• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.151-158
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• 2018

The purpose of this study is to develop a system for predicting students' collaborative problem solving ability based on the ICT factors of PISA 2015 that affect collaborative problem solving ability. The PISA 2015 computer-based collaborative problem-solving capability evaluation included 5,581 students in Korea. As a research method, correlation analysis was used to select meaningful variables. And the collaborative problem solving ability prediction model was created by using the deep learning method. As a result of the model generation, we were able to predict collaborative problem solving ability with about 95% accuracy for the test data set. Based on this model, a collaborative problem solving ability prediction system was designed and implemented. This research is expected to provide a new perspective on applying big data and artificial intelligence in decision making for ICT input and use in education.

• Journal of Information Technology Applications and Management
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• v.29 no.6
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• pp.81-93
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• 2022

As deep learning technology in natural language and visual processing has rapidly developed, collaborative filtering-based recommendation systems using deep learning technology are being actively introduced in the recommendation field. In this study, OCF-GAN, a hybrid collaborative filtering model using GAN, was proposed to solve the one-class and cold-start problems, and its usefulness was verified through performance evaluation. OCF-GAN based on conditional GAN consists of a generator that generates a pattern similar to the actual user preference pattern and a discriminator that tries to distinguish the actual preference pattern from the generated preference pattern. When the training is completed, user preference vectors are generated based on the actual distribution of preferred items. In addition, the cold-start problem was solved by using a hybrid collaborative filtering recommendation method that additionally utilizes user and item profiles. As a result of the performance evaluation, it was found that the performance of the OCF-GAN with additional information was superior in all indicators of the Top 5 and Top 20 recommendations compared to the existing GAN-based recommender. This phenomenon was more clearly revealed in experiments with cold-start users and items.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.261-288
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• 2011

We examined the effects of pair assistant collaborative learning on academic achievement of the 2nd year middle school students in the three subjects such as the Probability, Properties of Figures and Similarities of Figures. In order to carry out this study, we selected 2 classes of 2nd year students in a girls middle school in the Fall semester of 2009 and set up the experiment group and comparison group by the result of academic achievement tests given in the end of the Spring semester of 2009. Pair assistant collaborative learning was adopted for students in problem solving 2 or 3 times per a week in the experiment group and each academic achievement was given at the end of each subject in both groups. Also, we had a final survey to find out students' attitude to this collaborative learning. The achievement and survey were analysed by statistical methods. We conclude that our pair assistant collaborative learning was effective in Probability and Similarities of Figures Units. According to the result of survey, this collaborative learning brought about an opportunity to promote students' community spirit through reflecting each one's role in the group.

• Educational Technology International
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• v.13 no.1
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• pp.207-231
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• 2012

The purpose of this study is to analyze the effects of Critical Thinking Strategy supporting argumentation activities between learners. The research question is whether the form of Critical Thinking Strategy offered to support meaningful interaction of collaborative argumentation between learners influences the knowledge acquisition, learning outcome, and student satisfaction. For this, the collaboration outcome of the group, the level of individual knowledge acquisition, the level of students satisfaction were measured as outcome of argumentation activity and their differences analyzed. This study concludes the following: A comparison of the group that was provided with Critical Thinking Strategy (test group) and the group provided with general argumentation scaffolds (compared group) showed there wasn't statistically significant differences in the quality of the learning outcome of collaboration between the groups and in students satisfaction. But there was significant difference in the degree of individual acquisition depending on the offering of scaffolding for Critical Thinking. Therefore, as premised in this study, supporting meaningful mutual interaction between learners during collaborative argumentation using Critical Thinking Strategy has a positive influence on the individual acquisition of domain knowledge. The group provided with scaffolding for Critical Thinking gained higher effect in the degree of knowledge sharing and individual acquisition of domain knowledge compared to the group provided with general argumentation scaffolding.

• International Journal of Contents
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• v.12 no.4
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• pp.62-68
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• 2016

This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.

• Journal of the Korea Society of Computer and Information
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• v.19 no.4
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• pp.101-109
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• 2014

This paper aims to design and implement a collaborative learning system based on the augmented reality. The existing augment reality-based learning systems have just focused on interactivity between a system and learners without consideration of cooperability, thereby leading to an ineffective approach to encouraging an learning system to be more supportive and conducive of and to cooperation among learners. The collaborative learning system is a learning method, with which learners achieve a common objective through critical thinking and cooperative teamwork so as to seek solutions to such fulfillment. This requires positive interdependence, proactive interactions, a sense of responsibility shared by individuals as well as the group, and development of teamwork among learners. Educators and systems assume a critical role in helping the collaborative education be effective. An educator is responsible for defining a project at the outset of learning activities, organizing groups for learners, and providing evaluation criteria applied to a group's project activities. Meanwhile, a system shall support interactions to take place while facilitating learning activities. Furthermore, an educator shall provide a system for managing and evaluating activities involving interactions among learners. This paper suggests and embodies a collaborative learning system based on the augmented reality with consideration of the aforementioned collaborative education.

• Journal of the Korea Society of Computer and Information
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• v.25 no.9
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• pp.101-108
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• 2020

Recommender system is a must-have feature of e-commerce, since it provides customers with convenience in selecting products. Collaborative filtering is a widely-used and representative technique, where it gives recommendation lists of products preferred by other users or preferred by the current user in the past. Recently, researches on the recommendation system using deep learning artificial intelligence technologies are actively being conducted to achieve performance improvement. This study develops a collaborative filtering based recommender system using restricted Boltzmann machines of the deep learning technology by utilizing user ratings. Moreover, a learning parameter update algorithm is proposed for learning efficiency and performance. Performance evaluation of the proposed system is made through experimental analysis and comparison with conventional collaborative filtering methods. It is found that the proposed algorithm yields superior performance than the basic restricted Boltzmann machines.

• The Journal of Korean Association of Computer Education
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• v.9 no.1
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• pp.41-48
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• 2006

The latest several studies show that Wiki is a very efficient tools for collaborative learning in the distributed environments. Even though Wiki supports efficient knowledge sharing between group members, there are still some problems to be solved for collaborative learning. Since the structure of group contents becomes more complex and the links between pages are dynamically changed, each member of group has difficulties to perceive the changed contents and links on group pages. We designed the adaptive navigation system to guide individual browsing paths of each member through the calculating of friendship and the state of pages. At first we developed the relation model between member and each pages by the historical log that stored the change of pages and the activity of members, and then we implemented the adaptive navigation system using the model. Experimental results show that this adaptive system is very effective to share the group knowledge and to promote collaborative learning activities.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.25 no.4
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• pp.333-349
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• 2014

This study exploratively investigated the cultural disposition of undergraduates in LIS and their collaborative learning. To identify the cultural disposition, this study employed the Triandis' scale identifying four dimensions including horizontal individualism, vertical individualism, horizontal collectivism, vertical collectivism. Additionally, their collaborative learning was analyzed by self- and peer-evaluation surveys. The findings showed that 66.7% LIS students had the horizontal collectivism and their contribution to the collaboration was higher than other groups. Additionally, the gender difference indicated that female students actively participated in the collaboration and gave more contributions than male students. However, the female students had low satisfaction to the collaboration. These results can be used to improve LIS students' collaborative learning.

• Journal of Korean Library and Information Science Society
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• v.51 no.1
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• pp.201-225
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• 2020

In order to respond to changes in college's educational goals and talents, university libraries need to be transformed into spaces that support creative and collaborative learning. Apart from overseas cases, it is necessary to discuss the development of creative and collaborative learning spaces appropriate to the situation of Korean university libraries. This purpose of this study is to provide an effective guide to university libraries planning to develop creative and cooperative learning spaces. To this end, this study conducted a literature review to define the concept of a creative and collaborative learning space in a university library, collected and analyzed cases of creative and collaborative learning space of Korean university libraries, and proposed a model for developing creative and collaborative learning space for university library. Case collection was carried out through field visits to 12 university libraries. In addition, in-depth interviews were conducted with the staffs in charge of the construction and operation of five university libraries selected in consideration of the operating entity, region, and scale. This study is meaningful in that it intensively researched and analyzed the advanced cases of creative and collaborative learning spaces in Korea to derive suggestions that can be used in the field of domestic university libraries.