• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.137-146
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• 2011

The elementary school English Education Course consists of four integrated aspects of language (Listen, Speak, Read, Write) used to develop skills for daily communication in English. yet the 6th Grade English Education Curriculum focuses almost exclusively on sentence completion through copying and "fill-in-the-blank" exercises. Further, these activities are insufficient time to develop literacy skills. Additionally, the curriculum's emphasis on memorization within the written component is very time consuming for students, leading many to develop negative opinions of the written aspect of a comprehensive understanding of English. This thesis attempts to address each these problems through development of a web-based Learning Model for Cooperative Writing in English. The study resulted in three observations. First, this model overcame limitations of the current teaching model in schools. Second, students expressed more interest in the experimental model than in the current curriculum and standard pedagogical methods. Finally, the study demonstrated that improvement of English literacy is indeed possible using the model presented here.

• Journal of Digital Contents Society
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• v.1 no.1
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• pp.77-88
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• 2000

Leading educational paradigm based on Constructivism drives for many changes in the field of education. It causes the shift from instructor-based to learner-based learning, and cooperative teaming amongst the learners. Multi User Game (MUG) which is a network-based cooperative game is popular among many college students. MUG is known to provide positive and creative activities encouraging learners to participate, reform and produce new knowledge and skills. Thus, it has potential as an effective learning tool. In this study, however, we have designed a prototype of Cooperative MUG Game for elementary students to learn within networked environment to play while learning new knowledge and skills. The elementary students will interact with the other students through chatting while playing MUG.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.535-546
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• 2022

This study tried to explore factors for improving academic achievement in online non-face-to-face education based on the survey results of a University's online cooperative learning Q&A. Due to the Corona situation, both professors and learners can easily feel psychological isolation due to the implementation of all non-face-to-face online classes. As one of the methods, it was intended to suggest the direction of future education to various teachers and learners by sharing class cases in which the online cooperative learning methodology was applied. Previous studies on non-face-to-face online learning, online cooperative learning, and learning promotion method were reviewed, and the online Q&A method was adopted as a specific learning promotion method to conduct research. In the Q&A process, learners were given an opportunity to check their learning content, share knowledge and communicate, and performance evaluation-related factors such as guaranteeing anonymity of the questioner and answerer, improvement points system, and absolute evaluation were asked. As a result of the survey analysis, it was found that they are the success factors of online cooperative learning. It is a small change that can be applied in practice in the future where online non-face-to-face learning is likely to continue, but by sharing meaningful cases of application of teaching methodologies, both professors and learners being motivated and actively involved in. It is expected that we will be able to suggest methods and directions for improving skills together by changing and supplementing the learning field.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.407-416
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• 2005

Considering teaching methods for computer education is a must for effectively instructing students of knowledge and skills on computers. In this paper, we adopts STAD Cooperative Learning method, among many others, in order to reduce any burden teachers and learners may have. As a result, it finds out that practical training based on STAD Cooperative Learning is very effective in enhancing students' abilities for ICT data collection and manipulation. The teaching model driven out as a result of this study, will be a good example for teaching models in many computer-related departments. In the future, more studies on teaching models will have to take place for more effective teaching of computer courses.

• International Journal of Contents
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• v.7 no.4
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• pp.10-18
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• 2011

Cooperative Group Games (CGG) emphasize participation, challenges and fun by cooperation among group members rather than competition. CGGs have been proven to be an efficient education method that teaches the value of cultivating cooperation skills, discipline, and sense of public order for tackling problems together through various types of interactions. When integrated with computer game technology, the general classic CGG can be reborn with new educational and entertaining aspects. To combine the joy of physical movement of group games and the richness of computer game contents, a motion based arcade CGG has been developed in this study, based on the original ideas and structures of classic off-line CGGs. While implementing the classic game concepts in arcade environment, various design attributes have been considered and applied, which were supposed to promote cooperative game play. Overall, the process of the implementation and test results of our four CGGs suggest several design strategies for effective arcade CGGs.

• Journal of People, Plants, and Environment
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• v.21 no.6
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• pp.523-532
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• 2018

In order to actively apply horticultural therapy to vocational education base schools, this study applied the learning theories based on behaviorism, cognitivism, and constructivism to improve the vocational skills of high school students with intellectual disabilities. The horticultural therapy program was carried out in total 12 sessions with three groups composed of 20 students each: 20 in the control group, 20 in the experimental group with a normal horticultural program, and 20 in the experimental group with a horticultural therapy program which applied the learning theories based on behaviorism, cognitivism, and constructivism. The results were analyzed with SPSS 12.0 using the Interpersonal Negotiation Strategies evaluation tool. The study found that in terms of interpersonal relationship, there was no significant difference between the pre and post tests within each group. However, in the post tests among the three groups, there was no significant difference between control group and experimental group with normal horticultural program (p=.82), but there was a significant difference between the control group and experimental group with the horticultural therapy program applying the learning theories based on behaviorism, cognitivism (p=.03). This proved that the horticultural therapy program applying the learning theories based on behaviorism, cognitivism is effective for improving interpersonal relationship. Ultimately the program is expected to be continuously, and systematically improved and applied as a learning method contributing to developing the basic vocational skills of persons with intellectual disabilities.

• Korean Medical Education Review
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• v.18 no.3
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• pp.167-173
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• 2016

This study analyzed participation experiences in a voluntarily learning community using both quantitative and qualitative methods. Sixty freshmen and sophomore medical school students in 10 learning communities participated in the study. At the time of the survey, learning communities had been operating for 10 weeks and had weekly in-person meetings. Satisfaction questionnaires and reflective essays were given and analyzed. The results showed that learning community experiences were effective in promoting students' learning motivation, cooperative learning, responsibility, and communication skills. Three essential topics and nine subjects were analyzed in the reflective essays. Three essential topics were conflict with each other due to the difference, forming deep relationships, and sharing and learning together with an in-depth study. The results of this study will contribute to collaborative learning culture and the development of learning communities in medical schools.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.151-162
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• 2008

This study quantitatively investigated the actual situations and perceptions of gifted students and their teachers during small group inquiry activities in Korea. Some 1,670 gifted math students and 1,732 gifted science students as well as 614 of their teachers were selected through random sampling to participate in this study. Data were collected by means of a survey developed by the researchers of this study, based on reviews of literature related to inquiry and small group cooperative learning. The results were as follows: (1) In Korean gifted education, small group inquiry activities were frequently used as teaching and learning strategies, and both the students and teachers perceived its effects to be very positive in terms of cognition and affection. (2) Gifted education teachers emphasized the development of students' procedural inquiry skills as well as logical thinking skills, whereas they were indifferent to the essential elements of small group cooperative learning and therefore the lessons did not surpass the level of traditional group activities. (3) The fact that the actual small group inquiry activities did not reflect the characteristics of well-organized small group activities is due to a lack of knowledge on the teacher's part as to effective teaching strategies concerning cooperative learning. This study implies that gifted education teachers require the opportunity to reflect on and develop their knowledge and understanding of small group inquiry activities through professionally developed programs in order to maximize the effectiveness of small group inquiry activities in gifted education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6303-6309
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• 2014

In this thesis, PBL was applied to the subject for improving students' many skills that modern industrial society demands. Our engineering school developed PBL problems for PBL use, applied the problems to classes and confirmed the effectiveness of PBL. The study subjects were 63 freshman students in H University who took the 'Introduce of computer engineering'. We applied 5 PBL problems for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they completed a class evaluation form after the activity of 5th PBL Problem ended. The study showed that the students experienced the effectiveness of PBL, such as the comprehension of the studied contents, the comprehension of the cooperative learning, authentic experience, creative problem-solving skills, presentation skills, communication ability, self-directed study ability and confidence. Some difficulties in gathering together and spending much time were also encountered. The students realized that the PBL learning activities were important methods because the students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities. The main goal of an engineering school is to produce specialists with creative problem solving ability so that the effects of this study are quite promising for our engineering school.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.474-486
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• 2008

There has been an amounting interest and subjects in gifted education in recent years as a number of studies dealt with the development of gifted education programs. However, earth science area remained as a low profile in developing educational programs and materials that meet the varying curiosities and needs of gifted students with a focus on their characteristic development. This study developed a small group-based active-cooperative learning program in middle school to investigate the effects of the program in terms of the creative problem solving ability in science and learning attitude of the gifted students. Then the study examined the conceptions of the students after the implementation of the small group-based active-cooperative learning program. Findings of the study showed that there was a significant increase in participated gifted students' creative problem solving skills and their learning attitude. In addition, the small group-based active-cooperative learning program apparently increased the participants' interests, satisfaction, and participation toward the instruction, and significantly influenced their affective domain. It implies that these findings were not caused by the lectures from the teachers, but by the variety of activities in which the gifted students discussed and debated with the classmates to derive a positive reciprocal action. In conclusion, a small group-based active-cooperative learning program promoted a reciprocal action among all the students who participated in a small group by sharing their opinions and respecting each other.