• Title, Summary, Keyword: 상호작용 빈도

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Analyses of Verbal Interaction among Students in Small Group Science Learning Using Smart Devices (스마트 기기를 활용한 소집단 과학 학습에서 학생의 언어적 상호작용 분석)

  • Yun, Jeonghyun;Kang, Sukjin;Ahn, Inyoung;Noh, Taehee
    • Journal of the Korean Chemical Society
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    • v.61 no.3
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    • pp.104-111
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    • 2017
  • In this study, we analyzed verbal interactions in small group science learning using smart devices by the level of prior achievement. Four heterogeneous groups at a coed high school in Seoul participated. Verbal interactions during small group science learning were audio- and video-taped, transcribed, and analyzed. Verbal interactions were analyzed at the levels of a turn and an interaction unit. The results revealed that the frequencies of verbal interactions were high in task category, especially at information explanation, information question, and reflection on standards subcategories. Furthermore, the frequencies of high-level students at direction explanation, reflection on standards and progress subcategories were higher than those of low-level students, and the frequencies of low-level students at direction question and information explanation subcategories were higher than their counterpart. In the analyses of the interaction units, the frequencies in symmetric elaborated interaction were high, especially at cumulative and evaluative subcategories.

Analysis of Effects of Learning Motivation on the Interaction in Online Cooperation Learning (온라인 협력학습에서 학습동기가 상호작용에 미치는 영향 분석)

  • Lee, Eun-Chul
    • The Journal of the Korea Contents Association
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    • v.17 no.7
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    • pp.416-424
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    • 2017
  • The purpose of this study is to analyze the effects of learning motivation on interaction in online collaborative learning. The study subjects are 79 university students who take courses in teaching. Learning motivations measured the intrinsic goal orientation, extrinsic goal orientation, tasks value, control of learning beliefs, test anxiety, self-efficacy, goal orientation by MSLQ. Next, the level of interaction was measured by online collaborative tasks. The group for online cooperation tasks consisted of four to five people and random assignment. The level of interaction was used frequency and score that quantitative Value assess. The collected data were analysed using multiple regression analysis(stepwise). As a result, self-efficacy and extrinsic goal orientation, tasks value, mastery goal orientation were positive effect on frequency and score. next, test anxiety and performance avoid goal orientation were negative effect on frequency and score.

A Comparison of Verbal Interaction Patterns in Science Cooperative Learning Based on Grouping by Middle School Students' Collectivism (중학생의 집단주의 성향에 따른 과학 협동학습에서 언어적 상호작용 양상의 비교)

  • Joo, Young;Kim, Kyungsun;Noh, Taehee
    • Journal of The Korean Association For Science Education
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    • v.34 no.3
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    • pp.221-233
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    • 2014
  • In this study, we analyzed verbal interactions among 32 students in 7th graders' science cooperative learning at the levels of turns, interaction units, and conflict behavior units, and compared their verbal interaction patterns between the heterogeneous and homogeneous groups by students' collectivism. The relationships of verbal interactions with the achievement test scores and the increase of the achievement test scores were also investigated. In the analyses of turns, the distributions of the subcategories of the statements related to the task were found to be similar in both groups, and the frequency of 'explain' was highest. The frequencies of interaction units were higher in the homogeneous groups than the heterogeneous groups, and the frequency of 'symmetric interaction' was highest. In the heterogeneous groups, the frequencies of turns and interaction units for the students of high collectivism were higher than those of low collectivism. The frequencies of conflict behavior units were generally low, but the rates were similar in both groups. In the case of the homogeneous groups, the frequencies of 'avoiding' and 'competing' for the students of low collectivism were high, and the frequency of 'cooperating' for the students of high collectivism was high. In addition, the qualitative differences between the two groups were found in the interaction units and conflict behavior units. The achievement test scores and the increase of the achievement test scores were positively related with the sum of the frequencies of the statements related to the task.

Characteristics of Interactions between Fan and Celebrities on Twitter (유명인과의 트위터 매개 상호작용 특성 탐색)

  • Hwang, Yoosun
    • The Journal of the Korea Contents Association
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    • v.13 no.8
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    • pp.72-82
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    • 2013
  • The present study explored types of Twitter-mediated communication and emotional responses of Twitter users toward celebrities. Three perspectives of para-social interactions, information hub, and fandom were proposed as communication types on Twitter. Celebrities were classified by entertainer, politician, specialist, and blogger. Communication patterns according to each category of celebrities were analyzed. The patterns of emotional responses, which represents the use of emoticons and emotional expressions were also analyzed. The results show that the type of para-social interactions was frequently accepted for the interactions with politicians and specialists, while fandom style was salient for the entertainers. For the power bloggers, the users tend to adopt the type of information hub interaction. The use of emotions and emotional expressions were most frequent in case of fandom style communication and the messages to the entertainers. Implications were further discussed.

Early Childhood Teachers' Awareness of Gender and Interaction Style with Young Children (남아와 여아에 대한 유아교사의 인식 및 상호작용)

  • Son, Won Kyoung
    • Korean Journal of Childcare and Education
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    • v.7 no.1
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    • pp.121-148
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    • 2011
  • This Study aimed to ascertain early childhood teachers' awareness of gender differences in young children and interaction style with young children. 50 teachers answered Q sort questionnaires, 7 teachers were interviewed, 2 classrooms were observed. Results showed 3 types of teacher perception of boys and 4 types of teacher perception of girls. Early childhood teachers more interact with boys than girls. Especially negative interaction showed much more frequently with boys than girls. These finding are discussed in terms of equity and equality in both gender.

Verbal Interactions in Heterogeneous Small-group Cooperative Learning (이질적으로 구성된 소집단 협동학습에서의 언어적 상호작용)

  • Lim, Hee-Jun;Noh, Tae-Hee
    • 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.

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The Characteristics of Verbal Interactions According to Students' Cognitive Levels and Openness Levels of Tasks in Thinking Science Activity (Thinking Science 활동에서 과제의 개방도와 학생들의 인지수준에 따른 언어적 상호작용의 특징)

  • Yu, Sook Jung;Choi, Byung Soon
    • Journal of Science Education
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    • v.36 no.2
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    • pp.216-234
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    • 2012
  • This study examined the characteristics of verbal interactions presented in TS activities with different tasks' openness levels by the cognitive levels of students through the implementation of TS program to 14 fifth graders in gifted class. Results of this study revealed that the open-type TS activities showed higher percentages of verbal interactions than the guiding-type TS activities showed and that the higher the open level of tasks was, the more high-level verbal interactions occurred. These results were showed in almost all subcomponents of verbal interactions. The results according to the students' cognitive levels showed that the higher the cognitive level of students was, higher frequency of interactions, high-level verbal interactions and a variety of verbal interactions occurred. The influence of both cognitive level of students and the task's openness on verbal interactions among students seemed to be interactive, however. In guiding-type activities, the percentage of high-level verbal interactions was not high although the cognitive level of students was high. And students in low level of cognition showed far lower frequency of interactions and their percentage of high-level verbal interactions was low even though the openness of the tasks was high. The results of this study meant that although open-type activities drew higher level verbal interactions by stimulating students' thought, the effects would be limited owing to their low cognitive level. Based on these findings, an implication was suggested that it is important to design instructional strategies and adjust openness level of TS activities to students' cognitive level so as to stimulate the thinking of students in lower cognitive level and to highten their engagement in activities.

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Study on the Influence of Enterprise Features of SNS Service on Relationship Commitment and On-line Word-of-Mouth (기업의 SNS서비스 특성이 관계몰입과 온라인 구전의도에 미치는 영향에 관한 연구 -이용 빈도를 조절효과로-)

  • Kwak, Dong-Sung;Yim, Ki-Heung;Kwon, Jin-Hee
    • Journal of Digital Convergence
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    • v.11 no.5
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    • pp.225-235
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    • 2013
  • Recently, in order to promote their marketing promotion, the entrepeneurs attach importance to many SNS services and execute it. The representative elements of the SNS service are interactivity, information offering. This study analyzes empirical effects on the SNS service depending on the Relationship Commitment and shows the strategies to enlarge the use frequency and the On-line Word-of-Mouth. The conclusion of this study shows that the Interactivity has a higher positive effects on Affective Commitment than those on information offering and Information offering has stronger positive effects on calculative commitment than interactivity. Also, these effects enlarge the high use frequency more than the low use frequency. This study also shows that the information offering affect the On-line Word-of-Mouth more positively than the Interactivity. And this study shows that SNS service affects the positive effects on the relationship commitment rather than the On-line Word-of-Mouth. Based on the results, the practical implications are offered.

Analysis of Linguistic Interaction within a Group According to Leader's Leadership in Scientific Inquiry Activity in Elementary School (초등학생의 과학 탐구활동에서 리더의 리더십 유형에 따른 모둠 내 언어적 상호 작용 분석)

  • Park, Mung-Hee;Shin, Young-Joon
    • Journal of The Korean Association For Science Education
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    • v.32 no.4
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    • pp.760-774
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    • 2012
  • The purpose of this study was to analyze the characteristic of the linguistic interaction according to leadership type of the leader in the scientific inquiry activity groups and examine how leadership factors affect the linguistic interaction within a group. In this investigation, leaders among 12 elementary school students were chosen by considering results of the leadership diagnosis that tested 3 leadership factors: vision and promotion, assignment responsibility, and decision-making. The members of the groups were organized according to scientific inquiry ability and academic achievement; the groups were assigned to perform scientific inquiry activities. The linguistic interaction was largely divided into the cognitive domain and the affective domain for analysis. According to the results, the frequency of linguistic interaction within a group sorted by leadership type is more influenced by the cognitive domain than the affective domain. The highest frequency of linguistic interaction appeared within the group that had vision and promotion type leader. Assumedly, the vision and confidence of the vision and promotion type leader produced such an outcome. While solving the assignments, linguistic interaction in all three groups had more cognitive domain than affected domain. Linguistic interaction in cognitive domain displayed only low level of linguistic interaction in relation to the experiment itself: high level of linguistic interaction barely occurred. In the case of affected domain, active participation appeared more frequently than maintaining the mood: Interactions related to restricting the group members actions to solve the assignment appeared more frequently than those for maintaining the mood.

A Study on the Influence of Relation Commitment of SNS Marketing Features in Domestic Enterprise (국내기업의 SNS 마케팅 특성이 관계몰입에 미치는 영향에 관한 연구)

  • Yim, Ki-Heung
    • Journal of Digital Convergence
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    • v.11 no.10
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    • pp.341-350
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    • 2013
  • Recently, in order to promote their marketing promotion, the entrepeneurs attach importance to many SNS(Social Network Service)and execute it. The representative elements of the SNS service are interactivity, information offering. This study analyzes empirical effects on the SNS Marketing Features in Domesic Enterprise The conclusion of this study shows that the Interactivity has a higher positive effects on Affective Commitment than those on information offering and Information offering has stronger positive effects on calculative commitment than interactivity. Also, these effects enlarge the high use frequency more than the low use frequency. This study also shows that the information offering affect the On-line Word-of-Mouth more positively than the Interactivity. And this study shows that SNS affects the positive effects on the relationship commitment rather than the On-line Word-of-Mouth. Based on the results, the practical implications are offered.