• Title/Summary/Keyword: Collaborative Problem Solving

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The Effects of Problem-Based Learning on Problem Solving Ability and Collaborative Self-efficacy of Dental Hygiene Major Students (문제중심학습(PBL)이 치위생학 전공 학생들의 문제해결능력과 협력적 자기효능감에 미치는 효과)

  • Young-Soo Lee;Hyeon-Ae Sim
    • Journal of The Korean Society of Integrative Medicine
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    • v.11 no.1
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    • pp.71-78
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    • 2023
  • Purpose : This study was purposed to analyze the effectiveness of PBL (Problem-Based Learning) classes and to derive class improvement plans. Methods : The subjects of the study were 48 students who took the 4th grade clinical dental hygiene course at S University located in Chungcheongnam-do of South Korea in 2021. A single-group pre and post experimental study was designed to verify whether there were significant changes in the research variables of students who participated in the class to which problem-based learning was applied. A paired-sample t-test was conducted for the collected data of 46 respondents. Results : As a result, the degree of improvement in problem clarification, cause analysis, and alternative development among the five sub-areas of problem-solving ability was statistically significant. This means that the problem-based learning class positively affects dental hygiene major students' ability to clarify problems, the ability to analyze causes to collect and analyze information, and the ability to develop alternatives to make decisions, thereby improving overall problem-solving abilities. However, the improved post-score was not statistically significant in the planning/execution and performance evaluation of the remaining two subdomains. In addition, post-scores of the leader aspect, opinion exchange, opinion evaluation, and opinion integration, which are sub-domains of collaborative self-efficacy, all showed great statistical significance. Problem-based learning improved the collaborative efficacy of dental hygiene major students overall by positively influencing the ability to lead a team, exchange and evaluate each other's views, and constructively integrate different views. Conclusion : It was found that both the subject's problem-solving ability and cooperation efficiency improved under the influence of problem-based learning. On the other hand, implications for improvement of the future class such as the necessity of supplementing strategies to promote planning and execution ability for problem solving, and ability to evaluate problem solving performance was suggested.

Analyzing Collaborative Problem-Solving Behaviors Based Upon Cognitive Motions of IT Personnel and Users (정보기술 전문가와 이용자의 인지이동에 기반한 협력적 문제해결 행위 분석 연구)

  • Kim, Sung-Jin
    • Journal of the Korean Society for information Management
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    • v.22 no.1 s.55
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    • pp.209-228
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    • 2005
  • This study is a preliminary work in examining how to manage resources for collaboratively interactive help systems. The purpose of this article is to describe significant patterns of behaviors and cognitive state in collaborative problem-solving situation, and further to explore the relationship between the behavior and the perception of service evaluation. Based on the concept of 'cognitive motion' in Dervin's Sense-Making theory, this study conducted a time-line interview. The sample of this study consists of 22 IT personnel helping other person solve IT problems and 36 users being helped for a IT problem-solving. This study presents a model of collaborative problem-solving behaviors and discusses some implications for designing help systems which collaborative interactions can happen.

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.

Development and Effect of the Creative Problem Solving Capacity Education Program for University Freshmen Using Game component (게임적 요소를 활용한 대학 신입생의 창의적 문제해결 교육 프로그램 개발 및 효과)

  • Jeon, Shin-young;Park, Joo-Hee
    • Journal of Korea Game Society
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    • v.21 no.2
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    • pp.139-150
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    • 2021
  • This study analyzed the effectiveness by developing an online program to enhance collaborative problem-solving capabilities for college freshmen using gamification. According to the research results, the operational model of the online program for enhancing collaborative problem-solving capabilities using gamification was presented in five stages: 1 preparation, 2 team building, 3 assessment, 4 feedback, and 5 achievement sharing. The results of the "pre-test" and post T-test of creative problem-solving capabilities, the variables related to creative problem-solving skills, academic challenge, creative thinking ability, and convergence value creation have been significantly improved. What should be discussed in the future is the need to experience collaborative problem solving process online, and to develop game design and platform that can discuss and communicate.

SW Education Program using Pair Programming Collaboration Tools (짝프로그래밍 협업도구를 활용한 SW교육프로그램)

  • Kim, Yong-Ok;Chun, Seok-Ju
    • Journal of The Korean Association of Information Education
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    • v.23 no.4
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    • pp.375-384
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    • 2019
  • In a rapidly changing society with the Fourth Industrial Revolution, future students should have the skills to utilize and organize high-quality knowledge, not the amount of knowledge. With the launch of the revised curriculum in 2015, the curriculum has been reorganized based on competency and the software education has been seeking capabilities such as 'Cultural computing knowledge', 'Computational thinking', and 'Collaborative problem solving skills'. Therefore, practical collaboration tools and education programs that can be used in the field of education are developed based on Pair Programming, which is a specific collaborative learning strategy to develop cooperative problem solving skill. The educational program using this collaboration tool was developed with a focus on developing computational thinking and collaborative problem solving skills through Pair Programming rather than focusing on learning grammar of programming language and programming techniques. In a educational program, students will be able to use collaborative tools for pair programming and foster collaborative problem-solving skills.

The cognitive load of middle school students according to problem types in collaborative learning for solving the function problems (함수 영역 문제해결 협력학습 과정에서 문제 유형에 따른 중학생의 인지부하 분석)

  • Kim, Seong-Kyeong;Kim, Ji Youn;Lee, Sun Ji;Lee, Bongju
    • The Mathematical Education
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    • v.57 no.2
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    • pp.137-155
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    • 2018
  • From the assumption that an individual's working memory capacity is limited, the cognitive load theory is concerned with providing adequate instructional design so as to avoid overloading the learner's working memory. Based on the cognitive load theory, this study aimed to provide implications for effective problem-based collaborative teaching and learning design by analyzing the level of middle school students' cognitive load which is perceived according to the problem types(short answer type, narrative type, project) in the process of collaborative problem solving in middle school function part. To do this, this study analyzed whether there is a relevant difference in the level of cognitive load for the problem type according to the math achievement level and gender in the process of cooperative problem solving. As a result, there was a relevant difference in the task burden and task difficulty perceived according to the types of problems in both first and second graders in middle schools students. and there was no significant difference in the cognitive effort. In addition, the efficacy of task performance differed between first and second graders. The significance of this study is as follows: in the process of collaborative problem solving learning, which is most frequently used in school classrooms, it examined students' cognitive load according to problem types in various aspects of grade, achievement level, and gender.

A Study on the Development of Learning Model for Improving Collaborative Creativity Based on CPS

  • PARK, Eunsook
    • Educational Technology International
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    • v.7 no.2
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    • pp.23-44
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    • 2006
  • As the educational paradigm has shifted from the traditional knowledge oriented instruction learning to the knowledge product oriented instructional learning, the development of student's creativity becomes one of the most important educational goals, because the ability that can produce the knowledge creatively is required in the digital information knowledge based society. The purpose of this study is to make a basic direction and strategy for the instructional design to develop an on and off line blended instructional design which will help a learning community to be a more collaborative and creative learning community. This research has investigated the concept and the characteristics of collaborative creativity and creative problem solving as the theoretical basis of the design. After that, on the basis of the theories connected with the collaborative creativity theory, the direction and the strategies for the development of collaborative creativity was designed. The design was applied into the real learning community and finally proved the effectiveness of the learning model for the development of the collaborative creativity by the quantitative evaluation.

Heuristic Method for Collaborative Parcel Delivery with Drone

  • Chung, Jibok
    • Journal of Distribution Science
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    • v.16 no.2
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    • pp.19-24
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    • 2018
  • Purpose - Drone delivery is expected to revolutionize the supply chain industry. This paper aims to introduce a collaborative parcel delivery problem by truck and drone (hereinafter called "TDRP") and propose a novel heuristic method to solve the problem. Research design, data, and methodology - To show the effectiveness of collaborative delivery by truck and drone, we generate a toy problem composed of 9 customers and the speed of drone is assumed to be two times faster than truck. We compared the delivery completion times by 'truck only' case and 'truck and drone' case by solving the optimization problem respectively. Results - We provide literature reviews for truck and drone routing problem for collaborative delivery and propose a novel and original heuristic method to solve the problem with numerical example. By numerical example, collaborative delivery is expected to reduce delivery completion time by 12~33% than 'truck only' case. Conclusions - In this paper, we introduce the TDRP in order for collaborative delivery to be effective and propose a novel and original heuristic method to solve the problem. The results of research will be help to develop effective heuristic solution and optimize the parcel delivery by using drone.

An Instructional Method for Mobile Technology-Enhanced Collaborative Problem Solving in a Complex Engineering Course

  • LEE, Youngmin
    • Educational Technology International
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    • v.6 no.2
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    • pp.69-85
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    • 2005
  • The purpose of the article is to address a new instructional approach to a complex engineering course. We design a novel instructional method that combines mobile technology, simulation program, collaborative teamwork, problem-solving process, and a variety of evaluation techniques. We suggested five instructional principles that might be required to change the fundamental educational process by which learning is done. The proposed instructional method is expected to aspire for new perspectives on complex learning environment. Nevertheless we solely began by the research on the development of students' complex problem-solving performance in a complex engineering course, the new instructional method in the article can promote the adoption of new instructional methods and strategies across different knowledge domains. In addition, the instructional method can provide a valuable bridge to acquisition and transfer of problem solving, motivation, and meaning learning.

Impacts of Collaborative Problem Solving for Character Competency (CoProC) Strategy on the Practical Character Competency and Collaborative Problem Solving Competency in Middle School Science (협력적 문제해결(CoProC) 전략을 통한 중학생의 실천적 인성 역량 및 협력적 문제해결력의 함양)

  • Cho, Hye Sook;Kwon, Dong Uk;Kang, Eugene;Park, Jongseok;Son, Jeongwoo;Nam, Jeonghee
    • Journal of The Korean Association For Science Education
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    • v.38 no.5
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    • pp.681-691
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    • 2018
  • The purpose of this study is to investigate the impacts of Collaborative Problem solving for Character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school. For this study, 49 seventh grade students (two classes) were selected for use applying the CoProC strategy (CoProC group) while 46 students (two classes) were used for traditional lecture and experimental class (comparative group). In the result, CoProC group showed a statistically significant result in practical character competency than the comparative group. In the sub items of the competency, the CoProC group showed result statistically significant in cooperation, communication, responsibility, and positive self-understanding than the comparative group. Analysis of the effect size of students' practical character competency showed that the CoProC group results showed more effective than the comparative group in terms of care, cooperation, communication, honesty, responsibility, positive self-understanding, and self-regulation. In addition, we investigated the effect of the CoProC strategy on collaborative problem solving competency. As a result, it showed a large effect in the total score of collaborative problem solving competency. Among the sub items of the competency, 'exploration and understanding of members' showed a small size of effect and 'Establishing and maintaining team organization' showed a medium size of effect. 'Communication' and 'self-reflection' showed a large effect. CoProC strategy embedded in Science subject could improve students' collaborative problem solving competency through the process of scientific communication in the scientific inquiry process.