• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.266-274
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• 1999

This study investigated the effects of cooperative and individual computer-assisted instructions upon middle school students' science conceptions, achievement, perception of learning environment, and motivation. The cooperative, individual, and traditional learning groups were selected from a middle school, and taught about the motion of molecule for 5 class hours. Data analyses indicated that the students with cooperative computer-assisted instruction scored significantly higher than those with traditional instruction in the tests of conceptual understanding, perception of learning environment and motivation. Better understanding of the cooperative learning group was also found in a retention test of conceptions. In addition, there were significant interactions between the instruction and the level of prior achievement in the tests of retention of conceptions and motivation. Educational implications are discussed.

• The Journal of Korean Association of Computer Education
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• v.3 no.1
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• pp.31-41
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• 2000

Since the use of computer-mediated communication(CMC) systems has been steadily increasing in the teaching and learning environments, this study attempted to describe some of instructional strategies which can be employed as a medium of cooperative learning. One of the best way to conduct network-assisted instruction is to embed such a medium into cooperative learning. Network-assisted cooperative learning maximizes students' own learning and each other's learning using CMC, in which students can actively participate in their learning processes. The characteristics of CMC-transmission and search of information, interactivity, time and place independence-assist and enhance cooperative learning. In this study, the instructional strategies for cooperative learning via CMC are suggested as following: (1) choose the instructional goals, (2) structure positive interdependence, (3) select guidelines for grouping, (4) train cooperative skills to students, (5) set up the environments such as electronic bulletin-board, and (6) develop assessment tools. Finally, this study suggests that potentials of network-assisted cooperative learning can be realized by providing environments and thinking tools for cooperative learning. Appropriate theory and practice need to be followed up to support the cooperative learning systems.

• Journal of the Korean Chemical Society
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• v.46 no.4
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• pp.377-384
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• 2002

In this study, the effect of cooperative computer-assisted instruction upon students' conceptual under-standing,application ability, and learning motivation were investigated by a previous achievement level. The treatment and the control groups (2 classes) were selected from a middle school in Seoul, and taught about the motion of molecule for 5 class periods. Prior to the instructions, a learning motivation test was administered and used as covariate. The scores of a previous achievement test were also used as covariate. The scores of the mid-term science examination were used as blocking variable. After the instructions, the conceptions test, the application test, and the learning motivation test were administered. Two-way ANCOVA results revealed that there were no significant differences in the scores of the con-ceptions test and the application test. However, the scores of the treatment group were found to be significantly higher than those of the control group in the learning motivation test.

• Journal of the Korean Chemical Society
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• v.49 no.6
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• pp.575-583
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• 2005

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.508-516
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• 2002

This study investigated the influences of group composition in cooperative computer-assisted instruction (CAI) upon students' conceptual understandings, application abilities, learning motivations, and the perceptions of involvement. Seventh graders (N=97) were selected from a co-ed middle school in Seoul, and taught about 'motion of molecules' for 5 class hours. In the two treatment groups with cooperative CAI strategy, homogeneous and heterogeneous small groups were organized by the previous science achievement. Traditional instructions were administered to the comparison group. Two-way ANCOVA results revealed that the scores of the conception test for the treatment groups were significantly higher than those for the comparison group. However, there was no difference between the homogeneous and the heterogeneous groups. The scores of the three groups did not differ significantly in the application test and the learning motivation test. However, the perceptions of involvement for the treatment groups were more positive than those for the comparison group.

• Korean Journal of Adult Nursing
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• v.15 no.1
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• pp.105-115
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• 2003

Purpose: The research purposes analyzed the study participation and lecture evaluation of applicants in the cyber hospice specialist education course to find problems of nurse education application on the web. Method: Study participants were 125 nurses for participation and 68nurses for lecture evaluation. The data was analysed by descriptive statistics. Result: The results obtained from this study were as follows 1) The residence distribution of study participants was spread out across the nation. Equal distribution of education was accomplished without a difference among provinces. 2) The average study duration in the study participation was about one hour and a quarter minutes a week, and number of access to lecture notes was 65.8 times. But in a discussion room and a cooperative room, the system using rate was very low, so we considered the idea to come up with a more effective application way. 3) The participant's lecture evaluation of cyber education were generally satisfied about the quality of lecture, time, contents etc. Conclusion: This study shows the possible implication for nursing fields using a web-based learning program for reeducation in a variety of fields, so nursing cyber application can be considered to come up with this more effective method.