• Journal of Digital Convergence
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• v.18 no.5
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• pp.43-54
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• 2020

The purpose of this study was to investigate the effects of participation in the learning community program on the communication skills and cooperative learning capabilities of college students. To this end, in the second semester of 2018, pre and post surveys were conducted on 296 students at A University and analyzed using SPSS. The main research results are as follows. First, there was a significant difference in the participation of the learning community program in the cooperative learning capacity of college students. Second, in the analysis by sub-factors, there were significant differences before and after the program in the factors of cooperative learning competency learning participation and learning satisfaction. Third, the differences between grades showed significant differences between the 2nd and 3rd grades before and after the program. Fourth, based on the results of this study, suggestions were made for learning community program activities and follow-up studies. The results of this study analyzed the effects of learning community activities conducted at universities on the communication skills and cooperative learning capabilities of college students, and presented practical measures for the systematic operation and support of learning community activities.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.889-897
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• 2023

This study attempted to examine how participation in a cooperative learning extracurricular program affects the improvement of college students' self-directed learning abilities. In order to operate a cooperative learning extracurricular program, students were recruited voluntarily through the school system. A total of 128 students were selected. They formed groups according to the number of participants and participated in the cooperative learning extracurricular program for 9 weeks. Before the program was implemented and after the program was terminated, a survey was conducted on the self-directed learning ability of participating students through a questionnaire. The effectiveness of the program was examined through pre-post tests of the experimental group. The results are as follow. First, the self-directed learning ability scores of students who participated in the cooperative learning extracurricular program significantly improved. Second, in order to closely analyze self-directed learning ability, the sub-elements of self-directed learning ability were examined, and the scores of self-awareness and learning strategy, which are sub-elements of self-directed learning ability, were found to have significantly increased. However, although scores for learning motivation and learning situations improved, the levels were not found to be statistically significant. Based on these results, we presented discussions for improving college students' self-directed learning ability and ways to revitalize cooperative learning in universities.

• Review of KIISC
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• v.19 no.1
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• pp.67-74
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• 2009

본 논문은 공학교육인증 체제에서 요구되는 학부생들의 실무 설계능력을 제고하기 위하여 지역대학에서 필요한 산학협동과제 기반의 실무인력양성 모델을 제안한다. 산학맞춤형 프로그램, 인턴쉽 프로그램 등 학부 학생들의 실무능력 향상 및 취업률 제고를 위한 기존 방안들이 만족할 만한 효과를 거두지 못하고 있는 상황에서 학생들의 실무수행 능력 제고를 위한 보다 근본적인 대학-산업체간의 협력이 요구되며 상호 신뢰를 바탕으로 산학협동과제를 발굴하여 이를 주제로 실무인력 교육에 상호 지원하는 체제가 요구된다. 본 논문에서는 제안한 모델에 기반을 둔 연구개발팀을 실제로 구성하여 산업체로부터 제시되는 프로젝트를 추진한 사례를 통하여 학부 학생들이 산업체에서 활용 가능한 수행 결과물을 도출함과 동시에 참여 학생들의 취업 성과를 통하여 실무능력이 월등히 개선될 수 있음을 보인다.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.255-268
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• 2011

The 21st century is called as the "Age of knowledge flood", and thus the importance of the ability which can use knowledge creatively is more emphasized. Also, not only individual problem solving but also solving problems through effective communication skills with group members are needed, and therefore, it is requested to train potential gifted learner working together with others to practice cooperation and eventually grown up as a competitive human resource to adapt successfully in future environment. In this paper, to show the effectiveness of cooperative learning in gifted learners, members for cooperative learning group has been selected using whole brain theory from the 42 gifted middle school students who participated in summer gifted learner vacation program. From the analysis of the learners' learning motivation and frequency of interactions whole brain based cooperative learning is effective for enhancing both learning motivation and interactions. Therefore, the whole brain based cooperative learning is an effective pedagogy for enhancing the motivation as well as facilitating interactions within gifted learners.

• Corrugated packaging logistics
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• s.116
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• pp.39-44
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• 2014

• Corrugated packaging logistics
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• s.100
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• pp.85-90
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• 2011

• Journal of the Korean Society for Library and Information Science
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• v.47 no.3
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• pp.97-117
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• 2013

This study aimed to explore group members' collaborative information by analyzing the number and the content of text contributions on the online discussion board in the group-based research project. This study explored graduate students' collaborative information behavior, affective approach, and types of collaboration and support needed in the group-based research project based on Kuhlthau's Information Search Process(ISP) Model and Yue and He's Collaborative Information Behavior(CIB) Model. It is expected that the results of this study will be useful for understanding of CIB in the group-based research project and applying information literacy instruction to information user in collaboration.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.306-319
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• 2018

The purpose of this study is to improve a good sense of language through professors' reduced role and university students' cooperative learning with overcoming the limit of existing English teaching materials and learning methods. To analyze the effect of cooperative learning in university general English classes on the improvement of English speaking ability and affective achievement, cooperative learning for English speaking was applied to 50 university students of K university in Seoul for 4 months from March 2 to June 20 in 2018. And then the affective achievement was verified. The results of this study are as follows. Frist, the cooperative learning in university general English classes made a difference in the improvement of English speaking ability (accuracy, fluency, complexity). Second, the cooperative learning in university general English classes made a difference in confidence of learning and interest in learning among the affective achievement but there's no difference in study attitude and learning motivation. Third, the cooperative learning in university general English classes made a difference in the effect of the improvement of English speaking ability (accuracy, fluency, complexity) on the confidence of learning and interest in learning of the affective achievement, but there's no difference in study attitude and learning motivation.

• Proceedings of the Korean Information Science Society Conference
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• 2003.04a
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• pp.329-331
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• 2003

프로그램에 취약성이 없다는 것을 증명하는 것은 거의 불가능하다. 또한 현재 보안을 위해서는 인증과 접근제어, 암호화를 이용하지만 이러한 단순한 보안 기술은 버퍼오버 플로우와 같은 프로그램의 취약성을 이용한 공격에 대해 적절한 방어 대응을 할 수 없다. 그러므로 현재 위협적인 공격으로부터 중요한 기능을 지속적으로 제공하여 시스템 방어능력의 향상을 위한 생존성에 대한 연구가 필요하다. 동적협동은 이러한 생존성 연구의 일부분으로 생존성 기능을 가진 각 프로그램들이 동적환경에서 협동할 수 있는 환경을 제공해주는 기술에 대한 연구이다. 본 논문에서는 동적협동에 대한 분석을 통해 동적협동의 아키텍처와 각 구성요소의 기능에 대해 제시한다.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.357-366
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• 2005

본 연구는 웹 기반 협동학습 환경에서 Push기능이 학업성취도, 학습동기에 미치는 영향을 알아보고자 하였다. 이러한 목적을 달성하기 위한 연구 문제는 다음과 같았다. 1. 웹 기반 협동학습에서 Push 기능에 따른 집단 간의 학업성취도에 미치는 효과에 차이가 있는가? 2. 웹 기반 협동학습에서 Push 기능에 따른 집단 간의 학습동기에 미치는 효과에 차이가 있는가? 3. 웹 기반 협동학습 환경에서 Push 기능과 학습자의 학습능력 간에 상호작용 효과가 있는가? 이러한 연구 문제를 검증하기 위하여 웹 기반 협동학습을 위한 웹 게시판을 제작하였다. 본 실험을 위한 교과와 단원은 초등학교 사회과 4학년 1학기 2단원 '우리 시 도의 발전하는 경제'였다. 사전 검사를 통해 동질성이 확인된 충북 음성군 소재 공립 초등학교 4학년 2개 학급의 36명의 학습자를 대상으로 실험을 실시하였다. 학습자들은 동일한 협동학습 환경에서 Push 기능을 선택적으로 제공받았다. 실험처치에서 얻은 검사결과를 분석하기 위하여 SPSS 12.0 for Windows를 사용하여 이원변량분석(two-way ANOVA)을 실시하였으며 유의수준은 .05로 하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 웹 기반 협동학습에서 Push 기능에 따른 집단 간 학업성취도 차이가 없었다. 둘째, 웹 기반 협동학습에서 Push 기능에 따른 학습동기가 차이가 있었다. 즉, Push 기능 적용 집단이 학습동기에서 효과적이었다. 셋째, 웹 기반 협동학습에서 학업성취도와 학습동기는 Push 기능과 학습자의 학습능력수준(상 하) 간의 상호작용 효과가 없었다. 결론적으로, 웹 기반 협동학습에서 Push 기능은 학습동기에서 효과적이라 할 수 있다.