• Journal of Digital Convergence
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• v.15 no.4
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• pp.27-34
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• 2017

As information technology has been developed in a rapid way, a lot of users get to be familiar with social media. Accordingly, the possibility of social media for educational use has increased. From the view point of learning, social media help learners make communities of practice that can lead to collective intelligence. In this study, two different types of social media, synchronous and asynchronous, were compared in terms of usage patterns in the e-learning settings of college level. Content analysis has figured out four factors: learning content, tasks and assignments, emotional communications, and chatting. There found to be a statistical differences in the postings in all of the factors except tasks and assignments. In the qualitative interviews, the participants told various usage patterns of synchronous and asynchronous social media. In sum, the learners generally preferred synchronous social media. Rather, asynchronous social media were mainly used for deep thinking and summarizing. Last, suggestions were made to improve educational environments for the learners in the digital and social media age.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.5 no.4
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• pp.180-185
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• 2012

Social Learning is a new study model of future knowledge information society. In different existing study, it concentrate on relationship with others and design to connect studying with social effect as a study platform using social media such as Blog, SNS, UCC, Microblog. In my paper, social learning characteristics are described to understand social learning, that is 3 keyword such as context, connectivity, collaboration. Also we investigate social media characteristics and social media how to be used social learning. Also social learning system building method using facebook is presented.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.13 no.5
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• pp.189-194
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• 2013

Social learning is a new study model of future knowledge information society. In different existing study, it lay stress on individual activity and collaborative study with others. It is useful to apply social media services to build social learning platform for collaborative study. In my paper, after existing social media services and social platforms are investigated and analyzed, an effective social learning platform applyng social media services is presented. Also differences and superiority compared to other social platforms is presented through new social learning platform architecture and screen design.

• The Journal of the Korea Contents Association
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• v.11 no.6
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• pp.495-509
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• 2011

According to the rapid technological development such as ubiquitous environments, there has been growing interest in learning with social media as known as social learning. This study was conducted to analyze various participation types of social media contents aiming to explore strategies for facilitating learning. Specifically, the research model was established by two aspects in using social media contents. First was classified by writings and readings in contents, which consists of prosumers, producers, consumers, and non-participants. Second criterion was categorized by instruction-related and instruction-nonrelated, which is learning contents, learning management, emotional expression, and social activities. In order to acquire empirical data, a set of fourteen undergraduate students participated in this research for eight weeks using a microblog. Based on the analyses on the data through learning activities, three learning strategies were suggested to facilitate social media based learning: analysis on learners, role of the instructor, and instructional model design.

• Journal of Digital Contents Society
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• v.16 no.4
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• pp.523-534
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• 2015

Social learning is a form to support learners' active engagement and participation in learning with other learners and instructors by using social media. The concept of social learning should be considered beyond the simple use of social media for learning or education. This study aims to apply the understanding of social learning based on the theoretical background of social theories of learning in designing and developing a program for workforce education. As a pilot test, the newly developed social learning program was implemented to 302 employees with the title of 'Innovative Display Strategy for POP". 138 employees successfully completed the social learning course that focuses on delivering contents in time-line based platform, supporting interactions among students, and working effectively through small smart devices in their workplace. The results were derived from three kinds of data-source: learner's log data, their final evaluation score, and the survey to measure the satisfaction about social learning. Finally the implications for social learning were discussed in terms of the program revision and directions for future application.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.233-240
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• 2011

Social Media is the open online tool and media platform for sharing and participation of users opinion, experience, viewpoiont, so general situation that is one-side flowing from production to consume doesn't act, and while use of two-way, user create contents use of sharing and participation. This social media include Blog, Social Network Service(SNS), Wiki, User Create Contents(UCC), Micro Blog, 5 types. In broad terms, Social Learning is self-learning that user sharing with coperation and collective intelligence through Social Media, and in few wards Social Learning is learning for Social Media. In this research, we define Social Media and Social Learning, and research of method of use of Elementary Education.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.1505-1506
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• 2011

소셜 서비스의 확산에 따라 이러닝 분야에서도 소셜러닝이 확산되고 있다. 소셜러닝이 기존 교육과 구별되는 가장 큰 특징은 콘텐츠의 생산과 소비 방법으로, 네트워크를 통해 가치를 전달하고, 다른 사람으로부터 배운다는 것이다. 따라서 소셜미디어 콘텐츠와 소셜네트워크 활동 콘텐츠를 학습객체화하여 함께 이용할 수 있어야 한다고 본다. 이를 위해 본 논문에서는 소셜미디어 콘텐츠를 학습객체화 할 수 있도록 콘텐츠 생성모델 확장 방안을 제안하고자 한다. 소셜자원기반 콘텐츠 생성모델은, 학습객체 정의와 메타데이터 생성모델로 구성된다.

• Journal of Korean Library and Information Science Society
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• v.53 no.3
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• pp.263-285
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• 2022

This study presented the factor analysis on constructing the new factors affecting the middle school students' online learning behaviors from the questionnaires employed among middle school students. A total of 204 students participated and the data were collected in South Korea. The sample of middle school ninth-grade students was selected and used through purposive sampling. Findings from the factor analysis provided evidence for the eight-factor solution for the 35-items accounting for 66.15% of the shared variance. A wide range of factors has been considered to identify students' online learning behaviors. The appropriate experience and use of e-learning in the middle school period is also important as it will be a critical stepstone for future education. This research provides information that has been taken into account for advancing online learning to enhance the quality of e-learning systems for middle school students. The study results provided eight new factors affecting the middle school students' online learning behaviors; that is 1) communication using social media as a learning tool, 2) intention to share information using ICT, 3) addiction of technology, 4) adoption of technology, 5) seeking information using ICT, 6) use of social media learning, 7) information search using ICT, and 8) immersion of technology. This study confirmed that middle school students prefer communication using social media as a learning tool, and value intention to share information using ICT for the most part. The data obtained based on factor analysis can highlight the online learning behaviors towards a mixture of social media learning and ICT to ensure a new educational platform for the future of e-learning. This research expects to be useful for both middle schools of online learning to better understand students' online learning behaviors and design online learning environments and information professionals to better assist students who particularly need digital literacy.

• The Journal of the Korea Contents Association
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• v.16 no.8
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• pp.1-9
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• 2016

In accordance with the increased political and social utilization of social media, demands on online trend analysis and monitoring technologies based on social bigdata are also increasing rapidly. In this paper, we define 'risk' as issues which have probability of turn to negative public opinion among big social issues and classify their types in details. To define risk types, we conduct a complete survey on news documents and analyzed characteristics according to issue domains. We also investigate cross-medias analysis to find out how different public media and personalized social media. At the result, we define 58 risk types for 6 domains and developed automatic classification model based on machine learning algorithm. Based on empirical experiments, we prove the possibility of automatic detection for social issue risk in social media.

• The Journal of Korean Association of Computer Education
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• v.15 no.2
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• pp.19-28
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• 2012

Recent popularity of smart devices and social media seem to increase much interests on social learning, Despite of positive expectation on technology-based social learning, there are not many successful cases and practices of how to apply hands-on technologies and measure educational results. In this study, we tried to promote idea-sharing among learners in a classroom using web-based peer-review of assignments on a specific topic. Then we investigated effects of idea-sharing among learners in terms of individual knowledge construction. Experimental results show that idea-sharing promotes knowledge convergence and divergence, and then knowledge construction at learner's own.