed cases of operating professional learning communities in order to apply professional learning communities to librarianship education and training programs. Seven operational cases of professional learning communities, both domestic and foreign, within the field of librarianship and other fields were selected. The organizational structure, operational format and method, learning content, and support systems were analyzed. Through this analysis, the concept of a librarian learning community was defined, and implications for organizing and operating a librarian learning community were derived from the spontaneity and multi-layeredness of composition, diversity of learning community operation formats, and fieldality of learning content. As a support system for the smooth operation and activation of the librarian learning communities continuity of program operation by the operating organization, support and cooperation from affiliated organizations, education and training programs, platform establishment and operation, and dissemination and feedback of results for activation were presented.

• Korean Medical Education Review
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• v.18 no.3
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• pp.167-173
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• 2016

This study analyzed participation experiences in a voluntarily learning community using both quantitative and qualitative methods. Sixty freshmen and sophomore medical school students in 10 learning communities participated in the study. At the time of the survey, learning communities had been operating for 10 weeks and had weekly in-person meetings. Satisfaction questionnaires and reflective essays were given and analyzed. The results showed that learning community experiences were effective in promoting students' learning motivation, cooperative learning, responsibility, and communication skills. Three essential topics and nine subjects were analyzed in the reflective essays. Three essential topics were conflict with each other due to the difference, forming deep relationships, and sharing and learning together with an in-depth study. The results of this study will contribute to collaborative learning culture and the development of learning communities in medical schools.

• Korean Medical Education Review
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• v.23 no.3
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• pp.194-203
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• 2021

Learning communities in medical education have demonstrated favorable outcomes in terms of students' learning, professional development, and wellness. Despite these strengths and the widespread adoption of learning communities in US medical schools, there has been little interest in medical learning communities in Korea. In this context, the present study examined the development and implementation of the Yonsei Medical Learning Community (YMLC) and analyzed its outcomes and areas of improvement. The Yonsei University College of Medicine has operated a learning community as part of the undergraduate medical education curriculum since 2014. The YMLC is the first program of its type in Korea. The overall structure of the YMLC consists of four distinct communities (pillars), which are named after four distinguished alumni, and each pillar is organized into five learning community classes. Each class is vertically integrated across students in different medical school years, and one faculty advisor is matched to about 30 students. As the YMLC focuses on fostering reflective practice in students and providing them with opportunities to build teamwork and experience social relatedness, two educational approaches have been adopted: reflective writing and mentoring and community activities. In this study, we obtained and analyzed second-year students' feedback on the YMLC curriculum and identified its achievements, merits, and areas that need improvement. The results have shown that over 75% and 60% of respondents reported satisfaction with reflective writing and mentoring and community activities, respectively. The educational activities of the learning community helped students regularly reflect on their learning and progress and establish close relationships with faculty advisors. However, several areas of improvement regarding content, format, and logistical issues were also identified. The present findings may provide valuable information for other institutions to develop learning communities relevant to their own context.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.127-152
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• 2004

The purpose of this study is to elaborate design strategies for a Web-based self-directed cooperative distance language learning community. Research was done regarding the theoretical foundations for self-directed cooperative language learning and Web-based learning communities. The components of a Web-based community for self-directed cooperative language learning system are also investigated. As a result of this study, design strategies for Web-based communities are suggested. There are performance and supporting environments(synchronous/asynchronous) for self- directed cooperative language learning. There are also cultural experiences and communication factors in the performance field. Furthermore, matching communicators, finding and offering information, language learning content and other supporting agents are important in the supporting environment.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.143-157
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• 2003

This paper is to make strides toward an enriched understanding of mathematics teacher learning and professional development. Different theoretical frameworks in understanding mathematics teacher learning are reviewed, followed by a discussion of the relationships of knowledge and teaching practice. This paper then analyses contemporary conceptions about effective professional development and, in particular, deals with teacher learning in inquiry communities. This paper introduces a research project describing transition processes from teacher- centered mathematics classroom culture to student-centered culture and analyzing teacher learning in communities and its concomitant change in teaching practice. On the basis of the emerging problems in doing the project, this paper finally addresses some crucial issues on teacher learning and professional development, including the management of an inquiry community, the description of teaching practice from the researcher's perspective, and the analysis of teacher learning in communities.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.101-113
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• 2019

This study aims to explore which aspects of student agency have previously been studied and the ways agent practices have been investigated in learning communities in research on science education. Results reveal five aspects of agency related to students' actions in a learning community: epistemic agency, transformative agency, educated action in science, disciplinary agency, and material agency. We delineated how agency is captured in epistemic practices, as described in the literature on each of the aforementioned aspects. We also probed into the three approaches by which previous research has examined the practices of students as agents that construct learning communities. These approaches are (a) the investigation of students' actions as representative of the agency of an entire learning community, (b) the exploration of the effects of focused student action on the structure of activity, and (c) the investigation of interactions between students as agents. We discussed the implications of previous research on the basis of each approach to understanding the diverse features of student-centered learning communities. The present work contributes to the exploration and support of students' practices as agents in the learning communities in science classrooms.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.3
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• pp.460-475
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• 2010

Professionalizing the teaching workforce has been recognized as one of the primary factors to reforming public education. In response to this challenge, it has been emphasized that an educational leader's role is to support professional learning communities more effectively. Although the academia of educational administration has increasingly drawn the significance of a teacher's professional development, understanding of an educational leader's role and contribution to this effort is quite limited and unclear. This article examines what factors and barriers affect teachers' participation in professional learning communities from the voices and experiences of teachers. The analysis found 1) identification, 2) autonomous will, 3) practical solution for factors to participation and 1) lack of theoretical foundation, 2) financial burden, 3) insufficient time for barriers to participation. In conclusion, the author suggests the strategies for an educational leader who has an important role in developing a teacher's professionalism: 1) create a strong network of university professors and other experts for career advice, 2) make an institutional effort to stimulate teachers' motivation to learn; 3) decrease the teachers' workload, 4) build a synthesized and consolidated system to establish communities.

• Journal of the Korean Geographical Society
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• v.36 no.5
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• pp.539-560
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• 2001

This paper aims to critically review the geographical literature on learning and proximity that stresses the role of the regions and geographical proximity in sustaining competitive advantage, and to conceptualize a relational/organizational perspective on the sources of knowledge and learning in the firm. In the first part of the paper, I argue that the geographical literature lacks the deliberate scrutiny of how learning occurs in the firm and where the sources of knowledge and learning come from. Secondly, I attempt to elaborate the concept of proximity through a relational/organizational perspective. Thirdly, I delve into how learning takes place and is realized in the firm through communities in the firm such as communities of practice, epistemic communities and task-force teams and how such communities in the firm generate knowledge and sustain loaming by drawing on relational/organizational proximity. This paper concludes by claiming that the sources of learning exist in organizational spaces, with complex geographies mobilizing distributed knowledge and competences and combining varied forms of knowledge beyond the simple demarcation of tacit and codified knowledge.

• Asia pacific journal of information systems
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• v.25 no.4
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• pp.642-661
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• 2015

Interpersonal trust has become essential for online communities because people have managed to be in a situation without face-to-face encounters. To identify the structural relationships between interpersonal trust and learning performance, we analyzed the relationship between two types of trust, namely, cognitive and affective, as well as two dimensions of learning performance, namely, learning satisfaction and knowledge application. We also identified the moderating role of social norms in the relationship between trust and learning performance. Results of analysis are as follows. First, cognitive trust significantly affected the two dimensions of performance. Second, affective trust exhibited a significant effect on learning satisfaction, but did not affect knowledge application. Third, the relationships between the two performance factors were significant and direct. Lastly, social norms appeared to moderate the effects of cognitive trust on knowledge application and affective trust on satisfaction. These findings suggest that organizations, which would like to optimize task-oriented performance of their learning communities, should consider linking strategies between community satisfaction and practical knowledge application.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.1
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• pp.23-34
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• 2011

The primary purpose of this study was to develop a college adjustment program for freshmen through admission officer system that relies less on test scores and on the various talents evaluated by admissions officers. To help these talented students adjust the new life of the university and enhance their gifts, a college adjustment program was developed with their special needs and characteristics. For that, the survey with 57 students and in-depth interviews with 12 students were conducted. The results revealed that the students wanted to learn study skills, self-management, global mind setting, and life vision and goals setting. Most of the students were worried about their grades because they entered the school with their talents and experience in diverse activities not SAT scores. To promote their academic performance, this program consisted of an academic readiness program which complements students' abilities in primary subjects like math, English, and science, and a potential progress program which is peer-group learning communities based on their own interests like global learning communities, creative learning communities, and service-learning communities. This program was suggested in the context of Comprehensive Development Model. To carry out the program systematically, related organizations and colleges should collaborate with each other.