• The Mathematical Education
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• v.43 no.1
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• pp.51-74
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• 2004

During cooperative learning in small group, we investigate what characteristics children in elementary school show at several fields of mathematics and through communicating activity etc., what influence the cooperative learning does on children's attitude, thinking, problem solving, recognition. To know them, we observe the process of children's communication and evaluate children's attitude, thinking, problem solving, recognition with checklist at each lesson. Through this research, we conclude that the figure part is the most effective when we teach with cooperative learning type, and the cooperative learning evoke the vivid communication, and make progress in affirmative attitude, thinking etc. Also, in this thesis we suggest the points which teacher should consider when he/she use cooperative learning in small-group.

• Journal of Information Management
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• v.32 no.3_4
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• pp.31-42
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• 2001

Research libraries, facing the difficulties in building sufficient collections to meet the various users, have implemented various cooperative acquisition programs. In recent years, Internet and other information technology enables more effective and efficient cooperation among research libraries. This paper reviews the methods and cases of cooperative acquisitions among research libraries, including CRL, OhioLINK, RLG Conspectus, TRLN Discussing the backgrounds and related issues. several strategies were suggested for the continuous implementation for cooperative acquisition.

• International Journal of Control, Automation, and Systems
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• v.6 no.2
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• pp.282-287
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• 2008

In distributed mobile robot systems, autonomous robots accomplish complicated tasks through intelligent cooperation with each other. This paper presents behavior learning and online distributed evolution for cooperative behavior of a group of autonomous robots. Learning and evolution capabilities are essential for a group of autonomous robots to adapt to unstructured environments. Behavior learning finds an optimal state-action mapping of a robot for a given operating condition. In behavior learning, a Q-learning algorithm is modified to handle delayed rewards in the distributed robot systems. A group of robots implements cooperative behaviors through communication with other robots. Individual robots improve the state-action mapping through online evolution with the crossover operator based on the Q-values and their update frequencies. A cooperative material search problem demonstrated the effectiveness of the proposed behavior learning and online distributed evolution method for implementing cooperative behavior of a group of autonomous mobile robots.

• Proceedings of the IEEK Conference
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• 2006.06a
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• pp.81-82
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• 2006

Most work on cooperative diversity has assumed that the cooperating group (source and partners) and the associated average channel conditions between terminals (source, partners, and destination) are predetermined. In practical situations, however, it is important to develop the efficient algorithms for assigning the terminals with good inter-user channels for cooperating groups. In this paper, we propose the partner assignment algorithm for cooperative diversity in mobile communication systems. The proposed partner assignment algorithm is investigated by using the path loss model for mobile communication systems. Numerical results show that the proposed partner assignment algorithm provides the comparable probability of cooperative transmission to the partner assignment algorithm using exhaustive search. The probability of cooperative transmission increases with the number of users, which gives potential benefits of practical implementation to user cooperation in mobile communication systems.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.127-152
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• 2004

The purpose of this study is to elaborate design strategies for a Web-based self-directed cooperative distance language learning community. Research was done regarding the theoretical foundations for self-directed cooperative language learning and Web-based learning communities. The components of a Web-based community for self-directed cooperative language learning system are also investigated. As a result of this study, design strategies for Web-based communities are suggested. There are performance and supporting environments(synchronous/asynchronous) for self- directed cooperative language learning. There are also cultural experiences and communication factors in the performance field. Furthermore, matching communicators, finding and offering information, language learning content and other supporting agents are important in the supporting environment.

• International Journal of Internet, Broadcasting and Communication
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• v.15 no.3
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• pp.14-23
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• 2023

The cooperative communication systems using MIMO(multiple input multiple-output) relay are known as one of the most promising techniques to improve the performance and coverage of wireless communication systems. In this paper, we propose the cooperative communication systems using the relay with multi-antennas and DSTC(distributed space time coding) for decode-and-forward protocol. As using DSTC for DF(decode-and-forward), we can minimize the risk of error propagation at the wireless system using relay system. Also, the MIMO channel cab be formed by multi-antenna and DSTC at the MS(mobile station)-RS(relay station) and at the RS-BS(base station).Therefore, obtaining truly constructive the MIMO diversity and cooperative diversity gain from the proposed approach, the performance of system can be more improved than one of conventional system (relay with single antenna, no relay). The improvement in bit error rate is investigated through numerical analysis of the cooperative communication system with the proposed approach.

• ETRI Journal
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• v.46 no.2
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• pp.175-183
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• 2024

Recently, polar code has attracted the attention of many scholars and has been developed as a code technology in coded-cooperative communication. We propose a polar code scheme based on Plotkin structure and quasi-uniform punching (PC-QUP). Then we apply the PC-QUP to coded-cooperative scenario and built to a new coded-cooperative scheme, which is called PCC-QUP scheme. The coded-cooperative scheme based on polar code is studied on the aspects of codeword construction and performance optimization. Further, we apply the proposed schemes to space-time block coding (STBC) to explore the performance of the scheme. Monte Carlo simulation results show that the proposed cooperative PCC-QUP-STBC scheme can obtain a lower bit error ratio (BER) than its corresponding noncooperative scheme.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.625-632
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• 2014

Due to the development of information and communication technology smart devices and apps, SNS, mirroring communication is made with such a smart and education to reflect the change of emphasis on the recent variety of collaborative social interaction are emerging. In this study, smart training and LT cooperative learning model developed in conjunction with the 'Smart-based cooperative learning 'model applied in the third grade social studies class and Smart-based cooperative learning and cooperative learning common to kidney doctor communication skills of elementary school students the impact on the communication capacity compared respectively, were analyzed. As a result, the expression of the elementary school, listening and understanding, all the sub-areas of interaction, such as communication skills in social studies class kidneys were applied to Smart-based cooperative learning in elementary school than applying the general cooperative learning model. This is not said to improve the ability to interact with the Smart-based cooperative learning in speech and in writing and clearly express the thoughts and opinions of students and separates help you understand the meaning of the words and writings of other students for the purpose in social situations can.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.2
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• pp.287-293
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• 2013

Cognitive radio has been recently proposed to dynamically access unused-spectrum. The CR users can share the same frequency band with the primary user without interference to each other. Usually each CR user needs to determine spectrum availability by itself depending only on its local observations. But uncertainty communication environment effects can be mitigated so that the detection probability is improved in a heavily shadowed environment. Soft detection is a primary user detection method of cooperative cognitive radio networks. In our research, we will improve system detection probability by using optimal cooperative node selection algorithm. New algorithm can find optimal number of cooperative sensing nodes for cooperative soft detection by using maximum ratio combining (MRC) method. Through analysis, proposed cooperative node selection algorithm can select optimal node for cooperative sensing according to the system requirement and improve the system detection probability.