• Educational Technology International
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• v.8 no.1
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• pp.57-69
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• 2007

The advantages of the Internet enable teachers in the world to break the communication barriers between their schools and collaborate with each other, giving them opportunities for richer educational practices than ever accomplished. I assume that collaborative learning like an international exchange naturally lead the students to acquire the knowledge to communicate with their peers using ICT skills. In this paper, two international exchange projects that have years of practice are reported, i.e., new types of collaborative education projects that the development of the Internet has enabled us to carry out. The international exchanges reported here have been possible because both students and teachers have effectively used the various functions of the Internet. To use English as a "common international communication language" is particularly important for the youth in Asia, and the students have come to realize the importance of English as a communication language through these projects. Also, since these practices are based on the infrastructure of the Internet, they have elucidated what kind of Internet use produces richer educational results .At the final stage of the exchanges, "joint presentation in English" is designed. Students communicate and collaborate over the network, and finally meet with each other and try to give a presentation as a product of their collaborative work. The files and scenes of their presentations are stored on the network and used as educational materials in Asia as well as models for the activities in the following years. We will report how to design international exchange education in this Internet age.

• Educational Technology International
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• v.14 no.2
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• pp.167-187
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• 2013

Team project learning is a type of Project-Based Learning, which is an effective learning method for developing collaborative competency and interpersonal communication skills, as well as for developing cognitive competency such as critical thinking, creative thinking, and analytical skills. This research, conducted to analyze learning activities, focuses on students' creative thinking and activities in TPBL(Team Project-Based Learning). A qualitative approach including a reflective journal based on the 6 stages of TPBL, was adopted for this purpose. In this study, 69 reflective journals on the three stages (developing a theme, researching, theme-making) of 23 undergraduate students were categorized on the basis of three criteria: divergent thinking factors, convergent thinking factors and affective factors. The results show that the participants' journals demonstrated twenty-eight activities from nine cognitive factors and nine activities from three affective factors were derived from reflect journal. This finding indicates that more appropriate instructional strategies are needed for students to enhance their creative thinking skills and activities

• School Mathematics
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• v.12 no.2
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• pp.177-191
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• 2010

Small Group Collaborative Instruction in school settings has been endorsed by many educational experts over the years. Some studies found that learners greatly benefit from one another through communication and interaction with their peers. These studies previously indicated improvement of a learner‘s academic ability as well as the application of the affective domain when using this type of instruction. Lower-level students with limited mathematical abilities improved their problem-solving and conceptual thinking skills when tasked to work with other learners. On the other hand, the effectiveness of this process was questioned to be less evident with higher-level performers. Therefore, this study was designed to observe the efficacy of Small Group Collaborative Instruction on higher-level students and to explore their learning process as they interact with and teach lower-level students. This study observed that higher-level students use high-level mathematical thinking skills when helping lower-level students, and they improved problem-solving ability as well as communication skills.

• Journal of Families and Better Life
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• v.33 no.4
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• pp.51-65
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• 2015

Case management is becoming increasingly more important in the field of social welfare. The purpose of this study was to examine the practice of case management at community child centers and to identify factors influencing their performance. In addition, this study also analysed the performance level of case management at each stage and the factors influencing the level at each stage. For the purpose of this study, data obtained from about 181 community child center workers in Busan, Ulsan and Gyeongsangnamdo were analyzed. According to the results of the analysis, in Model 1 which represents the category of socio-demographic and personal factors, three factors namely gender, experience in case management, and interpersonal skills were found to be significantly influential and they have an explanatory power of 21.5%. Under the category of organizational factors in Model 2, four factors were found to be influential: experience in case management, interpersonal skills, availability of case management guidelines, and holding case conferences. These factors account for 33% explanatory power, 11.5% higher than that of Model 1. In Model 3 which represents the third category of community network literacy, three factors namely interpersonal skills, availability of case management guidelines, and ability to utilize networks were found to influence case management at community child centers, and they have an explanatory power of 43.4%, 10.4% higher than that of Model 2. For the practice of social welfare, these findings have the implication that community child center workers need to improve their interpersonal skills by cultivating communication skills, collaborative problem-solving skills, conflict-management skills, and other relevant skills. Furthermore, it is necessary to provide specific guidelines for case management, to have regular case conferences, to establish a community network, and to reinforce cooperation and mutual support among institutions within the network.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.3
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• pp.79-102
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• 2012

Higher educational institutions face an increasing demand for developing a renewed set of competencies of college students who will live in the knowledge-based society. However, relatively little is known about what constitutes the core competencies that college students need to develop and how we can improve them. Nine categories of core competencies required for college graduates were drawn from the previous research and examples of core competencies developed by other institutions. They are analytic thinking skills, problem-solving skills, communicating skills, collaborative working skills, and etc. A reading guidance course for strengthening core competencies, developed based on the teaching and learning methods was adapted to students of LIS for one semester. Implications of these and related findings are discussed.

• Journal of Industrial Convergence
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• v.18 no.1
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• pp.17-23
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• 2020

This study developed augmented reality contents for assembly of automobile engine parts for blended learning and confirmed the usefulness of educational effects through questionnaire.The curriculum for automobile engine assembly was designed and the shape, location, and assembly order of parts to be assembled according to each curriculum were developed as augmented reality contents. The AR simulations are combined with learner-centered collaborative activities so that students are actively involved in knowledge acquisition. The teachers' role, therefore, shifts. Rather than delivering direct instruction, they take on the role of facilitator, allowing them to personalize learning according to student performance, learning preferences and learning goals. As the responsibility of knowledge acquisition shifts to the students, higher level skills such as complex problem solving, social skills, process skills, systems skills and cognitive abilities are deepened and reinforced.

• Journal of Korea Multimedia Society
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• v.23 no.8
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• pp.1075-1087
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• 2020

Aviation ICT technology is a convergence technology between aviation and electronics, and has a wide variety of applications, including navigation and education. Among them, in the field of aerial pilot training, there are many problems such as the possibility of accidents during training and the lack of coping skills for various situations. This raises the need for a simulated pilot training system similar to actual training. In this paper, pilot training data were collected in pilot training system using VR/AR to increase immersion in flight training, and Customized Pilot Training Platform with Collaborative Deep Learning in VR/AR Environment that can recommend effective training courses to pilots is proposed. To verify the accuracy of the recommendation, the performance of the proposed collaborative deep learning algorithm with the existing recommendation algorithm was evaluated, and the flight test score was measured based on the pilot's training data base, and the deviations of each result were compared. The proposed service platform can expect more reliable recommendation results than previous studies, and the user survey for verification showed high satisfaction.

• English Language & Literature Teaching
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• v.12 no.1
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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.

• Journal of Information Processing Systems
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• v.2 no.3 s.4
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• pp.178-182
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• 2006

Children exhibit different behaviors, skills, and motivations. The main aim of this research was to investigate children's sensibility factors for icons, and to look for the best typeface for application to Web-Based Instruction (WBI) for e-Learning. Three types of icons were used to assess children's sensibilities toward metaphors: text-image, representational, and spatial mapping. Through the factor analysis, we found that children exhibited more diverse reactions to the text-image and representational types of icons than to the spatial mapping type of icons. Children commonly showedn higher sensibilities to the aesthetic-factor than to the familiarity-factor or the brevity-factor. In addition, we propose a collaborative-typeface system, which recommends the best typeface for children regarding the readability and aesthetic factor in WBI. Based on these results, we venture some suggestions on icon design and typeface selection for e-Learning.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.3
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• pp.474-484
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• 2014

The purpose of this study was to study literature research on the possibility of education for social justice. First, the principle and rule of education for social justice were unfolded on the basis of contents that education for social justice has to emphasize freedom, democracy, equality of opportunity, and economic growth, and has to be student-centered, collaborative, experienced, knowledged, and practical. Second, the curriculum of education for social justice were unfolded on the basis of contents that education for social justice has to emphasize skills for reading the world and skills for activism, and has to emphasize human rights, democracy, and reservation. And third, the teacher education for social justice were unfolded on the basis of contents that education for social justice has to emphasize care, justice, critique, anti-bias education, critical pedagogy, multicultural education.