• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2001.11a
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• pp.173-173
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• 2001

• Educational Technology International
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• v.20 no.2
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• pp.223-255
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• 2019

The purpose of this study is to draw implications for designing online tools to support monitoring in collaborative learning. For this purpose, eighteen research papers that explored learner dashboards and group awareness tools were analyzed. The driving questions for this analysis related to the information and outcomes that must be monitored, whose performance they represent, and who monitors the extent of learning. The analytical frameworks used for this study included the following: three modes of co-regulation in terms of who regulates whose learning (self-regulation in collaborative learning, other regulation, and socially shared regulation) and four categories of dashboard information to determine which information is monitored (information about preparation, participation, interaction, and achievements). As a result, five design implications for learner dashboards that support monitoring were posited: a) Monitoring tools for collaborative learning should support multiple targets: the individual learner, peers, and the entire group; b) When supporting personal monitoring, information about the individual and peers should be displayed simultaneously to allow direct comparison; c) Information on collaborative learning achievements should be provided in terms of the content of knowledge acquired rather than test scores; d) In addition to information related to interaction between learners, the interaction between learners and learning materials can also be provided; and e) Presentation of the same information to individuals or groups should be variable.

• The Mathematical Education
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• v.42 no.5
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• pp.607-622
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• 2003

The research was aimed at finding the dynamic aspects of the linguistic and social interaction with mathematical concept development using a graphing calculator in collaborative learning. This study was broadly divided into two categories: "Knowledge Construction Statement" for understanding how the verbal interaction works when a graphing calculator is used, and "Teacher's Instructional Role" for the research on the reaction of the students and on the teacher's role as a guide in helping students to construct their knowledge. This research used a case study in a collaborative learning environment. An attempt was made to show clearly how the students interacted with one another in a technology environment using a graphing calculator as a tool. A graphing calculator promoted the students' linguistic interaction and changed the characteristics of the linguistic interaction. Although it didn't show the different aspects completely, some changes of the linguistic traits were perceived.aits were perceived.

• Journal of Korea Multimedia Society
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• v.3 no.1
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• pp.63-76
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• 2000

Most work done in CSCW (Computer Supported Collaborative Work) system has been targeted toward supporting the exchange of documents or messages among group members, and yet support for cognitive aspects such as group organization, division and merge of work, and work flow control. The objective of the study is to provide CSCW environment for the engineering design process such as CAD (Computer Aided Design) and CASE (Computer Aided Software Engineering). The proposed DCWA (Distributed Collaborative Writing Aid) system suggests a mechanism that unifies the group organization, work division, and work flow control in the CAO, CASE, and software simulation tool. In particular, CAD relates the group and work partition by providing expressing the relation of drawing object (e.g., binding, attachment, and proportional scaling) which is owned by different members of group, and CASE combining with the simulation tool supports the flexibility of the work flow control. Simulating the prototype before manu-facturing a product can reduce time and cost in development.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.43 no.6
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• pp.568-583
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• 2015

In this paper, the conceptual design procedure and results of Earth observation satellite through Multidisciplinary Design Optimization (MDO) are described. The conceptual design equations for major parameters are developed based on the established database of Earth observation satellite so far. The MDO conceptual design tool for Earth observation satellite was developed by applying the Collaborative Optimization (CO) architecture amongst several MDO architecture techniques available today. The objective for this research was set to minimize the total mass of satellite as well as satisfy all design constraints by utilizing the Sequential Quadratic Programming (SQP) algorithm. Eventually the effectiveness of MDO conceptual design tool was verified through proposing a comparison between the conceptual design results with MDO applied and the design specification of ASNARO-1 & IKONOS-2 Earth observation satellite.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.419-430
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• 2018

The purpose of this study is to develop an assessment tool to evaluate student character competence in applying a Collaborative Problem-Solving Instruction Model in science education. Through the literature analysis, nine elements of character are extracted. They are: openness, empathy, tolerance, caring, integrity, self-regulation, honesty, responsibility, and cooperation. Based on these existing measures of character competence, experts discussed and developed items for evaluation of a student's character competence based on the Collaborative Problem-Solving Instruction Model. The first 88 preliminary items were investigated, corrected, and supplemented based on the results of the first survey. A second validity survey was conducted on 71 middle- and high school science teachers to determine the content validity of the items. Inter-rater reliability was calculated for the assessors to verify the reliability of the items. Overall, the inter-rater reliability and content validity of the assessment items are good with 53 items ultimately being selected based on the analysis results. The assessment tool developed in this study could be used to explore changes in student character competence through a Collaborative Problem-Solving Instruction Model, as well as to evaluate student character competence in science education.

• Korean Journal of Computational Design and Engineering
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• v.7 no.1
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• pp.57-65
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• 2002

The purpose of this research is to develop a collaborative architectural design system. Design collaboration requires an extensive use of communication methods as well as the participation of various experts from different domains. Such facts address several issues when the Internet and digital media are able to create a completely new work environment. The building design process was studied, and possible modes of design collaboration were defined. A prototype system is being developed in accordance with the defined collaboration model. The system integrates a set of communication tools and web-based design media. Such media include a synchronous multi-user web CAD tool, a schematic 3D design tool, and a electronic whiteboard. A project database was designed in order to coordinate the project-wide communication which elaborates technologies such as web-based data access. In order to find out the effectiveness of the system, a usability test was performed both in quantitative and qualitative manner. The research will contribute to the development of world-wide design and construction collaboration through the Internet, which is becoming a mainstream building process model.

• The Journal of Industrial Distribution & Business
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• v.10 no.2
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• pp.25-37
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• 2019

Purpose - The goal of this study is to analyze the differences in education performances between students of the government's financial support program and those who do not receive support at a local university in Korea. Research design, data, and methodology - The questionnaire used was NASEL. NASEL is considered a highly suitable survey tool for professors, courses, and performances in Korean universities. The 290 students who participated and 44 students do not participate in the financial support program were surveyed for 10 days. The characteristics of students were investigated by frequency analysis and technical statistics. The analysis of student collective characteristics used independent t and f-tests,and one-way ANOVA with IBM SPSS Statistics 22.0 for statistical purposes. Results - The p-value of the group receiving financial support and the group without financial support in active-collaborative learning is 0.167. The p-value of the economically supported group and the non-supported group of the faculty-student interaction is 0.281. The confidence coefficient of the active-collaborative learning questionnaire is 0.861. The reliability coefficient of the questionnaire for the faculty-student interaction questionnaire is 0.871. Conclusions - There are no clear differences in active-collaborative learning and faculty-student interaction between participating and non-participating students in the economic program.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.147-156
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• 2003

Collaborative Filtering is a popular technology in electronic commerce, which adapt the opinions of entire communities to provide interesting products or personalized resources and items. It has been applied to many kinds of electronic commerce domain since Collaborative Filtering has proven an accurate and reliable tool. But educational application remain limited yet. We design collaborative filtering recommendation system using user's ratings in educational contents recommendation. Also We propose a method of similarity compensation using user's information for improvement of recommendation accuracy. The proposed method is more efficient than the traditional collaborative filtering method by experimental comparisons of mean absolute error(MAE) and reciever operating characteristics(ROC) values.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.167-173
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• 2011

Recently, the Web 2.0 bas gained much attention as an advanced form of Web technology. It is well observed that openness, participation, and sharing are the key ideas of Web 2.0 among many desirable characteristics of the technology. Furthermore, Wiki is one of the best representing tools that reflect effectively most of the characteristics of Web 2.0. Wiki is widely used to provide a Web-based communication tool for collaborative writing and editing freely. Therefore, it may be used for collaborative learning so that students can learn how to interact online with each other effectively and also acquire communication skills in an affirmative way. In the paper, we will discuss how students can change their aggresive, offensive, judgemental attitudes to affirmative, aggreable, thoughtful ones by way of exposing them to collaborative learning environment using Wiki as their interactive communication tool.