• 한국산학기술학회논문지
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• 제19권12호
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• pp.383-392
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• 2018

본 연구는 메타인지 교수학습프로그램이 간호대학생의 셀프리더십, 협력적 성향 및 문제해결능력에 미치는 효과를 알아보고자 시도하였다. 연구방법은 비동등성 대조군 전후설계의 유사 실험연구이며, 자료수집 기간은 2018년 3월 5일에서 5월 30일까지이다. 연구대상자는 D시 소재의 D대학 간호학과 2학년 재학생이며, 연구 참여를 희망하고 동의한 실험군 36명과 대조군 38명으로 총 74명이다. 메타인지 교수학습프로그램은 메타인지 하위전략을 활용하여 총 10회기로 구성되어 개별 및 소집단 학습법이 병행되어 진행되었다. 자료 분석 방법은 SPSS/WIN 21.0 program을 이용하여 기술통계, t-test, ${\chi}^2$ test와 paired t-test로 분석하였다. 연구결과는 메타인지 교수학습프로그램 적용 전후 두 집단 간 차이를 분석한 결과, 셀프리더십(t=4.79, p<.001)은 통계적으로 유의한 차이가 있었으며, 협력적 성향(t=5.07, p<.001)도 통계적으로 유의한 차이가 나타났다. 또한 문제해결능력(t=6.48, p<.001)도 통계적으로 유의미한 차이가 있었다. 따라서 본 연구에서 적용한 메타인지 교수학습프로그램은 간호대학생의 셀프리더십과 협력적 성향 및 문제해결능력을 향상시키는데 효과적임을 알 수 있었다. 본 연구결과를 토대로 간호대학생들의 셀프리더십과 협력적 성향을 증진하고 문제해결능력을 향상하기 위한 기초자료로 활용되기를 기대한다.

• 한국융합학회논문지
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• 제12권5호
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• pp.393-403
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• 2021

본 연구는 COVID-19 유행 시기에 온라인 협력학습을 적용한 산업간호 실습교육 프로그램이 간호대학생들의 지각된 동기, 문제해결 능력, 의사소통 능력에 미치는 효과를 검정하기 위해 수행되었다. K시 소재 일 간호대학생 35명에게 비동등성 대조군 사전·사후 유사 실험연구를 수행하였다. 자료수집 기간은 2020년 10월 19일부터 11월 6일까지이며, 수집된 자료는 IBM SPSS 22.0 program을 이용하여 x² test, Fisher's exact test, independent t-test, Mann-Whitney U test 분석을 실시하였다. 효과를 검정한 결과 실험군이 대조군보다 지각된 동기, 문제해결 능력이 유의하게 높은 것으로 나타났다. 본 연구에서 개발된 온라인 협력학습을 적용한 산업간호 실습교육은 간호대학생의 산업간호 온라인 협력학습 중재를 통해 지각된 동기를 유발하여 문제해결 능력을 높이는데 효과적으로 사용될 수 있을 것이다.

• International Journal of Advanced Culture Technology
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• 제9권1호
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• pp.168-176
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• 2021

This study developed and evaluated a learning model to improve collaborative problem-solving skills for nursing students taking physiology courses. This one-group pretest-posttest design used the jigsaw cooperative learning method on 30 nursing students from one local university. We analyzed the effect of a cooperative problem- solving learning model using SPSS 21.0 to compare changes in the students' collaborative self-efficacy, problem-solving abilities, and team-member exchange. As a result, the participants showed significant increases in collaborative self-efficacy, problem-solving ability, and team-member exchange after experiencing cooperative problem- solving learning model. Therefore, we will help nursing students improve their communication skills by enhancing their collaborative self-efficacy and help them solve problems effectively in conflict situations.

• Educational Technology International
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• 제7권2호
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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.

• 한국보육지원학회지
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• 제15권3호
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• pp.61-81
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• 2019

Objective: This study aimed to examine the effects of collaborative activities by utilizing picture books in order to improve the self-regulation and perspectivetaking abilities among four-year-olds. Methods: A total of 52 four-year-olds(control group 26, experimental group 26) attending two classes at D kindergarten located in B city participated in this study. Before and after the activities, all participants individually took a social perspective taking ability instrument and rated their self-regulation with a teacher. Data were analyzed by conducting ANCOVA in the way of setting pre-test scores as the covariate and post-test scores as the dependent variable. Results: First, the total and subarea of self-regulation in the experimental group was higher than the control group. Second, the cognitive and emotional perspective taking abilities in the experimental group were higher than the control group in all cares. Conclusion/Implications: The results of this study suggest that collaborative activities using picture books are effective in improving young children's selfregulation and perspective-taking abilities.

• 경영과학
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• 제20권2호
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• pp.81-93
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• 2003

These days we come across many wicked problems whose solutions are beyond individuals intellectual ability. These problems can be resolved through collaborative group interaction. We developed an internet-based asynchronous group interaction support system, after looking into the collaborative problem solving process and the IBIS (Issue-Based Information System) argumentation model. It has the following characteristics ; 1) it is developed based on the modified IBIS model which is a model for group interaction to resolve wicked problems ; 2) it supports both processes of seeking and comparing solutions, while most similar systems do not have a feature to support the latter process ; 3) different structures can be defined dynamically according to the purpose of group interaction, so that it could be used for collaborative problem solving in a specific domain. To show the usability of the system, we carried out an experiment, whose result is shown at the end.

• 영어어문교육
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• 제12권1호
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• pp.257-286
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• 2006

This paper investigates the effects of small group collaborative transcription activities on the improvement of university students' English listening ability. Based on the results of pre-tests, a class of 42 students was subdivided into 11 small homogeneous groups of three to four students. Each group was provided with 7 different news items to be transcribed. Means were compared between pre-test and post-test scores, followed by comparison of transcription errors in content and function words. Finally, students' perception and attitudes about the use of small group transcription for improving listening skills were qualitatively analysed and compared with pre- and post test results. It was found that post test scores highly correlated with improvement of listening ability. It was also found that groups of high degree of collaboration showed improvement in listening ability while lack of collaboration contributed to loss of interests in listening. Students who see process more important were found to make more contribution to the group success than those who place more emphasis on the results.

• 한국초등과학교육학회지:초등과학교육
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• 제41권4호
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• pp.642-657
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• 2022

이 연구는 과학 읽기 자료를 이용한 협력적 문제해결 중심 과학 수업이 초등학교 학생들의 과학 읽기 능력에 미치는 영향을 알아보는 것을 목적으로 하였다. 연구 대상은 초등학교 5학년으로 실험집단은 과학 읽기 자료를 이용한 협력적 문제해결 중심 과학 수업을 실시하였고 비교집단은 교과서에 바탕을 둔 과학 수업을 실시하였으며 과학 읽기 능력 검사지, 모둠별 논의과정 녹음본과 수업 녹화본을 수집하여 분석하였다. 연구 결과, 과학 읽기 자료를 이용한 협력적 문제해결 중심 과학 수업은 초등학교 학생들의 과학 읽기 능력의 향상에 효과가 있었다. 과학 읽기 능력 검사 결과, 총점 및 3개 하위 요소 모두에서 실험집단은 비교집단보다 통계적으로 유의미하게 높게 나타났으며, 특히 높은 수준의 인지 과정에 속하는 '성찰 및 평가'와 '통합 및 해석'이 큰 비율로 증가하였다. 학생들은 이 수업에서 교사가 제시한 자료를 읽고 읽은 내용을 바탕으로 논의에 참여하며, 읽은 내용과 읽기 과정에 대한 반성을 하게 된다. 이러한 과정에서 학생들의 과학 읽기 능력이 향상된 것으로 보인다.

• 한국융합학회논문지
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• 제9권10호
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• pp.533-540
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• 2018

본 연구는 협동동료교수학습이 간호대학생의 의사소통능력과 셀프리더십에 미치는 융합적 효과를 확인하기 위해 시도되었다. 10회의 협동동료교수학습 전후 의사소통능력과 셀프리더십 조사 결과를 SPSS/WIN 19.0으로 시행한 Mann-Whitney U와 Kruskal-Wallis 검정 결과, 의사소통능력은 실험 전후 성격유형, 토론선호 및 리더역량에서 유의한 차이가 있었고, 셀프리더십은 간호학과 입학동기, 리더역량 및 학교성적에서 유의한 차이를 보였다. 처치 전후 의사소통능력과 셀프리더십 간 양의 상관관계가 있었고, Wilcoxon 부호순위검정 결과, 협동동료교수학습은 의사소통능력과 셀프리더십을 각각 유의하게 증가시켰다(p=.008, p<.001). 본 연구 결과 협동동료교수학습은 간호대학생들의 의사소통능력과 셀프리더십 향상을 위한 중재프로그램을 개발을 위해 적용가능한 효과적인 학습법으로 볼 수 있고, 대상자 수를 확대하고 대조군을 둔 실험연구를 제언한다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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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.