• Journal of Digital Convergence
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• v.11 no.11
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• pp.693-704
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• 2013

The purpose of this study was to analyze the effects of social network service on the collaborative skills, collaborative satisfaction, and interaction within groups in collaborative learning. The group that used KakaoTalk, one of social network service for working on the collaborative task in the course exhibited higher collaborative skills and collaborative satisfaction (p<.05) than the group that did not use KakaoTalk. When analyzing the amount and the content of the messages produced by the group that used KakaoTalk, the amount of messages did not have an impact on the collaborative skills and collaborative satisfaction.

• Journal of Digital Convergence
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• v.9 no.5
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• pp.175-191
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• 2011

To improve cooperative performance, organizations are increasingly developing its technology capabilities to maintain performance and satisfaction with its collative partners. The data for 143 collaboration experiences from domestic manufacturing firms were used to test hierarchical regression model with trust moderating between technology capabilities and collaborative performance and satisfaction. The result suggests that technological human resources, technological organization, technological leadership are the most important factors to affect positively collaborative performance and satisfaction, and there are interaction effects of trust on technological assets and technological organization with collaborative performance and satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.359-368
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• 2016

In the 21st century, the Korean university education system is focused on innovation and change, including cooperation between industry and universities. It should be a goal to foster an industry-university ecosystem through interactions between universities and industry. Therefore, it is important to measure their relationships and to find advisable ways to measure the final results of industry-university cooperation. This paper sets out the achievements in cooperation and the satisfaction from such enterprises and measures mutual relationships influencing satisfaction from industry-university cooperation as to adherence and cooperation. Therefore, this research focuses on regression equation analysis in order to analyze the influence from satisfaction with industry-university cooperation based on factors in the relations between industry and universities. Also, as we examined the multicollinearity problem, before analyzing multiple regression, the multicollinearity problem appeared to be relatively irrelevant. In particular, the satisfaction variable, which can also be set as a subordinate variable, was in this research constructed as a high-dimensional subordinate variable composed of five individual variables. We then analyzed how the adherence construct factor and degree of cooperation construct factor influences the respective and subordinate satisfaction variables. As a result, the degree of realization of local customized programs was shown by the most significant variables. The biggest factor influencing satisfaction with industry-university cooperation proves the degree of realization for appropriate programs under local conditions, such as education, research, and technique guidance.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.1-8
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• 2021

This experimental study was to examine the impact of collaborative learning in a virtual environment on students' learning outcomes and satisfaction. The collaborative virtual learning environment was created for a Korean history class for high school students. A total of 119 participants were recruited and were randomly assigned to either "collaborative group" or an "individual group." Students' academic achievements and satisfaction were collected as measurement tools to examine the effect of collaborative learning in the virtual learning environment and collected data were tested by independent sample t. The results showed that participation in collaborative groups had a significant positive effect on academic achievement and satisfaction than individual groups.

• Journal of the Korea Convergence Society
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• v.4 no.4
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• pp.1-5
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• 2013

This study aims to define the positive relationship among reverse logistics capability, firm's profits, and collaboration satisfaction. In the previous literatures about reverse logistics mainly focus on the importance of relationship between manufacturers and customers, but less likely on the potential positive effects of between collative firms. To implicate reverse logistics gives firms assets recovery, cost reduction through recycling which affects greater profits. Reverse logistics capability would be positively related with increasing profits for collaboration and satisfaction between partners.

• Proceedings of the Korea Technology Innovation Society Conference
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• 2013.10a
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• pp.40-40
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• 2013

• The Journal of Korean Association of Computer Education
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• v.18 no.4
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• pp.41-53
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• 2015

The purpose of this study is to investigate the effects of centralization on shared mental model, satisfaction and achievement in a web-based collaborative learning. Sixty-eight undergraduate students were randomly assigned to 7 groups and they participated in a 4-week web-based collaborative learning. Three highly centralized teams and three less centralized teams were selected, and analyzed for investigating whether there are meaningful differences in shared mental model, satisfaction and achievement according to the degree of centralization. The results showed that there was no significant difference in shared mental model between the highly and less centralized teams. However, the highly centralized teams showed higher level of satisfaction and achievement than the less centralized teams.

• 대한공업교육학회지
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• v.34 no.2
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• pp.267-285
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• 2009

The collaborative learning has been considered as an efficient teaching model and under the recent basic learning environment, even face-to-face classroom circumstance rapidly increases the courses of blended learning which utilize the merits of e-learning environment. Nonetheless, the study on the strategy for systematic blended learning is quite scarce. In this study, the survey was done for developing the blended learning strategy, based on the collaborative learning model at the face-to-face environment and judging the satisfaction on the courses which the model was applied to. The survey consists of demographic questions, satisfaction in the whole courses, satisfaction in the collaborative learning under the blended learning environment and satisfaction in the blended learning strategy and support tools applied to each step of the learning. The result of this study is as follows. First, in response to the question that the blended learning can complement the face-to-face classroom courses, the respondents represented average 4.09 at 5-point Likert scale. And to the question whether the collaborative learning is more efficient under the blended learning environment than the face-to-face classroom, the response corresponds to 4.06 scale on the average. Second, as for the satisfaction in the blended learning strategy and support tools applied to the each step of the blended learning, the satisfaction degree is analyzed as high as over 4.0 on the average toward all the questions. Third, regarding the support tools used for the blended learning strategy, the learners consider the tools as most helpful in order of chatting, team community, mail & note and archive. Lastly, I would like to suggest that the study result should be highly reflected in constructing the collaborative learning module of learning control system in the future.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.158-170
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• 2022

The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience.

• Journal of Digital Convergence
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• v.13 no.5
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• pp.9-19
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• 2015

In this paper we investigate relation between participation and satisfaction of industry-university co-program with the view of evaluating performance of industry-university cooperation. The importance rank and satisfaction of university-industry co-programs have statistically positive correlation. In regression model, the number of participating co-programs affects the general satisfaction positively. These results implement that the companies have interest in 'industry-university cooperation forum' in initial stage of industry university cooperation, and take part in 'technology co-development program' and gradually enhance availability of other co-programs.