• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.100-116
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• 2020

The purpose of this study was to investigate the interaction of science PCK between two elementary school teachers by the teacher collaboration within the school. We chose the case that two teachers collaborated spontaneously in the 5th-grade science classes. Even though they had similar teaching experiences, one of them had the science PCK while the other did not. As a result of this study, two teachers began to collaborate to avoid comparisons of science classes between them. They shared the same teaching plan but practiced science teaching individually. During they taught science, they usually collaborated on the instructional sequences, student's activities, and the content of assessments. They had an in-depth collaboration when the teacher who lacked the science PCK asked help to teach problem-centered learning by science inquiry. During the collaboration, their science PCK components, especially the knowledge of instructional strategies for teaching science, shared and it affected the teacher's science practices who lacked the science PCK. However, they did not usually share the knowledge of teaching for their everyday science classes because two teachers had the perception of noninterference about their science classes. This case has the limitation that it is hard to generalize the results but teacher collaboration shows the possibility to develop the elementary school teachers' science professionalism by having peers in the school who can help them in science classes.

• East Asian mathematical journal
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• v.37 no.4
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• pp.523-541
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• 2021

Education for the future society should emphasize the experience of sharing, coexisting, and solving problems in cooperation with each other in the community. Accordingly, in addition to the problem-solving capability, which is the ultimate goal of mathematics education, it is necessary to strengthen the capability to solve unstructured problems through collaboration. This study attempted to suggest that solving complex problems through collaboration is used in school classes or gifted education by introducing polymath that solves problems using collective intelligence. Accordingly, a target problem was set and an example of polymath in which community members exert each other's intelligence to solve the problem. In addition, by investigating the perceptions of students who have experienced polymath, positive aspects and improvements of polymath were suggested. Through this, this study can contribute to revitalization of mathematics teaching and learning methods using collective intelligence.

• Korean Journal of Adult Nursing
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• v.20 no.5
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• pp.778-790
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• 2008

Purpose: This study was conducted to develop Web-based multimedia contents for supporting student nurses' clinical practice on critical care, and to evaluate learners' responses. Methods: Based on the steps of Assessment, Design, Development, Implementation, & Evaluation(ADDIE) model, a total of 13 self-directed learning modules including live lectures and real video clips were developed through faculty collaboration of nine nursing colleges in Gwangju and Chonnam province. The finally developed multimedia contents were published on the Web of the learning management system at a local e-learning center. Results: The Web contents were evaluated after self-learning by 81 junior college nursing students who were encouraged to study it at their own pace during their two-week clinical practice at a medical or surgical intensive care unit of a university hospital and two hospitals. The knowledge (t = -27.66, p < .001) and self-evaluated clinical performance level(t = 7.54, p < .001) were significantly increased after learning of the Web contents and clinical practice, and satisfaction level that measured post-test only was 4.0 out of 5 point. Conclusion: The use of Web contents for critical care need to be extended as a complimentary material in a class room lecture or clinical practice of students to increase their self-learning ability and understandings of clinical knowledge and situation.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.91-97
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• 2022

Recently, as per a representative education method to develop core capabilities (such as critical thinking, communication, collaboration, and creativity) problem based learning (PBL) has been widely adopted in universities. Two important features of PBL are 'collaboration between team members' and 'participation based self-directed learning'. These two features should be satisfied in online education, although it is difficult due to the limitation on space and time in the COVID-19 pandemic. This paper presents a new design of PBL class in Metaverse, based on improving the online PBL class operated in the previous semesters in the H university. In the proposed PBL class, students are able to display materials (e.g., image, pdf, video files) in 3D virtual space, that are related to problem solving. The 3D virtual space is called gallery in this paper. The concept of gallery allows for active participation of students. In addition, the gallery can be used as a tool for collaborative meeting or for final presentation. If possible, the new design of PBL class will be applied and its effectiveness will be analyzed.

• Journal of Korean Library and Information Science Society
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• v.38 no.1
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• pp.423-441
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• 2007

Reading abilities are the key for students' problem-solving, self-directed learning and lifelong competency. Reading to learn is usually created through resources-based learning or inquiry-based learning. This study shows a integrated cross-curriculum approach as a alternative method of the reading to learn and it is completed In collaboration with classroom teachers. In this study especially, the model for reading-based information problem solving is introduced as a specific learning strategy of a integrated cross-curriculum and team-teaching.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.5 no.4
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• pp.180-185
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• 2012

Social Learning is a new study model of future knowledge information society. In different existing study, it concentrate on relationship with others and design to connect studying with social effect as a study platform using social media such as Blog, SNS, UCC, Microblog. In my paper, social learning characteristics are described to understand social learning, that is 3 keyword such as context, connectivity, collaboration. Also we investigate social media characteristics and social media how to be used social learning. Also social learning system building method using facebook is presented.

• Research in Mathematical Education
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• v.25 no.1
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• pp.1-20
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• 2022

Collaborative learning has been highlighted as an effective method of teachers' professional development in various studies. To disclose teachers' discourse threads in the process of collaborative learning for developing their knowledge, this paper adopted two methods including "content analysis" and "time-sequential analysis" of learning analytics. Such analyses were implemented for mining teachers' updated knowledge and the discourse threads in the discussion during collaborative learning. The materials for analysis involved two aspects: one was from the video-taped lesson observation reports written by teachers before and after discussing, and the other was from their discourses during the discussion process. The results proved that teachers' knowledge for teaching the centroid of a triangle was updated in the collaborative learning period, and also revealed the discourse threads of teachers' collaboration contained "requesting information or opinions", "building on ideas", and "providing evidence or reasoning", with the emphasis on "challenging ideas or re-focusing talk"

• Korean Medical Education Review
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• v.23 no.1
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• pp.3-10
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• 2021

Learning by teaching (LbT) has long been recognized as an important learning behavior that constructs meaning based on interactions between learners. This study aimed to explore the meaning of LbT as an important learning activity for future implementation in education. LbT is based on the cultural historical activity theory and sociocultural learning theory, as developed by scholars including Vygotsky. These frameworks value the construction of meaning based on language, and LbT is reported to be effective in constructing meaning. In addition, within the zone of proximal development posited by Vygotsky, learning through interaction between learners improves academic achievement, higher-order thinking, deep learning, and reflective learning. LbT also promotes students' learning presence, and strengthens various competencies such as collaboration and communication skills. Interactive behavior between learners in the form of LbT has been explored as an approach to teaching and learning, with methods including peer learning, peer tutoring, peer teaching, peer mentoring, Lernen durch Lehren, and peer-assisted learning. LbT has also been applied as a learning method. In the future, LbT has boundless potential to improve learning through activities such as flipped learning or online learning based on interactions between learners.

• Journal of Information Science Theory and Practice
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• v.8 no.1
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• pp.33-44
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• 2020

This article is a part of a doctoral research project on developing the faculty-librarian collaboration model to support learning and research at Vietnamese universities. The findings of this study have crucial significance in drawing a broader view of the importance of faculty-librarian collaboration and the roles of such collaborators at Vietnamese universities. Qualitative methodology was used to formulate related topics and achieve these research objectives. Semi-structured interviews were carried out at four universities in Vietnam with three key informants, including the faculty, librarian, and administrators (dean/vice dean of faculty, director/deputy director of the library). From March to April 2019, researchers conducted 29 interviews with three participant groups. The striking results of this research showed that the faculty and librarians realized the significance of a collaborative relationship and expect that Vietnamese universities will design and deploy a model to boost the effectiveness of this collaboration. Besides this, the study found that the collaborators play certain important roles within the collaborative relationship, for instance, that of reference, coordinator, special lecturer, cooperator, and information user.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.55-70
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• 2002

The influence of peer collaboration on children's analogical abilities was studied with 120 9-year-old participants. After the pre-test, which determined the analogical level of the children, each child was assigned to 1 of 4 different learning conditions: cued/non-cued peer collaborative learning, or cued/non-cued individual learning conditions. The post-test showed changes in their analogical abilities. That is, results showed that cued peer collaborative learned improved the analogical abilities of the children, but the pattern of improvement was different by prior level of analogical abilities. We explained improvement in analogical ability by the context effect of peer collaborative learning and by the interactive effect of context with basic cognitive abilities of the children. We suggested implications of the present results for educational practice.