• Journal of Internet Computing and Services
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• v.2 no.5
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• pp.1-7
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• 2001

Recently, there are two important research trends in the literature the red-time collaborative computing end electronic business process automation. This paper is one of those efforts that would establish an effective business office working and computing environment hough the integration of those two cutting-edge technologies. That is, we try to develop a workflow modeling tool that is semantically based upon the information control net(ICN), which is a typical workflow model for specifying office work procedures(business processes), and that is systemically based upon the real-time collaborative operations by a set of actors, which is called group, We name it "group ICN editor". This paper describes the design and implementation of the group ICN editor that is operable under the real-time collaborative computing environment. We use the Flexible rJAMM toolkit that enables the ICN editor to operate among multiple actors(group) through the event-driven collaboration platform, Consequently, a set of workflow and business processes defined through this editor is not only stored onto database but also transformed into the format of the workflow process definition language(WPDL) that is a standardized workflow description and specification language proposed by the workflow management coalition(WfMC).ion(WfMC).

• 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.

• Journal of Navigation and Port Research
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• v.32 no.2
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• pp.127-132
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• 2008

The safety degree of navigation for collision avoidance is closely related with the combination between mariner's behavior and navigational environment. The condition of navigational environment is mainly decided by navigable waters, ship traffic, rule of road, sea state, weather and so on. Especially, the condition of navigable waters and ship traffic in navigational environment are ones of the important factors to attain safe navigation when mariners are underway and crossing, head on or overtaking situation. Thus this paper is to analyze the characteristics of mariner's behavior for collision avoidance caused by ship traffic and navigable waters by analyzing the contents of questionnaire and the results of international collaborative research. As a result, it can be concluded that the density of ship traffic and the area of navigable waters affect mariner's ship handling for collision avoidance.

• Asia pacific journal of information systems
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• v.18 no.4
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• pp.83-103
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• 2008

In the new web based learning environment which has recently emerged, a variety of new learning objectives and teaching methods suited to this learning environment have been adopted. Recently, web based project-based learning methods have received a great deal of attention from those wishing to improve learning performance. The objective of this study is to identify the impact of characteristics of communication media and instruction behavior on collaborative interaction and project performance through web based group projects. The characteristics of communication media were divided into richness, flexibility, and ease of use, and the characteristics of instruction behavior were divided into support and expression, which are independent variables. Collaborative interaction as a mediate variable, was divided into information sharing and negotiation. Project performance was the dependent variable. To verify the proposed research model empirically, an experiment was conducted in which learners participated in on-line and off-line courses with group projects. The group project was conducted virtual product development(VPD), and designed a web-site about the VPD. At the end of the project, a survey was conducted. Of the 270 students, 239 responded. The students were assigned to groups of 3 or 4 members, and represented different genders and levels of computer competence. The reliability, validity, and correlation of research variables were analyzed using SPSS 14.0, and the measurement model and the structural goodness-of-fit of the research model were verified through SEM analysis using Lisrel 8.54. We found important results as follows; First, richness and ease of use has positive impacts on each of sharing information and negotiation. This suggests that richness and ease of use are useful in sharing information which is related to the task and agreeing in opinions among group members. However, flexibility has not positive impacts on sharing information and negotiation. This implies that there is no great difference in performance of PC and information literacy of user. Second, support and expression of instructor have positive impacts on sharing information and negotiation. This indicates that instructors play an important role in encouraging learners to participate in the project and communicating with them, sharing information related to the project, making a resonable decision and finally leading them to improve a project performance. Third, collaborative interaction has a positive impact on project performance. This result shows that if the ability to share information and negotiate among students was improved then a project performance would be improved as well. Recently, in the state of revitalized web based learning, it is opportune that web-based group project is practically conducted, and the impact of characteristics of communication media and characteristics of instruction behavior on sharing information, negotiating among group members and improving a project performance is verified. On the basis of these results, we propose that forms of learning, such as web based project, could be one of solution which is to enforce interaction among learners, and ultimately improve learning performance. Moreover web-based group project is able to make up for a weakness which makes it difficult to make interpersonal relations or friendship among learners in computer mediated communication or web based learning.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.10
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• pp.763-774
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• 2019

A collaborative system supports collaboration among participants by providing functions such as group composition and management of data shared for collaboration. In recent years, research on collaborative services based on the blockchain technology has been done to guarantee the reliability of collaboration processes and outcomes. The diversity of the application domains in which collaborations are performed and the various characteristics of the participants in the collaboration group naturally leads to various forms of collaborative processes. In order for these processes to produce the desired outcome of the collaborative efforts, it is desirable to specify the appropriate collaborative process in advance, so that the participants can understand and agree on the process, carrying out the collaboration. In this paper, we propose a method to control flexible collaborative processes according to workflow specifications in the Ethereum-based collaborative service environment. The specification of the workflow for the designated task is stored in the Ethereum smart contract and the process of performing the task is controlled according to the stored workflow specification. For this, we introduce JSFlow which is a simple workflow specification method using JSON and an Ethereum library to utilize it.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.9 no.1
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• pp.446-465
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• 2015

In this modern era of technology and information, e-learning approach has become an integral part of teaching and learning using modern technologies. There are different variations or classification of e-learning approaches. One of notable approaches is Personal Learning Environment (PLE). In a PLE system, the contents are presented to the user in a personalized manner (according to the user's needs and wants). The problem arises when a new user enters the system, and due to the lack of information about the new user's needs and wants, the system fails to recommend him/her the personalized e-learning contents accurately. This phenomenon is known as cold-start problem. In order to address this issue, existing researches propose different approaches for recommendation such as preference profile, user ratings and tagging recommendations. In this research paper, the implementation of a novel interaction-based approach is presented. The interaction-based approach improves the recommendation accuracy for the new-user cold-start problem by integrating preferences profile and tagging recommendation and utilizing the interaction among users and system. This research work takes leverage of the interaction of a new user with the PLE system and generates recommendation for the new user, both implicitly and explicitly, thus solving new-user cold-start problem. The result shows the improvement of 31.57% in Precision, 18.29% in Recall and 8.8% in F1-measure.

• Journal of the HCI Society of Korea
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• v.4 no.1
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• pp.17-27
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• 2009

A computer supported cooperative work(CSCW) system is a collaboration system, which enables cooperative works among various participants through the Internet. A collaborative virtual reality environment(CRVE) can be used in scientific research and cultural research because it can provide users with virtual experiences of three dimensional molecular models in cyberspace. However, general CVRE systems are only focused on synchronous collaborations. We propose a remote collaboration system, which provides synchronous and asynchronous cooperation in collaborative virtual reality environment. The proposed system can be applied to bioscience experiments such as molecular docking process, and crystallography simulation. The proposed system is evaluated in performance comparison with previous approaches.

• Asia pacific journal of information systems
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• v.6 no.2
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• pp.149-169
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• 1996

The Objective of this study is empirically investigating organizational/managerial factors affecting BPR implementation. The contributions of this research project are two-fold. First, this research project provides empirically tested CSFs and CFF of BPR implementation. Especially, the influence of the organizational culture, structure, and managerial support on BPR implementation were thoroughly investigated. Second, this research found the combined effects of CSF and CFF. Top management commitment, leadership style, and collaborative work environment were found to negate employee resistance to a reengineered process and lead to a successful BPR implementation, especially when the level of employee resistance is high.

• Korean journal of medical education
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• v.30 no.4
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• pp.295-308
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• 2018

Purpose: Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs. Methods: We employed the four-phase Kemmis and McTaggart's action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation. Results: From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge. Conclusion: The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors' roles, improving group and time management, and meaningful use of technology.

• 한국HCI학회:학술대회논문집
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• 2008.02a
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• pp.481-486
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• 2008

Recent advanced interlace technologies allow the user to interact with different spaces such as Virtual Reality (VR), Augmented Reality (AR) and Ubiquitous Computing (UC) spaces. Here, we present a LEGO House application, a collaborative application which involves multi interaction spaces -VR, AR and UC spaces. The LEGO House application is built based on the VARU framework which is designed for enabling the prototyping of a tangible space application. The application is about an interior design. One user is located in the combined AR and UC space and interacts with the AR LEGO house and the physical smart devices. The other users interact with the virtual LEGO house but they share the same environment, the LEGO house. Therefore, they can collaborate together as they are co-located.