• Proceedings of the Korean Information Science Society Conference
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• 2002.04b
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• pp.697-699
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• 2002

본 논문에서는 웹기반 실시간 온라인 토론에서 집단구성을 내향성 집단, 외향성 집단 내향성/외향성 혼합집단으로 분류하고 집단구성방식이 토론 내용에 어떤 영향을 미치는지 연구하였다. 이를 위하여 학습자를 대상으로 MBTI(Myers Briggs Type Indicator) 성격유형 검사를 실시하고 온라인 토론을 수행한 후, 토론 내용을 Henri의 메시지 분석 모친에 기초한 지표를 기준으로 각 차원별 의미단위로 분석하였다. 그 차원들 중 사회적 차원과 상호작용적 차원을 토론 내용의 상호의존성으로, 인지적 차원과 메타 인지적 차원을 토론 내용의 과제관련성으로 범주화하였다. 실험 결과에 따르면 토론 내용의 총 의미단위 수, 상호의존성, 과세관련성 모두에서 이질적으로 구성된 내향성/외향성 혼합집단이 가장 긍정적인 영향을 미친 것을 확인하였다.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.31-39
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• 2001

In this paper, we investigate the effects of group composition according to the personality type of learner on the content of discussion in web-based synchronous online discussion. The experiment for this study was conducted with high school students. First, we conducted the MBTI(Myers Briggs Type Indicator) test and based upon the result, we classified learners into 3 groups; introverts group, extroverts group, and introverts/extroverts mixed group. After the online discussion, the content of discussion were analyzed by the units of meaning, based on the four dimensions which were proposed in the 'content analysis model' by Henri(l992). Among four dimensions, 'social' and 'interactive' dimension belonged to category of inter-dependence, and 'cognitive' and 'metacognitive' dimension belonged to category of subject-relevance. The introverts/extroverts mixed group, which was heterogeneously composed, had the most positive effects on the total numbers of the units of meaning, the inter-dependence, and the subject-relevance of the contents of discussion.

• Journal of the Korean Society for Library and Information Science
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• v.39 no.3
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• pp.105-119
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• 2005

With the introduction of Internet-based education such as online learning and virtual campuses. there are increased interests and demands for electronically delivering educational contents in comparison to the traditional educational methods. Our preilminary study showed that approximately $50\%$ of virtual groups formed online for the scope of collaborative learning encountered harriers that prevented them from forming an effective learning team and making satisfactory progress toward reaching the learning objectives. In this study, we asked the undergraduate students. who were the members of the online learning team, to work on the given discussion topics through the use of emails and threaded discussion boards. Then. we investigated the roles played by two electronic communication medium during the virtual discussion with respect to the learning outcome. We also studied how information was shared amongst the virtual learning team members. The results of our study showed that the email based online learning had the advantage of individualized and friendly information transfer. However. it also caused certain difficulty in exchanging ideas due to the one-sided nature of the email-based communication. On the other hand, the threaded discussion board provided easier information sharing and broadcasting. which enabled active participation by the virtual team members. However. It also had the disadvantage of difficulty in accurate information conveyance and duplication of the posted information. In summary, our study results showed that there was a high correlation between the characteristics of the electronic communication medium and the decision that the online learners made regarding which medium to use. There was a high correlation between the type of the electronic communication medium and the online learners' experiences in using these media.

• Journal of the Korean Chemical Society
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• v.45 no.5
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• pp.470-480
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• 2001

The purpose of this study was to investigate the effects of science inquiry experiments emphasizing social interaction on the development of process skills of the students. The social interactions by cognitive level of the students were also analyzed. For this study, 197 8th grade students were sampled. They were divided into an experimental group and a control group. During four-month period, the experimental group received science inquiry experiments treatment emphasizing social interactions while the control group received traditional treatment. Not only science inquiry ability pretest-posttest, but also multiple data collection method such as a questionnaire, class observation, and audio/video recording were used in collecting the data. According to the results of this study, it was found that the mean score of the experimental group was significantly higher than that of the control group at 0.05 level. It was also found that the students of high cognitive level led the peers and participated in the class discussion actively with the teacher while the students of low cognitive level followed the students of high cognitive level and showed inactive interaction with the teacher. Analysis of the students' perceptions on inquiry experiments showed that students participated in discussion actively in the class as these experiments gave an opportunity for them to discuss and were able to solve the problems with peers' help through discussion.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.31-40
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• 2017

This study validate effectiveness of Online Entrepreneurship Education based on PBL(Problem-based Learning) and flipped learning. This study reveals online education of entrepreneurship based on PBL and flipped learning method has positive effect on personal entrepreneurship, will to be an entrepreneur, and problem-solving skills. First, the results show that entrepreneurship education based on PBL and flipped learning can improve entrepreneurship more than a previous learning method. Second, PBL and flipped learning based online education affects will to be an entrepreneur in positive way. Experimental group who experienced problem solving activity and flipped learning has more will to be entrepreneur than control group who takes previous learning method. Lastly, PBL and flipped learning method based entrepreneurship education also has positive effect on personal problem-solving techniques. This results show that online entrepreneurship education based on PBL and flipped learning has positive impacts on entrepreneurship, will to be an entrepreneur, and improving problem-solving skills significantly.