• Journal of Engineering Education Research
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• v.11 no.4
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• pp.109-114
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• 2008

The purpose of this study was to investigate the relationship between self-leadership and teamwork in cooperative learning of capstone design. The results showed significant relationship between self-leadership and teamwork, with high self-leadership group obtaining higher teamwork scores than low self-leadership group. The results of stepwise analysis suggested that cognitive-oriented strategies, including cooperating more pleasant and enjoyable features into a given task, focusing on the task's inherently rewarding aspects, and focusing thoughts on positive aspects of the task, were the best predictors of overall teamwork. Therefore, it would be useful to provide the engineering students with the opportunities to develop their cognitive-oriented self-leadership strategies.

• The Journal of the Korea Contents Association
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• v.19 no.7
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• pp.258-270
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• 2019

The purpose of this research is to investigate the effects of the participation type of members of consumer cooperatives on social connectedness, collaboration intention and psychological well-being. For this, research hypotheses and models were developed from the theoretical background, and an empirical study was conducted with a survey. The results of this research are as follows: first, among the customer participation types, emotional participation and physical participation promoted social connectedness. Second, physical participation showed positive effects on collaboration intention. Lastly, social connectedness improved collaboration intention, and collaboration intention had significant effects on psychological well-being.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.45-52
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• 2016

The purpose of this study was to investigate the meaning of conflict experience in cooperative learning activities of pre-service early childhood teachers. The subjects were 85 pre-service early childhood teachers in W university. The data were collected through unstructured interviews and journal writings of the participants. The study results were as follow. First, pre-service early childhood teacher's conflict experiences in cooperative activity are team meeting, fair participation and evaluation, and conflict of the personal relations. Second, pre-service early childhood teacher's conflict resolution experiences in cooperative activity are autonomy of the team meeting time, reflective thinking, sentimental support, recognition of others, and solving problems by the time spending together. Third, the meanings of conflict experience in cooperative activity are formation of felt responsibility, self-growth through consideration of others, reciprocity, and recognition of the meaning of cooperation.

• Journal of KIISE:Software and Applications
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• v.27 no.3
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• pp.257-265
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• 2000

There is much selective confliction in nature where selfish and rational individuals exists. Iterated Prisoner's Dilemma (IPD) game deals with this problem, and has been used to study on the evolution of cooperation in social, economic and biological systems. So far, there has been much work about the relationship of the number of players and cooperation, strategy learning as a machine learning and the effect of payoff functions to cooperation. In this paper, We attempt to investigate the cooperative coalition size according to payoff functions, and observe the relationship of localization and the evolution of cooperation in NIPD (N-player IPD) game. Experimental results indicate that cooperative coalition size increases as the gradient of the payoff function for cooperation becomes steeper than that of defector's payoff function, or as the minimum coalition size gets smaller, Moreover, the smaller the neighborhood of interaction is, the higher the cooperative coalition emerges through the evolution of population.

• Journal of Service Research and Studies
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• v.6 no.4
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• pp.47-57
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• 2016

Open source has an amazing spread with the advent of smartphones. Open-source Moodle in e-learning areas are free of LMS (Learning Management System) and the most widely used worldwide, except for the black board commercial programs. One reason is well designed to support collaborative learning and interaction based on constructivist principles, which is the core principle of e-learning in particular that the theoretical basis of educational technology has a high educational effectiveness and benefits. This study examines the operational practices of collaborative learning using open source learning management system Moodle program. It introduces specific information to support the user of the collaborative learning. It looks at the advantages and singularity of collaborative learning in e-learning through examples shown. The purpose of this study is the importance of the relationship between learners and the importance of self-learning of collaborative learning through collaborative learning in a knowledge repository of Moodle. In addition, collaborative learning outcomes are is based on the motivation of learners and playfulness.

• Proceedings of the Korean Society for Information Management Conference
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• 1994.12a
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• pp.169-172
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• 1994

정보기술을 이용하면 도서관의 종이자료가 전자자료로 바뀌면서 기계화 되므로 문헌봉사는 비사서가 하게 되거나 이용자들이 손수봉사(Self-serveice) 하게 된다. 전문 사서는 인간을 대상으로 봉사하게 되므로 인간관계가 중요하게 대두된다. 도서관의 인간관계는 합리적이고 사무적이며 협동하게 되나 상호작용보다는 커뮤니케이션이 강조된다.

• Proceedings of the Korean DIstribution Association Conference
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• 2002.05a
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• pp.137-153
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• 2002

본 연구는 자원의존이론, 거래비용이론, 관계계약이론 등의 선행연구를 검토하여 건설업계에서 관계지향성을 행동적 구성요인으로 개념정립하고, 관계지향성에 대한 영향요인 및 관계지향성 행동의 성과변수를 밝히고자 하였다. 본 연구에서는 행동변수로서의 관계지향성 개념을 정립하기 위해 정보교환, 조화노력, 협동적 규범, 업무적 결속을 사용하였다. 연구표본은 C지역의 전문건설업체를 대상으로 하였다. 실증분석결과에서 단일차원의 관계지향성 개념을 식별하였다.

• Corrugated packaging logistics
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• v.2 no.5
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• pp.132-133
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• 1995

• Journal of Digital Convergence
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• v.13 no.10
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• pp.397-403
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• 2015

The purpose of this study is to identify factors affecting flow state of the cooperative learning on nursing students live in convergence era. Data was collected a total of six weeks to two nursing freshman class 93 people from April to June 2015. Data were analyzed using descriptive statistics, pearson's correlation coefficients and factors affecting the flow state was used for the multiple regression with the SPSS/WIN 18.0 program. Flow state of the cooperative learning was correlated with major satisfaction and learning satisfaction. The results of major satisfaction and learning satisfaction were significant predictors with 65.4% of the variance in flow state of the cooperative learning, learning satisfaction was confirmed by the affecting factor the flow state. This presents a basis for teaching method applied to maximize the flow state.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.115-135
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• 2011

The purpose of this study was to developing a cooperative learning model utilize storytelling technique to the Preliminary childhood teachers whose learning was in order to improve ability and collaboration of making relationships a teams members by the cooperative learning which was performed on the basis of the confidence after understanding themselves and others. To achieve the purpose, the study was performed by dividing into two stages. First, the draft of storytelling based cooperative learning model was proposed by performing a literature survey and a case study. Second, the draft model was applied to the actual work. And the draft was modified and developed to the final model on the basis of the draft model's strenth and implemented to 39 students who were the sophomore of child care education department and enrolled the profession class of at B college P city for 8 weeks. From the implementation result of the model, it was obtained that there was the positive reaction on applying storytelling technique to the beginning stage of cooperative learning. And adding of 'Re-constitution role sharing team' step in the original steps was suggested. In the end, this model was modified and issued based on the research result. The researchers proposed a cooperative learning model storytelling based for Preliminary childhood teachers which consists 6 phases : (1) understanding cooperative learning (2) Building the team and role sharing team (3) theme setting and theme structuralization (4) Re-constitution role sharing team (5) announcement of the results and evaluating (6) reflection of general.