• Journal of Korean Library and Information Science Society
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• v.36 no.3
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• pp.291-312
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• 2005

The purpose of this study is to compare the reading effects of face-to-face reading discussion with those of web-based leading discussion. For doing this, 1 made experimental processes: firstly, to select two discussion methods(face-to-face and web-based) on the reading discussion, secondly to apply each of those methods to experimental groups(2 classrooms, 72 middle school students). The results were that there were no differences from both discussion methods in the understanding the book, in the performance degree on discussion process among higher level groups, but the web-based reading discussion model had an impact on the attitude degree of the reading discussion, the preference degree of reading, the attendance degree of reading discussion, and especially, in the lower level groups, the web-based reading discussion method was better for the attendance degree of leading discussion, the attitude of reading discussion than the face-to-face reading discussion.

• Journal of The Korean Association of Information Education
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• v.11 no.1
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• pp.99-114
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• 2007

The web-based discussion allows learners to participate in the learning actively and positively, and it can provide learners with the learner-oriented active interaction and learning environment. However, the web-based discussion produced communication-oriented learning environment using bulletin board and data directory and researched mainly the state and activation of the discussion, and had less system supporting dynamic discussion process. Even if the discussion made appearance partially and totally as learners' activities at a variety of web-based teaching, specific discussion-based teaching model was not developed. Therefore, a systematic web-based discussion system needs to be developed to activate human interaction and to give shape to the stages and elements of the discussion model. The paper supports dynamic discussion activities and applies Hill's common discussion model describing detailed discussion stages to develop systematic web-based discussion system.

• School Mathematics
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• v.5 no.1
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• pp.77-95
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• 2003

We have web-based online discussion to implement active interaction and a variety of communicative activities. I have gathered the following research questions to study about the meaning of web-based online discussion as a mathematical communication teaching method. First, what changes are there in students mathematical communication ability in web-based online discussion\ulcorner Second, how do students evaluate the web-based online discussion experience\ulcorner In this web-based online discussion, groups of middle school first grade 34 students and each group had chatting at 8 times for 10 weeks. I analyzed what they had discussed by the prints that they had sent me by e-mail. I also surveyed what they had experienced and analyzed them. In this research, the online web based discussion has given positive influence on students' competence of speaking, writing, reading and listening which are crucial to mathematical communication. Students' mathematic thinking power improved and attitudes to mathematics have become more positive.

• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.183-192
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• 2009

Reading discussion system based on a Web is a new teaching method which employs a Web as a space for discussion. It enables learners to exchange their opinions to enhance understanding and expand thinking. It is highly required to promote attitude of respecting other's opinions, reasonable thinking, and ability to express thinking in discussion learning based on a Web for interaction. In this study, I developed a reading discussion system, applying the Wiki program, for learners' interaction and tested its usefulness. Through this, it will be possible not to have existing vertical discussion which makes replies on a Web board but to have multidimensional discussion.

• Educational Technology International
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• v.9 no.2
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• pp.123-142
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• 2008

The purpose of this study was to examine how computer conferencing might facilitate collaborative learning for students to engage in meaningful discussion. The participants in this study consisted of the instructor and the students in a graduate level course. Different sources of evidence were used to triangulate the data: in-depth interviews, content analysis of transcripts of discussion, and other archival data including course syllabus, presentation materials, and lecture notes. Participants perceived web-based learning as collaborative process, providing opportunities to share the idea, respect and evaluate different perspectives, and co-construct new insights. Analysis of the data revealed several challenges related collaboration in a web-based learning environment: absence of a sense of community, technical problems, adaptability to different types of learner, and managing the discussion. The data also indicated that a variety of strategies were used to facilitate learning: building a sense of community, technical support, developing instructional methodologies, class size, and design of the content.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.43-56
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• 2003

In this study, learning materials that can be applied for web-based distant learning model were developed based on the characteristics of elementary school science in which investigation skills and thinking ability are considered to be important. And the effect of students' activity in a discussion room on student's investigating and thinking ability was investigated. Through very active on-line discussion, students showed their ability to come up with new ideas and to design and implement diverse experimental methods. Especially, since all of the study tasks given to the students were aimed to utilize experimental means and tools that are so common in everyday life, shortfalls that might reside in the web-based distant learning program could be overcome and students' investigative activity might be stimulated.

• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.75-86
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• 2002

The purpose of this study is to analyze the effect of Web-based small group discussion on the achievement and satisfaction in the practice-planning phase of Technology and Home Economy. The subject of this study consists of 68 students of a middle school. The 7r7up is divided into two subgroup. the Web-based discussion croup and the face-to-face discussion grouts. each of which has 34 students. The achievement is estimated by individual reports. practice plans and the overall evaluation sheets. To estimate the satisfaction of students. the test sheets were used. together with the interviews of sampled students from both group. The results show that there is a statistically significant difference in the performance of practice between the two groups with the significant level of 0.05(p<0.05). There is also some difference in the satisfaction between the two groups.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.109-124
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• 2002

This study investigated various effects of WBD(web-based discussion) on mathematical communication, interaction and problem solving in the classroom. We developed a web site including BBS and chat room in order to encourage students' mathematical curiosities and self-studies. The web site had been operated for 6 months. Five classes of 1st grade students were selected from an middle school in Daejon. Moreover, we analyzed several cases for interactional behavior and effect. WBD promote dialogue between a teacher and students. Analysis of feed-back from BBS revealed that student's negative attitudes could be changed to positive ones by step-by-step discussions. Moreover, collaborative learning is enhanced by on-line discussion. But the effects of WBD are affected by the character and ability of a student.

• Educational Technology International
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• v.12 no.2
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• pp.19-46
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• 2011

The purpose of the study was to identify the characteristics of classroom inquiry features exhibited on a web-based discussion board, which is called the Message Board. Approximately 4,000 students from 80 schools with 60 on-line scientists were participated in the study. During the study, a total of 639 messages in the selected cluster and several patterns were identified and analyzed. Three main features of the classroom inquiry were analyzed in terms of: 1) learner gives priority to evidence in responding to questions; 2) learner formulates explanations from evidence; 3) learner communicates and justifies explanations. The results are as follow. First, once learners identified and understood the questions posed by the curriculum, they needed to collect evidence or information in responding to the questions. Depending on the question that students were given, types of evidence/data students needed to collect and how to collect the data could vary. Second, students' formulated descriptions, explanations, and predictions after summarizing evidence were observed on the Message Board. However, the extent to which students summarized evidence for descriptions, explanations, and predictions varied. In addition, students were able to make a better use of evidence over time when they formulate descriptions and explanations. Third, the Message Board was designed to allow the great amount of learner self-direction. Classroom teachers and on-line scientists played an important role in providing guidance in developing inquiry. At the same time, development of content understanding also contributed to inquiry development.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.31-39
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• 2001

In this paper, we investigate the effects of group composition according to the personality type of learner on the content of discussion in web-based synchronous online discussion. The experiment for this study was conducted with high school students. First, we conducted the MBTI(Myers Briggs Type Indicator) test and based upon the result, we classified learners into 3 groups; introverts group, extroverts group, and introverts/extroverts mixed group. After the online discussion, the content of discussion were analyzed by the units of meaning, based on the four dimensions which were proposed in the 'content analysis model' by Henri(l992). Among four dimensions, 'social' and 'interactive' dimension belonged to category of inter-dependence, and 'cognitive' and 'metacognitive' dimension belonged to category of subject-relevance. The introverts/extroverts mixed group, which was heterogeneously composed, had the most positive effects on the total numbers of the units of meaning, the inter-dependence, and the subject-relevance of the contents of discussion.