• The Journal of Korean Association of Computer Education
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• v.9 no.1
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• pp.41-48
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• 2006

The latest several studies show that Wiki is a very efficient tools for collaborative learning in the distributed environments. Even though Wiki supports efficient knowledge sharing between group members, there are still some problems to be solved for collaborative learning. Since the structure of group contents becomes more complex and the links between pages are dynamically changed, each member of group has difficulties to perceive the changed contents and links on group pages. We designed the adaptive navigation system to guide individual browsing paths of each member through the calculating of friendship and the state of pages. At first we developed the relation model between member and each pages by the historical log that stored the change of pages and the activity of members, and then we implemented the adaptive navigation system using the model. Experimental results show that this adaptive system is very effective to share the group knowledge and to promote collaborative learning activities.

• The Bulletin of The Korean Astronomical Society
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• v.44 no.1
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• pp.60.2-60.2
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• 2019

북한은 과학기술중시정책을 추진하면서 과학기술 우대환경을 조성하고, 전민과학기술 인재화 및 과학교육 강조 그리고 새 세기 산업혁명을 내세우며 자력갱생과 경제 발전을 위한 과학기술의 도구적 입장을 가지고 있다. 특수부문에서 강점을 가지고 있고, 기초과학 부문 및 정보기술영역에서 성과를 보여주고 있고, 국제학술활동에도 참여하는 등 얼마간의 대외 개방성도 나타내고 있다. 핵문제 즉 비핵화의 과제가 남아 있으나 남북 정상회담과 북미정사회담을 통해 남북교류협력의 여건이 나아지고 있고, 과학기술계 정부출연연구기관 소속의 연구자들이 북한연구과 남북협력을 준비한다. 대북 재제의 여건하에서 활성화될 수는 없으나 남북 과학자간 학술대회를 개최하고, 백두산연구기지 설립으로 백두산 지진 뿐만 아니라 천문 연구와 천연물, 광물 개발 등을 제안하였다. 앞으로는 남북과학기술협력센터 설립을 검토하고 보다 다양한 남북 과학기술 협력을 위한 기반 조성을 위한 향후 계획을 논한다.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.67-76
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• 2017

To conduct research using small group learning with advanced technology in school, small group collaborative learning was conducted in virtual reality called Second Life for high school history class to verify the effects of the role of group members (leader, group member) in collaborative learning activities in this study. Two classes of the second grade of high school were selected randomly and 20 groups were also randomly assigned, and each group was consisted of three members (1 leader and two group members). Academic achievement and satisfaction with academic activities were used to verify the effect of the role as measurement tools, and collected quantitative data were tested by independent sample t. As a result, it was found that performing the role of leader in collaborative learning activities in virtual reality was effective in promoting enhancing students' academic achievement and increasing satisfaction level. Lastly, utilization and improvement of small group collaborative learning using virtual reality in the field of education were discussed.

• The Journal of Korean Association of Computer Education
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• v.15 no.6
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• pp.65-74
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• 2012

Wiki is an online-based collaborative tool, and has been frequently used more recently as it realizes the paradigm of web 2.0 in educational context. Especially, wiki promotes collaborative knowledge building which is the major interest of this study. The purpose of this research is to investigate the relationships among academic self-efficacy, self-efficacy for group work, wiki anxiety, participation in wiki activity, and learning achievement. Fifty nine college students participated in the wiki activity, and the data from fifty three were used for the multiple regression and path analysis. The results reported that academic self-efficacy and wiki anxiety affected participation in wiki activity, and these two variables also had indirect effects on learning achievement, mediated by participation.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.439-464
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• 2020

This study conducted a systematic review of mathematics teacher learning communities, especially the characteristics of teacher collaboration in community activities. Our review includes 14 research papers published in national academic journals indexed in KCI and 24 research papers in international academic journals indexed in SSCI from 2003 to 2019. Results show that the literature varied in research design, research topics, and patterns relating to teacher collaboration. While both international and national papers report teacher community activities concerning the organization, management, and participation, there were different levels of involvement, visions, and activities across the communities of practice. For example, research in national journals has presented teacher community as professional development while papers in international journals have focused on documenting teacher community becoming a reflective community of practice. This study contributes to understanding the interplay of context, conflicting epistemic culture, and professional agency in fostering collaboration in teacher communities. This paper also discusses relevant research methods to investigate mathematics teacher communities and insights into the policy and practice of mathematics teacher education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.6
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• pp.69-84
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• 2021

As industrial structural changes in the 4th Industrial Revolution have recently led to the need for fostering high-tech industries and high-tech manufacturing industries have been showing high value-added creation, the importance of high-tech manufacturing ventures has increased a lot as well. As a result of this, the government is actively supporting and fostering them. However, it appears that high-tech manufacturing ventures seem to have a lot of difficulty in securing competitive advantages due to the lack of internal core competencies and experience in the rapidly changing international economic conditions. In order for high-tech manufacturing ventures to strengthen internal core competencies, external collaborations with other companies or institutions which have diverse experience, technology skills and abundant resources are actively promoted. Accordingly, based on resource-based theory and transaction cost theory, the authors analyzed the effects of the high-tech manufacturing ventures'external collaborations on internal core competencies and management performance in this study. In order to verify the hypothesis of this study, the 2020 data on"The Research on the Precision Status of Ventures'compiled by the Ministry of SMEs and Startups since 1999 were utilized. According to the results of this study, the experience of external collaborations had a positive impact on the internal core competencies and non-financial management performance, while there was no direct impact on financial management performance. Moreover, the relationship between the experience of external collaborations and management performance is mediated by the internal core competencies. Additionally, it was found that the internal core competencies positively affected both non-financial and financial management performances, and non-financial management performance again had a significant impact on the financial management performance. Finally, the experience of external collaborations had a positive impact on both development, manufacturing, and marketing factors forming the internal core competencies. However, the impacts of individual factors were different in the management performance. Development and marketing factors were shown to have a significant impact on both non-financial and financial management performance, while the manufacturing factor had a significant impact only on financial management performance.

• TTA Journal
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• s.56
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• pp.133-145
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• 1998

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.27-36
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• 2006

This study intends to present essential models for collaborative learning in e-learning environment as well as to analyze learning behavior elements appearing in collaborative learning activities. In order to achieve goal of the study, the researchers analyzed existing cooperative learning models for face-to-face classroom, collaborative activity models based on instructional theory, and the structures and activities elements of learning community and collaborative activity models focusing on e-learning environment. As a result of the study, the researchers produced a generalizable collaborative learning model for e-learning which include general collaborative learning model, and further analyzed specific learning behaviors performed by learners while they proceed in this model based learning processes. The adequacy of this model and reliability of learning behavior elements were tested through experts' review meetings. The research result, suggesting generalizable collaborative learning model as well as learning behaviors elements which might occur within e-learning based collaborative learning, might work as a foundational model for software infrastructure and e-learning solution business. Moreover, its value might be maximized if its being used for enhancing learning content interoperability and reuse as well as for establishing international standardization for collaborative technology.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.1-12
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• 2019

This study aims to explore students' epistemic practices and considerations, which are explained as underlying epistemic thoughts that guide their epistemic practices, during argumentation in science classrooms. We also investigated how collaborative reflection facilitated the development of such epistemic considerations. Two seventh-grade classes participated in this study by engaging in argumentation activities and collaborative reflection after classes. A group with students' change in epistemic aspects and the influence of collaborative reflection clearly revealed from their practices was chosen as a focus group. We recorded their class discussions and collaborative reflections with the researchers. Transcriptions of the recordings and checklists we collected during the collaborative reflections were used for analysis. Results showed evident changes in the students' epistemic considerations and practices and four factors facilitating such developments were identified. First, the researcher facilitating the students to recognize each other as collaborators during collaborative reflection led development of epistemic considerations on "audience using the knowledge products." Second, the collaborative reflection facilitated construction of context for peer interactions where the students encouraged each other to participate in the discussion, resulting in the development of other students' epistemic considerations on "justifications in knowledge products." Third, the items provided on the checklists explicitly delineated expectations on their practices in argumentation, also facilitating development of epistemic considerations. Lastly, the students' imitation of the researcher's pattern of discourse facilitated construction of causal explanation and development of epistemic considerations on "nature of the knowledge products." This study will contribute to the construction of strategies that develop students' epistemic considerations and productive epistemic practices in argumentation.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.407-416
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• 2017

In this study, we investigated the processes of analogy change and the characteristics of discussions in collaborative activity of self-generated analogy. Twenty-four high school students in Seoul participated in this study. We implemented science instructions based on collaborative activity of self-generated analogy. We compared personal analogies, group analogies, and modified group analogies in order to analyze the processes of analogy change. We also analyzed the characteristics of group and classroom discussions in the science instructions. The analyses of the results indicated that the processes of analogy change were categorized into three patterns; adding shared attributes, recognizing unshared attributes, and revising mapping errors. They selected a group analogy from analogies of their group members by considering inclusiveness, originality, and familiarity. They perceived the activity of self-generated analogy as subjective and creative. Therefore, they felt little pressure of self-generated analogy and there were little conflicts in group discussions. On the other hand, various analogies were suggested in classroom discussions and the competitive atmosphere of classroom discussions led students to focus on unshared attributes. At the stage of modifying group analogies, they added unshared attributes as limitations of the group analogy and changed their group analogy not to have unshared attributes. There were no cases of generating a new analogy. Some suggestions to implement collaborative activity of self-generated analogy in science teaching effectively are discussed.