• Title/Summary/Keyword: Collaborative Classes

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Analysis of class satisfaction with Peer Evaluation in Collaborative Learning-based classes (협력학습 기반 수업에서의 동료평가에 대한 수업 만족도 분석)

  • Jeong, Sun-Kyeong;Park, Nam-Su
    • 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.

Analysis of the Effect of Collaborative Problem-Solving Based Science Class on Students' Character Competency in the Elementary School Science 'Dissolution and Solution' Unit (초등학교 과학 '용해와 용액' 단원에서 협력적 문제해결에 기반한 수업이 학생들의 인성역량에 미치는 영향 분석)

  • Jiaeng, Park;Jihun, Park;Jeonghee, Nam
    • Journal of the Korean Chemical Society
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    • v.66 no.6
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    • pp.509-520
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    • 2022
  • This study investigated the impact of elementary school science classes based on collaborative problem-solving on the character competency of students. For this purpose, students from 2 classes in 5th grade at an elementary school in a metropolitan city were targeted, and elementary science classes based on collaborative problem-solving were developed and applied to the 5 topics selected from the 'dissolution and solution' unit in the elementary science curriculum. In order to investigate the effect of science class based on collaborative problem-solving on the character competency of students, results of the character competence test before and after the class, reflective writing activity sheets filled out by the students in the experimental group, and questionnaires regarding their changes in character competency after the class were analyzed. The results showed that elementary science classes based on collaborative problem-solving were effective in cultivating the character competence of elementary school students.

A Case Study of Collaborative Classes between a Teacher Librarian and a Chinese Language Teacher Applying Problem-based Learning: With a Main Focus on Students' Degree of Interest in Learning at S High School (PBL을 적용한 사서교사와 중국어 교과교사의 협력수업 사례 연구 - S고등학교 학생의 학습흥미도 변화를 중심으로 -)

  • Cho, Miah
    • Journal of the Korean Society for Library and Information Science
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    • v.48 no.2
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    • pp.65-88
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    • 2014
  • This study analyzed cases of collaborative classes between a teacher librarian and Chinese language teacher by applying problem-based learning (PBL) and intended to propose a desirable direction for class in operating collaborative classes of PBL. In order to achieve this purpose, methods to raise problems by BPL at the library of S High School, class content by each round of class, and cases of students' achievements were presented. In addition, statistical analysis of interest in subjects on 101 students in their sophomore year who had participated in PBL class was conducted. According to the study result, students' learning-related desire to accomplish, executive ability of learning, and interest were significantly improved.

Education of Collaborative Product Data Management by Using Social Media in a Product Data Management System (소셜미디어와 PDM 시스템을 활용한 협업적 제품자료관리 교육)

  • Do, Namchul
    • Korean Journal of Computational Design and Engineering
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    • v.20 no.3
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    • pp.254-262
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    • 2015
  • This study proposes an approach to Product Data Management (PDM) education for collaborative product data management, which can support collaborative product development process. This approach introduces social media and a PDM system into a framework for PDM education supported by consistent product development process and product data model. It has been applied to two PDM classes and the result shows that the social media in PDM education can support not only experiences of the collaborative product data management but also interactive and informal communications among instructors and participants using integrated social media with product data during courses.

A Study of Instruction of Internet(IoI)-based Collaborative Learning Method in Elementary School Sixth Grade Mathematics Class (초등학교 6학년 수학수업에서의 수업인터넷 기반 협력학습 수업방법 탐색)

  • Choi, Byoung-Hoon;Yoon, Heon-Chul
    • Journal of Science Education
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    • v.41 no.2
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    • pp.248-266
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    • 2017
  • The purpose of this study is to present various examples of collaborative learning based on the Instruction of Internet in the 6th grade elementary school mathematics class. So we introduce the design method of classroom environment for classroom Internet and give example of various teaching methods. This study was conducted for nine months from March to November, 2016, one sixth grade of elementary school in D area. During this period, we conducted Instruction of Internet-based collaborative learning to classify typical teaching cases. We classified into 5 type collaborative learning. First, collaborative learning in the classroom. Second, remote collaborative learning between classroom and classroom. Third, Live participation classes. Forth, project collaborative learning. Fifth, using virtual reality in collaborative learning. In addition, we could identify that there is a difference compared to the conventional learning. It became possible to conduct collaborative learning with other students simultaneously or have opening class with both parents and teachers by using Youtube. These examples can be presented as a case to depart from traditional mathematics class in one classroom. In this regard, we will be able to provide several implications about teaching methods utilizing smart device and Internet in future classroom.

The Effects of the Small Group Collaborative Learning Strategy using Smart Devices in Elementary School Science Classes (초등 과학 수업에서 스마트 기기를 활용한 소집단 협력 학습의 효과)

  • Kang, Sukjin;Yun, Sungyong
    • Journal of Korean Elementary Science Education
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    • v.36 no.3
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    • pp.181-192
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    • 2017
  • In this study, the effects of the small group collaborative learning on students' achievement, the retention of the achievement, communication anxiety, and science learning motivation were investigated. The aptitude-treatment interaction between the level of students' self-directed learning ability and the intervention was also examined. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. A self-directed learning ability test, a communication anxiety test, and a science learning motivation test were administered as pretests. The intervention lasted for 8 class periods. After instruction, an achievement test, the communication anxiety test, and the science learning motivation test were administered. An achievement retention test were also administered after four weeks. The results indicated that there were significant treatmentaptitude interaction effects in the achievement test scores and the achievement retention test scores. In the communication anxiety and the science learning motivation, however, any significant difference was not found between the scores of the treatment group and the control group. Educational implications are discussed.

Conditional Generative Adversarial Network based Collaborative Filtering Recommendation System (Conditional Generative Adversarial Network(CGAN) 기반 협업 필터링 추천 시스템)

  • Kang, Soyi;Shin, Kyung-shik
    • Journal of Intelligence and Information Systems
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    • v.27 no.3
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    • pp.157-173
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    • 2021
  • With the development of information technology, the amount of available information increases daily. However, having access to so much information makes it difficult for users to easily find the information they seek. Users want a visualized system that reduces information retrieval and learning time, saving them from personally reading and judging all available information. As a result, recommendation systems are an increasingly important technologies that are essential to the business. Collaborative filtering is used in various fields with excellent performance because recommendations are made based on similar user interests and preferences. However, limitations do exist. Sparsity occurs when user-item preference information is insufficient, and is the main limitation of collaborative filtering. The evaluation value of the user item matrix may be distorted by the data depending on the popularity of the product, or there may be new users who have not yet evaluated the value. The lack of historical data to identify consumer preferences is referred to as data sparsity, and various methods have been studied to address these problems. However, most attempts to solve the sparsity problem are not optimal because they can only be applied when additional data such as users' personal information, social networks, or characteristics of items are included. Another problem is that real-world score data are mostly biased to high scores, resulting in severe imbalances. One cause of this imbalance distribution is the purchasing bias, in which only users with high product ratings purchase products, so those with low ratings are less likely to purchase products and thus do not leave negative product reviews. Due to these characteristics, unlike most users' actual preferences, reviews by users who purchase products are more likely to be positive. Therefore, the actual rating data is over-learned in many classes with high incidence due to its biased characteristics, distorting the market. Applying collaborative filtering to these imbalanced data leads to poor recommendation performance due to excessive learning of biased classes. Traditional oversampling techniques to address this problem are likely to cause overfitting because they repeat the same data, which acts as noise in learning, reducing recommendation performance. In addition, pre-processing methods for most existing data imbalance problems are designed and used for binary classes. Binary class imbalance techniques are difficult to apply to multi-class problems because they cannot model multi-class problems, such as objects at cross-class boundaries or objects overlapping multiple classes. To solve this problem, research has been conducted to convert and apply multi-class problems to binary class problems. However, simplification of multi-class problems can cause potential classification errors when combined with the results of classifiers learned from other sub-problems, resulting in loss of important information about relationships beyond the selected items. Therefore, it is necessary to develop more effective methods to address multi-class imbalance problems. We propose a collaborative filtering model using CGAN to generate realistic virtual data to populate the empty user-item matrix. Conditional vector y identify distributions for minority classes and generate data reflecting their characteristics. Collaborative filtering then maximizes the performance of the recommendation system via hyperparameter tuning. This process should improve the accuracy of the model by addressing the sparsity problem of collaborative filtering implementations while mitigating data imbalances arising from real data. Our model has superior recommendation performance over existing oversampling techniques and existing real-world data with data sparsity. SMOTE, Borderline SMOTE, SVM-SMOTE, ADASYN, and GAN were used as comparative models and we demonstrate the highest prediction accuracy on the RMSE and MAE evaluation scales. Through this study, oversampling based on deep learning will be able to further refine the performance of recommendation systems using actual data and be used to build business recommendation systems.

A Study on the Learning Experience of Participating in a Collaborative Problem-Solving Learning Model from a Student's Perspective: Qualitative Analysis from Focus Group Interviews

  • Lee, Sowon;Kim, Boyoung;Kim, Seonyoung
    • International Journal of Advanced Culture Technology
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    • v.10 no.1
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    • pp.160-169
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    • 2022
  • This qualitative study aimed to investigate ways to improve effective cooperative learning from students' perspective by understanding and analyzing the learning experiences of nursing students who participated in a collaborative problem-solving learning model. Data were collected through focus group interviews and reflection journals of six second-year nursing students from G-university in J-city who participated in a collaborative problem-solving learning model course. The interview data were analyzed and divided into 3 categories and 10 subcategories according to the six-step thematic analysis method proposed by Braun and Clarke. The results of analyzing the interviews were considered based on three areas: preparation before learning, the process of collaborating as a cooperative learning experience, and solutions and expectations after learning. The participants felt frustrated because collaborative problem-solving took more time for individual learning than traditional methods did and would not allow them to check the correct answers immediately. However, they gained new experiences by solving problems and engaging in discussions within their learning community. The participants' expectations included material that could help their learning, measures to prevent free-riders, and consideration of the learning process in evaluation factors. Although this study has sample limitations by targeting nursing students in only one region, it can be used to help operate collaborative problem-solving classes, as it reflects the real experiences and opinions of students.

A Study on the Effect of Conversing Action Learning in a Collaborative EFL Classroom (협력형 EFL 교실에서 실천학습 융합 효과에 관한 연구)

  • Shin, Myeong-Hee
    • Journal of the Korea Convergence Society
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    • v.10 no.7
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    • pp.71-76
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    • 2019
  • The purpose of this study is to investigate the effect of action learning methods and practices, which have a research focus on learner-centered teaching after training students to use collaborative learning practices from the viewpoint that the learners acquire English skills through peer correction activities based on sociocultural learning theory[1]. From March 1, 2018 to June 15, 2018, one control class and one experimental group were selected from the general freshman English courses. The experimental group attended classes centered on collaborative writing activities using action learning and cooperation techniques, and the control group attended classes lecture style and rote learning methods to teach writing. The result of study has shown that, for the experimental group, there have been statistically significant results in the production of writing, such as the number of words, the number of sentences, and sentence length. Learners could share the knowledge or ideas of others in their learning relationships with more regular basis.

An Ethnorgraphic Study on the Elementary Science Classes of the 5th grade Students (초등학교 5학년 자연과 실험 수업에 대한 문화기술적 연구)

  • 최옥자;김효남;백성혜
    • Journal of Korean Elementary Science Education
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    • v.18 no.2
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    • pp.35-46
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    • 1999
  • The most of elementary school science textbook contents are composed of observation and experiment activities. When students study natural phenomena, observation and experiment are st rongly emphasized to improve understanding of scientific concepts and inquiry abilities. The purpose of this study is deep understanding about experimental science classes. This ethnographic study is conducted by observations of experimental science classes in natural setting and interviews of teachers, students of the 5th grade. The conclusions of this study are as follows: First, the general process of the elementary science experimental classes is 'identifying learning purposes -1 planning experiments -1 predicting the results -1 experimenting-t summarizing the results.' The experiments are conducted by group activities and the teachers conceived that the me st difficult step considered by students is 'planning experiments'. Second, students like hands-on activities, but they feel difficulty on less guided experiments. Students perform results oriented-activities. Third, in group activities, students prefer to work with the same gender or collaborative peers.

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