• Journal of The Korean Association of Information Education
• /
• v.17 no.1
• /
• pp.53-61
• /
• 2013

The proximity web 2.0 has in our daily life changes in the way we educate ourselves occur naturally. New generations of learners naturally study and utilize web 2.0 as part of general life, so they require an education method which considers this characteristic. One such method, WIKI Based Cooperation Learning has recently been studied. The object of this study is to establish any relationship between learners attitude and academic achievements when implementing WIKI Based Cooperation Learning in the subject of social studies.

• Journal of the Korean earth science society
• /
• v.25 no.5
• /
• pp.327-335
• /
• 2004

The purpose of this study was to investigate the effect of cooperative skill training on problem based learning for elementary school science class. Two experiment groups were involved, in which problem based learning model was used and control group, in which traditional instruction was employed. One of experiment groups was trained in cooperative skills before the instruction. The results demonstrated a significant main effect in the scores of achievement and a significant interaction effect between the instructional strategies and learning ability level. The performance of high-level students in the two experimental groups was higher than that of control group. However, the performance of medium and low-level students trained with cooperative skills training was higher than that of students without cooperative skills training. A significant main effect was also found in self-esteem, but there was no significant interaction between instructional strategies and learning ability. Therefore, this study suggests that cooperative skills training is of great importance for minimizing the free-rider effect and increasing collaborative interaction in cooperative learning.

• The Journal of Korean Association of Computer Education
• /
• v.6 no.4
• /
• pp.1-10
• /
• 2003

There are various kinds of instructional models in the 7th national curriculum. Among them, cooperative learning is given to students in some schools. In cooperative learning, the items for assessing the team members are required in order to evaluate the individual activities for problem solving, and to know the way of objective thinking each student does. Web-based environment is good for cooperative learning. In this paper, as a previous research work of web-based cooperative learning, we propose new assessment items which are based on the outcome D belongs to the set of 11 student learning outcomes design attributed framework developed by ABET EC-2000 and the cognitive categories defined by Bloom's taxonomy. These assessment items consist of self and peer assessment. The self assessment items include the evidence of the students' thought and their own assessment. On the other hand, the peer assessment can give the students the opportunities to participate in their activities enthusiastically, to offer interactive individual feedbacks, and to develop potential through various experiences.

• 한국HCI학회:학술대회논문집
• /
• 2006.02b
• /
• pp.487-492
• /
• 2006

컴퓨터 네트워크의 발전에 의해 학습 공간의 시공간적인 확대와 교육 현장에서 교수-학습 과정에 대한 새로운 교수방법을 요구되었고, 유무선 방송, 인터넷 등을 이용하여 다양한 형태의 원격교육이 구체화되어 왔다. 하지만, 현재 운영되는 대부분의 원격교육시스템은 실질적인 학습 상황에서 단방향적인 개별 학습 형태를 보이고 있고, 사용자간의 쌍방향 상호작용을 위해서는 교수자나 학습자에게 일정 수준이상의 기술적 소양과 경제적 부담을 요구한다. 또한 교수자에게는 교수-학습 상황에서 발생하는 학습자 행동에 대한 실시간적인 모니터링과 학습자의 학습과정에 대한 평가의 어려움을, 학습자에게는 자기 반성의 기회를 제대로 제공하지 못하는 문제점을 안고 있다. 이에 본 연구에서는 원격교육에서의 협동학습 지원, 사용자의 기술적, 경제적 부담의 제거, 학습 전(全) 과정에 대한 원활한 모니터링과 피드백 기회의 제공을 목적으로 원격협동학습 시스템을 설계하고, 이를 개발하였다. 본 연구에 의해 개발된 원격협동학습 시스템은 원격협동학습을 지원하는 네트워크 화이트보드, 학습 과정 및 결과를 자연어로 저장하는 저장 모듈, 그리고 저장된 학습 스크립트 파일을 해석하여 재생하는 스크립트 인터프리터로 구성되었다. 네트워크 화이트보드는 소프트웨어적으로 구현되어 부가적인 장치가 불필요하고, 통신 서버를 분산하여 서버 구축에 대한 부담을 제거하였고, 학습 내용 화면을 대화창으로 사용하여 사용자의 사용 편리성을 제고하였다. 또한 원격학습의 장(場)에 교수자가 참여하여 실시간적 모니터링이 가능하고, 학습의 전(全) 과정 및 결과를 저장한 자연어 스크립트 파일에 의해서도 학습자 행동에 대한 모니터링이 가능하다. 저장된 자연어 스크립트 파일은 구현된 인터프리터를 이용한 재생뿐 아니라, 파일 자체만으로도 학습과정을 판독할 수 있고, 스크립트 파일에 대한 해석은 교수자에게는 학습자의 학습 과정에 대한 평가 및 피드백의 근거를, 학습자에게는 자신의 학습 행동에 대한 반성의 기회를 제공한다. 본 시스템은 기존의 원격교육시스템에 비해 장비 및 인터페이스 측면에서 간소화되었고, 원격교육에 면대면 학습 개념을 근사적으로 접목시킨 교수 모델로서의 충분한 가치를 제공하나, 실제적인 학습 적용과 효과에 있어서의 타당성은 차후 검증이 있어야 하고, 또한, 이에 따른 시스템에 대한 지속적인 보완도 필요하다.

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

• Communications of Mathematical Education
• /
• v.13 no.2
• /
• pp.495-514
• /
• 2002

본 연구의 목적은 수학교실에서 의사소통 불안에 따른 이질 집단과 동질 집단으로 소집단 구성을 달리하였을 때 정의적 영역에서 소집단 협동학습 효과의 차이가 있는지 알아보는데 있다. 이러한 연구 목적을 달성하기 위해 다음과 같은 연구 문제를 설정하였다. 첫째, 의사소통 불안에 따른 동질 집단과 이질 집단간에 정의적 영역(수학적 태도, 자아존중감)에서 차이가 있는가? 둘째, 동질 집단과 이질 집단간의 비교에서 어느 집단의 불안 수준이 정의적 영역(수학적 태도, 자아존중감)에 더 긍정적인 효과가 있는가? 이러한 연구 문제를 해결하기 위하여 독립변인은 협동학습에서의 의사소통 불안에 따른 집단 구성 형태이고 종속변인은 정의적 영역(수학적 태도와 자아존중감)인 원인비교 연구 설계(casual-comparative research design)를 세워 원인비교 연구를 실시하였다. 본 연구의 결과로부터 다음과 같은 결론을 얻을 수 있다. 첫째, 의사소통 불안에 따른 집단 구성방법이 수학과 소집단 협동학습의 효과, 특히 자아존중감 향상에 영향을 끼치기 때문에, 효과적인 협동학습을 위해서 학생들의 의사소통 불안을 측정하여 이질 집단으로 구성할 필요가 있다. 둘째, 의사소통 불안에 따른 집단 구성을 했을 때 이질 집단의 불안 하위수준 학생들이 자아존중감 향상에 가장 큰 효과를 볼 수 있다. 결론적으로, 수학 교실에서의 의사소통 불안은 집단의 상호작용 행동에 영향을 준다고 말할 수 있고 의사소통 불안에 따른 이질 집단은 자아존중감 향상에 효과적인 집단 구성방법임을 시사한다.

• The Journal of Korean Institute for Practical Engineering Education
• /
• v.4 no.1
• /
• pp.7-12
• /
• 2012

There are two ways in general for evaluating the accomplishments used by the universities, one is relative evaluation, the other is absolute evaluation. Recently, Korean universities have had the problem with score inflation due to absolute evaluation. The advantage of relative evaluation compared with absolute evaluation is for us to distinguish one's academic accomplishments from others. However, relative evaluation would lead to over-competition. Through this paper, I tired to analyze how cooperative learning influences the academic accomplishments under relative evaluation. Cooperative learning in the relative evaluation of student accomplishments conducted were divided into three groups. And analyzed a result and following presented about the research which in necessary.

• Communications of Mathematical Education
• /
• v.22 no.2
• /
• pp.211-227
• /
• 2008

The method of being composed of small groups has a strong influence on mathematics and cooperative learning and therefore, the group classification should be made in a way of considering not only a learner's cognitive factor but also a affective factor in order to maximize the effects. In this research, we regarded personality as the important standard of the group classification for cooperative learning and tried to find out the influence on the mathematical attitude and achievement in mathematics by means of conducting mathematics and cooperative learning according to the personality types. In order to resolve this problem, we performed the cooperative learning of small group subject to the students at year 6 in an elementary school by making up a similar personality type of group and a different personality type of group through MMTIC examination, and also tried to find out any significant difference in terms of mathematical attitude and achievement in mathematics between two groups. The results obtained in this research are as follows; First, organizing groups in accordance with personality types did not affect on mathematical attitude. Although there were some positive opinions towards mathematics and cooperative learning, the both similar personality type of group and different personality type of group showed no significant difference in terms of mathematical attitude between two groups. Second, organizing groups in accordance with personality types showed positive effects on the achievement in mathematics. The similar personality type of group showed the better achievement in mathematics than the different personality type of group.

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

• Journal of Educational Research in Mathematics
• /
• v.25 no.1
• /
• pp.113-137
• /
• 2015

The objective of the present study is to systematically examine the effects of on the cognitive and affective domains of elementary, middle, and high school students by conducting a meta-analysis. To this end, this study selected 31 research papers that had analyzed the effects of applying, and performed a meta-analysis of the findings presented in each research paper. The results obtained from the meta-analysis are presented as follows. First, both the collaborative learning program and the peer tutoring program for underachieving students in math manifested an above average size of effect in the cognitive domain. In particular, the effect was the greatest at the elementary school level, and out of the two programs, peer tutoring was identified to have a sizable effect. Second, both programs displayed an above average size of effect in the affective domain, and peer tutoring was identified to have a higher effect than collaborative learning. In addition, when the programs were compared based on school levels, the size of effect was highest at the elementary school level followed by middle school and high school, in that order. When compared based on the criteria of the affective domain, self-efficacy in math, learners' attitude toward math, and learners' interest in math were identified to. Finally, this study presented suggestions for teaching underachieving students in math and conducting follow-up studies based on the analysis results.