• Journal of the Korean Chemical Society
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• v.61 no.3
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• pp.104-111
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• 2017

In this study, we analyzed verbal interactions in small group science learning using smart devices by the level of prior achievement. Four heterogeneous groups at a coed high school in Seoul participated. Verbal interactions during small group science learning were audio- and video-taped, transcribed, and analyzed. Verbal interactions were analyzed at the levels of a turn and an interaction unit. The results revealed that the frequencies of verbal interactions were high in task category, especially at information explanation, information question, and reflection on standards subcategories. Furthermore, the frequencies of high-level students at direction explanation, reflection on standards and progress subcategories were higher than those of low-level students, and the frequencies of low-level students at direction question and information explanation subcategories were higher than their counterpart. In the analyses of the interaction units, the frequencies in symmetric elaborated interaction were high, especially at cumulative and evaluative subcategories.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.416-424
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• 2017

The purpose of this study is to analyze the effects of learning motivation on interaction in online collaborative learning. The study subjects are 79 university students who take courses in teaching. Learning motivations measured the intrinsic goal orientation, extrinsic goal orientation, tasks value, control of learning beliefs, test anxiety, self-efficacy, goal orientation by MSLQ. Next, the level of interaction was measured by online collaborative tasks. The group for online cooperation tasks consisted of four to five people and random assignment. The level of interaction was used frequency and score that quantitative Value assess. The collected data were analysed using multiple regression analysis(stepwise). As a result, self-efficacy and extrinsic goal orientation, tasks value, mastery goal orientation were positive effect on frequency and score. next, test anxiety and performance avoid goal orientation were negative effect on frequency and score.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.221-233
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• 2014

In this study, we analyzed verbal interactions among 32 students in 7th graders' science cooperative learning at the levels of turns, interaction units, and conflict behavior units, and compared their verbal interaction patterns between the heterogeneous and homogeneous groups by students' collectivism. The relationships of verbal interactions with the achievement test scores and the increase of the achievement test scores were also investigated. In the analyses of turns, the distributions of the subcategories of the statements related to the task were found to be similar in both groups, and the frequency of 'explain' was highest. The frequencies of interaction units were higher in the homogeneous groups than the heterogeneous groups, and the frequency of 'symmetric interaction' was highest. In the heterogeneous groups, the frequencies of turns and interaction units for the students of high collectivism were higher than those of low collectivism. The frequencies of conflict behavior units were generally low, but the rates were similar in both groups. In the case of the homogeneous groups, the frequencies of 'avoiding' and 'competing' for the students of low collectivism were high, and the frequency of 'cooperating' for the students of high collectivism was high. In addition, the qualitative differences between the two groups were found in the interaction units and conflict behavior units. The achievement test scores and the increase of the achievement test scores were positively related with the sum of the frequencies of the statements related to the task.

• Phonetics and Speech Sciences
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• v.13 no.4
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• pp.75-87
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• 2021

The purpose of this study was to investigate, longitudinally, interruption behavior which children who do stutter (CWS), children who do not stutter (CWNS) and their mothers and relationship with disfluency of children showed during interactions with their mothers. Subjects for this study consisted of 2-5 year old CWS (male 2 and female 4), an age-matched group of CWNS (male 3 and female 3), and their mothers. Frequencies of normal disfluency (ND) and abnormal disfluency (AD) in children group and frequency of interruption and simultalk duration in children and mothers group were measured two times (initial visit and 12 months later) over the course of one year. As a result, no significant difference was observed in frequency of interruption and simultalk duration both between two mother groups and between two child groups at initial visit and 12 months later. However, frequency of interruption increased significantly over the course of one year in CWS group. A significant group difference was found in frequency of interruption of mothers but, no significant difference was observed in simultalk duration of mothers at initial visit. In the CWS·mothers group, no factors were related with disfluency of children at initial visit and 12 months later. These findings suggest that interruption is not just negative behavior, and that reducing interruption should be considered in child·parent interaction therapy for CWS.

• The Journal of the Korea Contents Association
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• v.13 no.8
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• pp.72-82
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• 2013

The present study explored types of Twitter-mediated communication and emotional responses of Twitter users toward celebrities. Three perspectives of para-social interactions, information hub, and fandom were proposed as communication types on Twitter. Celebrities were classified by entertainer, politician, specialist, and blogger. Communication patterns according to each category of celebrities were analyzed. The patterns of emotional responses, which represents the use of emoticons and emotional expressions were also analyzed. The results show that the type of para-social interactions was frequently accepted for the interactions with politicians and specialists, while fandom style was salient for the entertainers. For the power bloggers, the users tend to adopt the type of information hub interaction. The use of emotions and emotional expressions were most frequent in case of fandom style communication and the messages to the entertainers. Implications were further discussed.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.121-148
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• 2011

This Study aimed to ascertain early childhood teachers' awareness of gender differences in young children and interaction style with young children. 50 teachers answered Q sort questionnaires, 7 teachers were interviewed, 2 classrooms were observed. Results showed 3 types of teacher perception of boys and 4 types of teacher perception of girls. Early childhood teachers more interact with boys than girls. Especially negative interaction showed much more frequently with boys than girls. These finding are discussed in terms of equity and equality in both gender.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.668-676
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• 2001

In order to comprehend the internal processes of heterogeneous small-group cooperative learning in science class, this study investigated verbal interaction patterns by the achievement level. Frequency of verbal behaviors was compared in respect of the achievement level, and participation patterns and characteristics were investigated. Verbal interaction patterns by the achievement level were also analyzed based on students' perceptions of interactions. It was found that there were no significant frequency differences between high- and medium-achieving students' verbal behaviors. The verbal interaction patterns showed co-construction processes between high- and medium-achieving students, which was consistent with the students' perceptions of interactions. These suggested that medium-achieving students actively participated in small-group interactions in science class.

• Journal of Science Education
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• v.36 no.2
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• pp.216-234
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• 2012

This study examined the characteristics of verbal interactions presented in TS activities with different tasks' openness levels by the cognitive levels of students through the implementation of TS program to 14 fifth graders in gifted class. Results of this study revealed that the open-type TS activities showed higher percentages of verbal interactions than the guiding-type TS activities showed and that the higher the open level of tasks was, the more high-level verbal interactions occurred. These results were showed in almost all subcomponents of verbal interactions. The results according to the students' cognitive levels showed that the higher the cognitive level of students was, higher frequency of interactions, high-level verbal interactions and a variety of verbal interactions occurred. The influence of both cognitive level of students and the task's openness on verbal interactions among students seemed to be interactive, however. In guiding-type activities, the percentage of high-level verbal interactions was not high although the cognitive level of students was high. And students in low level of cognition showed far lower frequency of interactions and their percentage of high-level verbal interactions was low even though the openness of the tasks was high. The results of this study meant that although open-type activities drew higher level verbal interactions by stimulating students' thought, the effects would be limited owing to their low cognitive level. Based on these findings, an implication was suggested that it is important to design instructional strategies and adjust openness level of TS activities to students' cognitive level so as to stimulate the thinking of students in lower cognitive level and to highten their engagement in activities.

• Journal of Digital Convergence
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• v.11 no.5
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• pp.225-235
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• 2013

Recently, in order to promote their marketing promotion, the entrepeneurs attach importance to many SNS services and execute it. The representative elements of the SNS service are interactivity, information offering. This study analyzes empirical effects on the SNS service depending on the Relationship Commitment and shows the strategies to enlarge the use frequency and the On-line Word-of-Mouth. The conclusion of this study shows that the Interactivity has a higher positive effects on Affective Commitment than those on information offering and Information offering has stronger positive effects on calculative commitment than interactivity. Also, these effects enlarge the high use frequency more than the low use frequency. This study also shows that the information offering affect the On-line Word-of-Mouth more positively than the Interactivity. And this study shows that SNS service affects the positive effects on the relationship commitment rather than the On-line Word-of-Mouth. Based on the results, the practical implications are offered.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.281-299
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• 2013

The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.