• Korea Information Processing Society Review
• /
• v.20 no.5
• /
• pp.17-27
• /
• 2013

• 한국정보교육학회:학술대회논문집
• /
• 2006.08a
• /
• pp.263-268
• /
• 2006

토론학습시 보다 자발적인 아동의 참여를 향상시킬 수 있는 웹토론시스템은 시간의 편의성을 제공하고 학습자간의 상호작용을 활발하게 한다. 그러나 기존 웹토론시스템은 능숙한 자판사용능력과 물리적인 교육적 환경을 요구한다. Wiki는 하와이어로 '빨리'라는 뜻으로 누구나 '자유롭게' 정보와 지식을 편집할 수 있는 동적 프로그래밍 도구이다. Wiki를 사용하여 기존의 웹토론시스템의 단점을 보안한 본 시스템의 목적은 학습자의 자발적인 토론참여와 토론학습에 대한 흥미를 유발하는 것이다. 본 시스템의 특징은 다음과 같다. 첫째, 본 시스템은 웹토론에 대한 학생들의 흥미를 높일수 있다. 즉 누구나 관리자가 될 수 있는 기능을 이용해서 학생들의 흥미를 유발하였기 때문이다. 둘째, Wiki 웹토론시스템은 기존의 웹토론시스템보다 사용이 편리하여 학생의 참여도를 향상시키고 토론학습에 대한 관심을 증대시킬 수 있다. 기존의 웹토론시스템은 회원가입을 해야하고 로그인을 해야만 토론학습에 참여할 수 있지만 본 시스템은 웹페이지접속만으로도 가능하게 하였다. 셋째, Wiki 웹토론시스템은 웹토론를 학습하는 과정을 공개하여 올려지는 자료나 다른 사람의 의견을 통해 지식공유를 가능하게 한다. 즉, 자신이 찾은 주장의 근거을 찾는 과정에서나 또 그 근거를 통해 새로운 지식을 알게 되고 본 시스템에서 의견을 개진하고 다른 사람의 의견의 근거를 살펴보면서 지식을 공유하게 한다.

• Proceedings of the Korea Inteligent Information System Society Conference
• /
• 2007.05a
• /
• pp.163-170
• /
• 2007

Web 2.0은 개방형과 사용자 중심형이라는 특징으로 우리에게 많은 가능성을 안겨주기도 하지만 UCC에서 나타나는 문제점들의 예를 보면 그 정도가 상당히 심각함을 알 수 있다. 이러한 문제점을 분석하고 해결하기 위해 본 연구에서는 Wiki 시스템을 이용한 사용자 주도형 커뮤니티에 관한 연구를 하였다. 우선 Wiki 시스템의 특징을 이용하여 커뮤니티를 운영하고 운영상의 문제점을 발견, 분석하여 Web 2.0의 긍정적인 문화가 정착될 수 있도록 해결방안을 제시하였다. 이는 사용자들이 만들어가는 Web2.0 시대를 더욱 가능성 높이 만들어 줄 것이다.

• Educational Technology International
• /
• v.10 no.2
• /
• pp.29-61
• /
• 2009

The purpose of this study was to design an inquiry supporting tool on wiki based collaborative learning and to investigate the effect of the inquiry supporting tool. Eight design principles were selected and more specified design strategies were made from the literatures. The first system with the first-round design principles was developed and implemented in an actual classroom. After the first field study, researcher found a few drawbacks of the system. The second system was implemented in the classroom again. Finally developed wiki-based inquiry supporting tool system is unique in that it allows instructors to design their own CSCL inquiry activities, and it has intuitive menu tabs showing inquiry learning processes.

• Journal of The Korean Association of Information Education
• /
• v.15 no.1
• /
• pp.59-66
• /
• 2011

In this study, we proposed the learning activities using open community systems to increase critical thinking and cooperative work. We designed and implemented the Wiki system that is an opened community and general Web-Board system that is a closed community. Then, elementary students had the critical essays activities using these systems. The results of the study are as follows. First, the critical thinking activities were happened more actively at the Wiki system than at the Web-Board system. And we found that the critical thinking dispositions were improved at the Wiki system after students performed the critical writing activities. The critical thinking activities also occurred more actively in cooperative groups than in studying individual groups. In conclusion, when the students learn with the open community like the Wiki system than closed community, it is hoped that they would participate actively and their critical thinking would be improved better.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.23 no.4
• /
• pp.93-108
• /
• 2012

The purpose of this study is to find any contradictions which arise with the use of Wiki in the classroom, and to address such contradictions in order to promote learning among LIS students. This study employed a multi-methodology, including Wiki usage analysis, and interviews with 12 students who participated in an LIS class. Observations revealed that group projects are common in academic classes. Interviewees agreed that their performance through collaborative efforts was higher than that through individually performed activities. However, there were no pre-experiences with Wiki in learning and task-oriented cooperation which gave rise to a controversy. In addition, even though a new technology, as a more advanced form, was suggested, students cooperated with their peers according to their tradition without using the recommended new technology. Therefore, students should be taught about Wiki usage and experience the effective learning which is available to them through collaboration with their peers. Additionally, LIS curriculum should incorporate relationship-oriented activities using Web 2.0 applications with the expectation of enhanced learning among students.

• Journal of the Korean Society for information Management
• /
• v.26 no.3
• /
• pp.239-259
• /
• 2009

The study aims at investigating students' behaviors and perceptions regarding the collaborative learning based group project using the wiki environment. The study utilized Google Sites as a case, and analyzed file unloads, the use of web pages, navigation bars, and comments as well as surveys. The study discusses main characteristics of students' activities in the collaborative learning group project, which are drawn from the analysis of students' behaviors and perceptions. The study also provides implications for improvement of wiki environment to support collaborative learning in education.

• Journal of The Korean Association of Information Education
• /
• v.17 no.1
• /
• pp.53-61
• /
• 2013

The proximity web 2.0 has in our daily life changes in the way we educate ourselves occur naturally. New generations of learners naturally study and utilize web 2.0 as part of general life, so they require an education method which considers this characteristic. One such method, WIKI Based Cooperation Learning has recently been studied. The object of this study is to establish any relationship between learners attitude and academic achievements when implementing WIKI Based Cooperation Learning in the subject of social studies.

• Genomics & Informatics
• /
• v.4 no.3
• /
• pp.125-128
• /
• 2006

We present an openfree hypertext (also known as wiki) web cluster called BioCC. BioCC is a novel wiki farm that lets researchers create hundreds of biological web sites. The web sites form an organic information network. The contents of all the sites on the BioCC wiki farm are modifiable by anonymous as well as registered users. This enables biologists with diverse backgrounds to form their own Internet bio-communities. Each community can have custom-made layouts for information, discussion, and knowledge exchange. BioCC aims to form an ever-expanding network of openfree biological knowledge databases used and maintained by biological experts, students, and general users. The philosophy behind BioCC is that the formation of biological knowledge is best achieved by open-minded individuals freely exchanging information. In the near future, the amount of genomic information will have flooded society. BioGG can be an effective and quickly updated knowledge database system. BioCC uses an opensource wiki system called Mediawiki. However, for easier editing, a modified version of Mediawiki, called Biowiki, has been applied. Unlike Mediawiki, Biowiki uses a WYSIWYG (What You See Is What You Get) text editor. BioCC is under a share-alike license called BioLicense (http://biolicense.org). The BioCC top level site is found at http://bio.cc/

• Journal of the Korean Society for Library and Information Science
• /
• v.47 no.1
• /
• pp.399-417
• /
• 2013

The purposes of this study are to investigate students' attitudes regarding group projects and to suggest an effective way to promote collaborative learning using Wiki. This study employed a survey questionnaire, which was distributed to students enrolled in classes provided by a university in Seoul. The result revealed that students preferred individual projects to group projects because various barriers occur in the process of group projects. Students' responses also indicated that rapport among group members influences the success of a group project. In addition, Wiki, as a Web 2.0 tool for group collaboration, was recognized as being useful in terms of promoting openness, modification, and effectiveness. Based on these findings, this study suggests the following for effective collaborative learning: (1) conducting peer- and self-assessments to avoid social loafing, (2) establishing rapport among group members, and (3) using Wiki in an active manner.