• The Mathematical Education
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• v.57 no.3
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• pp.271-287
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• 2018

This is a case study that defined collaborative utterances and analyzed how they appear in the problem-solving process when 5th-grade students solved problems in groups. As a result, collaborative utterances consist of an interchange type and a deliver type and the interchange type is comprised of two process: the verification process and the modification process. Also, in groups where interchange type collaborative utterances were generated actively and students could reach an agreement easily, students applied the teacher's help to their problem-solving process right after it was provided and could solve problems even though they had some mathematics errors. In interchange-type collaborative utterances, each student's participation varies with their individual achievement. In deliver-type collaborative utterances, students who solved problems by themselves participated dominantly. The conclusions of this paper are as follows. First, interchange-type collaborative utterances fostered students' active participation and accelerated students' arguments. Second, interchange-type collaborative utterances positively influenced the problem-solving process and it is necessary to provide problems that consider students' achievement in each group. Third, groups should be comprised of students whose individual achievements are similar because students' participation in collaborative utterances varies with their achievement.

• Journal of The Korean Association of Information Education
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• v.3 no.2
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• pp.41-53
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• 2000

The purpose of the paper is communication between multi-agents for student's learning at web based collaborative learning. First, this study investigated the whole contents and characteristics of an agent system and discussed KQML, communication language between multi-agents. Also, we suggested architecture of an agent based system for collaborative learning and interaction method between agents using KQML. We design어 and implemented collaborative learning system using Java programming language, and we also demonstrate the efficiency of collaborative learning system by communication between multi-agents through experiments.

• 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"

• Research in Mathematical Education
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• v.11 no.2
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• pp.101-126
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• 2007

We analyze the possibilities of using Information and Communication Technologies as a resource in the teaching/learning of Mathematics and we show the results of concrete experiments carried out with the games: "Adibu", "La ciudad perdida" and "Drood en el planeta siete", with fourteen students and two primary school teachers in a school in Santa Cruz de Tenerife (Spain). Our analysis of the games is made within a global framework in which individual, cooperative and collaborative learning are considered, taking as reference the theoretical frameworks set out by Piaget, Vygotsky, and the principles of collaborative learning (Computer Supported Collaborative Learning).

• 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.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.71-94
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• 2001

The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and loaming. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.

• Journal of Ginseng Research
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• v.41 no.3
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• pp.373-378
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• 2017

Ocotillol-type saponins are one kind of tetracyclic triterpenoids, sharing a tetrahydrofuran ring. Natural ocotillol-type saponins have been discovered in Panax quinquefolius L., Panax japonicus, Hana mina, and Vietnamese ginseng. In recent years, the semisynthesis of 20(S/R)-ocotillol-type saponins has been reported. The biological activities of ocotillol-type saponins include neuroprotective effect, antimyocardial ischemia, antiinflammatory, antibacterial, and antitumor activities. Owing to their chemical structure, pharmacological actions, and the stereoselective activity on antimyocardial ischemia, ocotillol-type saponins are subjected to extensive consideration. In this review, we sum up the discovery, semisynthesis, biological activities, and metabolism of ocotillol-type saponins.

• Journal of Korean Society of Rural Planning
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• v.23 no.2
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• pp.9-17
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• 2017

Rural development policy has changed from hardware based development to community revitalization. The purpose of this study is to analyze social network of collaborative activity among rural organizations as fundamental of community. The material used in this study is a record of collaborative activites in the community newsletter of Hong-Dong area. 161 of collaborative activities (links) and 75 of organizations (nodes) are investigated in network. 6 collaborative activity type ('Education', 'Socializing', 'Meeting', 'Culture', 'Event' and 'Labor') is classified. 'Socializing' is inclusive of approximately half of whole network (50.67%). Closeness centraization, degree centralization and betweenness centralization are measured on top in 'Education', 'Meeting' and 'Event' type. Scatter plot analysis using degree and betweenness centrality index, 'Maeul Revitalization Center', 'Balmak Library', 'Woori-Maeul Medical Co-op', 'Support Center for Female Farmers', 'Hongdong Middle School' and 'Mundang Sustainable Agriculture Education Center' are resulted as the core organization in network. Geographical distribution of collaborative activity is not only concentated in Hong-Dong Myeon but also networked with adjacent administrative district. This study finds its purpose in the detailed analysis of network characteristics of collaborative activity within Hong-Dong area which is representative developed rural community in Korea.

• Korean Medical Education Review
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• v.22 no.2
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• pp.144-144
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• 2020

• International Journal of Contents
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• v.15 no.4
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• pp.89-96
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• 2019

This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.