• Communications of Mathematical Education
• /
• v.32 no.2
• /
• pp.147-174
• /
• 2018

The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?

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

• 한국정보교육학회:학술대회논문집
• /
• 2004.01a
• /
• pp.413-421
• /
• 2004

지식 정보화 시대의 새로운 교육 패러다임의 변화에 따라 웹을 통하여 정보와 아이디어를 서로 공유할 수 있는 사회적 상호작용이 요구되고 있다. 이러한 사회적 상호작용을 증진시키기 위해서는 다양한 사회적 상호작용 도구를 제공할 수 있는 웹 기반협동학습 시스템이 필요하다. 따라서 이 논문에서는 사회적 상호작용을 증진시키기 위해서 웹 기반 협동학습 환경을 쉽게 구성할 수 있도록 재사용 가능한 협동학습객체 모형을 SCORM을 기반으로 설계하였다. 협동학습객체 모형을 필드와 메소드, 속성으로 구성하였다. 필드는 상호작용을 통해 발생된 상호작용 결과를 저장하기 위해 데이터 모델로 구현하였으며, 메소드는 상호작용 결과를 LMS에 전달하는 방법을 제공하기 위해 API 함수로 구현하였다. 또한 협동학습객체의 속성은 접근성, 다형성, 포장성, 제어성으로 구분하여 각각 베타데이터, 계열화, 패키지, 런치를 통해 구현하였다. 이러한 협동학습객체는 학습 내용과 결합하여 하나의 협동학습 활동을 구성하게 되고, 이렇게 구성된 협동학습 활동을 계열화함으로써 교수 학습 설계가 이루어진다.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.16 no.1
• /
• pp.167-175
• /
• 2012

This paper investigated the effects of cooperative learning and individual learning in computer science education. Most works and projects are accomplished in groups in most IT companies in Korea. Thus, cooperative learning is one of the most important aspects that must be learned in schools. This research studies how students think of individual and cooperative learning. It also researches and analyzes how different learning methods would affect the learning effects with surveys and experiments, which were conducted during two consecutive semesters with students in a department of a computer related major at a university in Seoul. This research compares and analyzes the results after dividing the students in two groups based on the different learning methods.

• Journal of the Korean Chemical Society
• /
• v.58 no.6
• /
• pp.630-637
• /
• 2014

In this study, we investigated the current situation of implementing cooperative learning (CL) in elementary science classes and teachers' perceptions toward CL in science instructions. Participants were 138 elementary school teachers and 96 of them had experiences of implementing CL in their science classes. We developed a questionnaire on the basis of previous studies. The results indicated that many teachers did not seem to comprehend CL and some of them did not seem to distinguish CL from the traditional small group learning. The teachers who had experiences of implementing CL tended to exhibit positive perceptions toward CL than their counterpart in the effects of CL category whereas they did not show any positive evidence in the processes of CL category. The influences of teaching career and the experience of participating inservice training about CL on teachers' perceptions toward CL were not clear. Educational implications are discussed.

• Journal of Digital Convergence
• /
• v.18 no.6
• /
• pp.81-91
• /
• 2020

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on.

• Journal of The Korean Association of Information Education
• /
• v.21 no.2
• /
• pp.191-198
• /
• 2017

The purpose of this study is to design and apply cooperative learning using module cards for SW education for beginner and to analyze their effects and perceptions. Cooperative learning using 30 module cards consists of 3 activities and we applied it to elementary school students to verify the effectiveness of the learning. For the research analysis, we analyzed the pre-post motivation of SW education, the degree of satisfaction, interest level, and step recognition of the cooperative learning. As a result of the analysis, the learning motivation showed significant improvement in all areas of attention, relevance, confidence, and satisfaction. Students also found that the second stage of cooperative learning using module cards was the most interesting and the third was the most helpful.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.3
• /
• pp.111-121
• /
• 2004

One of the cooperative learning models, the cooperative learning of structural approach which is very simple and easily applicable accomplishes teaching-learning through combining learning contents and organic connections of various structures. This work proposes a cooperative teaching-learning model for the structural approach, designs and implements a web-based cooperative system supporting it. The model provides a concrete frame which can apply to a subject learning thus could effectively support cooperative learning. Furthermore, it classifies learning into three types such as knowledge learning, investigation, and function mastering and presents a structure application model for each so as to apply different structures according to learning materials and types. We implemented a system that performs cooperative learning on the basis of these models, applied to a class, and analyzed the effect of it.

• Proceedings of the Korea Multimedia Society Conference
• /
• 2001.11a
• /
• pp.741-745
• /
• 2001

본 논문은 구성주의적 관점에서의 학습환경을 구축하기 위하여 설계·구현된 웹 기반 협동학습 시스템을 기술한다. 웹 상에서 인터넷을 통해 상호작용적인 의사소통을 촉진하고 자기 주도적 협동학습을 가능케 하기 위해 관리자, 그룹관리자, 학습자의 3가지 모듈을 구성·설계하였고, 과제와 평가 역시 서로 연동시킴으로써 보다 내실있는 시스템을 설계하였다. 따라서 본 연구는 현재 강조되고 있는 ICT(Information & Communication Technology) 찬용 교육에 있어 의다 효율적인 협동학습 공간을 구축하는 데 많은 도움을 줄 수 있을 것이다.

• The Journal of the Korea Contents Association
• /
• v.14 no.6
• /
• pp.491-498
• /
• 2014

Programming learning tend to improve the high thinking ability by experiencing problem solving process through programming recently, There are the previous studies that small group cooperative learning has the effect of the learning that is based logical thinking and creativity, while programming learning has relied on individual learner's thinking and principles traditionally. In this paper, it was verified the effect on improving the problem solving ability to perform by the small cooperative learning group in a problem solving process of programming learning. For this, it was developed and applied a model that include small cooperative learning group based on the problem solving 5 steps. The results of this study showed that the small cooperative learning group has positive effect of the problem solving ability in programming learning and has no relationship with cognitive style.