• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.668-676
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• 2001

In order to comprehend the internal processes of heterogeneous small-group cooperative learning in science class, this study investigated verbal interaction patterns by the achievement level. Frequency of verbal behaviors was compared in respect of the achievement level, and participation patterns and characteristics were investigated. Verbal interaction patterns by the achievement level were also analyzed based on students' perceptions of interactions. It was found that there were no significant frequency differences between high- and medium-achieving students' verbal behaviors. The verbal interaction patterns showed co-construction processes between high- and medium-achieving students, which was consistent with the students' perceptions of interactions. These suggested that medium-achieving students actively participated in small-group interactions in science class.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.411-421
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• 2002

This study investigated small group processes in paired think-aloud problem solving. Two high school chemistry classes were assigned to St-SL group (using Strategy-Solve Listener) and SL group (Solver Listener), and their small-group behaviors were audio/video taped. Verbal behaviors of solver and listener in respect to 4 problem-solving stages and performance levels at each stage were analyzed. At the understanding stage, listeners in the St-SL group exhibited more behaviors of agreement to solver's understanding processes about given and goal of problem. As regards recalling a related law at the planning stage, solvers in the St-SL group exhibited more behaviors of modification based on listener's questions or pointing out. These verbal interactions seemed to have a positive effect on students' deriving the physical quantity with the proper laws. Few in both SL and St-SL groups exhibited the behaviors regarding setting up subgoals. No verbal behavior was observed in the SL group at the reviewing stage, and solvers in the St-SL group tended to ask for listener's agreement. However, only few performed the strategy explaining the meaning of answer at the molecular level correctly through the interactions. The St-SL group perceived that the understanding stage was the most helpful and that the planning or reviewing stages were difficult to apply.

• Journal of Korean Society for Quality Management
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• v.26 no.2
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• pp.61-81
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• 1998

This research studies the role of IT (Information Technology) in improving productivity of a company through samll group activities. For this purpose, this research analyzed the samll group activities of the company as to how IT was employed bo improve business processes. Cases of small group activities that were conducted from January, 1996 to December, 1996 in a Korean company (name withdrawn) were analyzed. Eight out of eleven small group activities have been studied. They were examined as to the effect of IT in time and cost savings, reduction in manpower and so on. TQM is the activity of process improvement based on the existing processes in pursuit of satisfaction of customers' needs. This study analyzed how IT was used to solve the current problem in business processes. As a result of the case study, it is found that TQM activities with IT could reduce expenses significantly. More specifically, expenses have been cut down by 56% a year on average. By improving the business processes through the activities of TQM which used IT, companies could remove the unnecessary business processes and the duplicated business processes. In other words, with the use of IT in TQM activities, they could move closer to goals of the satisfaction of the customers' needs by reducing expenses and time. This study examined the role of IT from the point of view of business process improvement. Internally, IT has a positive impact on reducing expenses, processing time, manpower and so forth. Externally, it plays an important role of company's gaining competitive advantage through the satisfaction of customers and stakeholders. In conclusion, the proper use of IT will significantly increase the performance of a company.

• Human Ecology Research
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• v.53 no.4
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• pp.447-461
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• 2015

This study developed an integrative curriculum design plan for Home Economics through a deliberation method. This study established a research framework to integrate the deliberation models of Schwab, Walker, and Reid that inherited the intellectual tradition of curriculum deliberation along with the practical reasoning process of Brown and Paolucci from a critical science perspective. The practical research problem was formulated as "What should be done to develop a Home Economics integrative curriculum?" To address this practical research problem, deliberation with deliberators of each small, medium, and large groups was processed for the development of integrative curriculum design plans. An initial proposal was developed from small group deliberation processes. An initial proposal was examined and an alternative plan was developed from medium group deliberation processes. An alternative plan and its consequence were re-examined from large group deliberation processes. The authors finalized a proposal organized on four valued ends of self-formation, intersubjectivity, social action, and life skills. A practical problem focused integrative curriculum was developed and proposed to pursue the four valued ends. The suggested final practical problem focused curriculum demonstrates the power of Home Economics to contribute to the advancement of individuals, families, and society as well as the practical empowerment of students.

• Korean System Dynamics Review
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• v.3 no.2
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• pp.69-91
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• 2002

This paper presents an analysis of the impact of the causal looping method to the Korean middle managers' decision-making processes. The sample included the observations of decisions made by 70 groups with 5 to 7 members each. The results showed that the causal looping method was a strong device to help Korean managers followed value-focused decision processes, as opposite to alternative-focuses ones. The lessons from this study suggest a direction for the development of the education method to improve group decision-making processes.

• Asia pacific journal of information systems
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• v.11 no.3
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• pp.127-147
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• 2001

This paper presents an analysis of Korean middle managers' decision-making processes. The sample included the observations of decisions made by 17 groups with 5 to 7 members each. The 5 hour-long, in average, decision processes were analysed by a modified system of Fisher's(1970) Interaction Process Analysis. The results showed that Korean managers followed alternative-focused decision processes, as opposite to value-focused ones. That is, the decision-making groups showed a strong trend to elaborate on alternative generation and evaluation right after the situation analysis. They tended to discuss the objectives of decision and relevant criteria only to resolve conflicts arisen during the evaluation process of alternatives. The analysis also showed that a decision proposition was more frequently followed by negative responses than positive ones and by interpretative evaluations than substantiative ones. The lessons from this study suggest a direction for the development of group decision support systems tailored for Korean cultural characteristics. This study is also meaningful as the first observation and empirical analysis of Korean middle managers' decision-making processes.

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.76-82
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• 2002

This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.

• Asia pacific journal of information systems
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• v.10 no.1
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• pp.1-18
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• 2000

One stream of the GDSS(Group Decision Support System) research is to investigate how GDSS affects decision performances of small groups according to task types, support features, meeting facilitation modes and meeting environments. But little study has investigated the effects of group member characteristics on group decision processes and outcomes depending upon whether GDSS is provided or not. To date, most GDSS studies have not controlled group member characteristics(e,g. personality, sex, decision style) in laboratory experiments. However, this study included the decision styles of group members as an independent variable. Therefore, this study investigated how differently members of two different decision styles perceive the use of GDSS in small group meetings through lab experiments. The two decision styles are feeling(F) style and thinking(T) style. We found that the effect of GDSS is a function of individual's decision style only in the communication thoroughness variable. The decision style is a statistically significant factor that can mediate the effects of the group support technology on the perceived communication thoroughness. Specifically, the GDSS is positively related to participants' perception about satisfaction on decision process, goal achievement, communication thoroughness, degree of influence-outward and effort for achieving meeting goals.

• Journal of the Korean Chemical Society
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• v.44 no.4
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• pp.356-362
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• 2000

Students' protocols obtained from audio/video taping of small cooperative group problem solving processes were analyzed in the aspectsof verbal behaviors. The frequencies of the behaviors were com-pared by students' previous achievement level. Students' involvement in the verbal interaction for each level of students in each small group were also investigated. High-ability students ebility students and medium-or low-ability students.No significant differences were found in the subcategories of 'receiving information' or 'asking'. 0nly 3 small groups among 12 groups studied were found tobe bal-anced in students' involvelment. lnvolvement of medium-ability studentstended to be lower than that of high-and low-abilit students.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.577-586
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• 2014

Purpose: This study investigates patterns of small group interaction and examines the influence among graduate nursing students of online collaborative learning strategies on small group interaction patterns, task performance and learning attitude in web-based team learning environments. Method: To analyze patterns of small group interaction, group discussion dialogues were reviewed by two instructors. Groups were divided into two categories depending on the type of feedback given (passive or active). For task performance, evaluation of learning processes and numbers of postings were examined. Learning attitude toward group study and coursework were measured via scales. Results: Explorative interactions were still low among graduate nursing students. Among the students given active feedback, considerable individual variability in interaction frequency was revealed and some students did not show any specific type of interaction pattern. Whether given active or passive feedback, groups exhibited no significant differences in terms of task performance and learning attitude. Also, frequent group interaction was significantly related to greater task performance. Conclusion: Active feedback strategies should be modified to improve task performance and learning attitude among graduate nursing students.