• Title/Summary/Keyword: 상호작용 빈도

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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.

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.

Exploring of Reaction Behavior to Instructor Messages according to Learning Motivation Types in Online Collaborative Learning (온라인 협력학습 환경에서 학습동기 유형에 따라 교수메시지에 대한 반응행동 탐색)

  • Lee, Eun-Chul
    • The Journal of the Korea Contents Association
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    • v.18 no.5
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    • pp.514-524
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    • 2018
  • The purpose of this study was to investigate learners' reaction behaviors by the type of learning motive when teaching messages were delivered. The subjects of this study were 82 students from Auniversity and Buniversity in the metropolitan area. Students were online collaborative learning. The instructor delivered six messages. Since then, the researchers have measured the learner 's response time and the frequency and level of interaction. And analyzed using an independent sample t-test. As a result, the frequency and level of interaction increased before the message was delivered. The response time to instructional messages was the fastest among the students with performance avoidance goal orientation. Mastery goal orientation students were most sensitive to scaffolding messages. Performance avoidance goal orientation students responded most sensitively to the reminder message. Finally, Mastery goal orientation students had the most action on new topics. And performance approach goal orientation students had the most to do with accuracy and relevance.

The Analysis of Verbal Interaction in Elementary Science Programs Using Multi-Level Instruction (다수준 포함 교수법을 적용한 초등과학 프로그램에서의 언어적 상호작용 분석)

  • Jung, Suk-Jin;Shin, Young-Joon
    • Journal of The Korean Association For Science Education
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    • v.33 no.7
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    • pp.1450-1470
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    • 2013
  • The purpose of this study was to develop elementary science programs that used multi-level instruction and to analyze verbal interaction patterns in science classes that applied these programs. For this study, the 27 children from the fifth grade at B elementary school, located in Gyeonggi-do, were selected and separated into heterogeneous groups of four students. Verbal interactions occuring in two groups during each class were recorded using video. Elementary science programs using multi-level instruction were developed to target a fifth grade second semester 'Lesson 1. Human Body'. This program provided a mission form for each group and evaluation form for each child. A mission form depending on the children's level has different colors and levels of difficulty for questions. The evaluation form is composed of questions suitable for a child's level in reaching the goal with key concepts. The verbal interaction was mostly categorized into the cognitive domain and the affective domain for analysis. The cognitive domain was subdivided into question, response, making solution, receiving opinion, and the affective domain was divided into behavioral participation and students' attitude. Results of study showed that the frequency of the cognitive domain was higher than the frequency of the affective domain. In the cognitive domain, the median-level was of highest frequency in the children. In the affective domain, high-level was of highest frequency in the children. In terms of both the cognitive and affective domains of children, low-level exhibited the lowest frequency. Verbal interaction frequency was no difference between high-level and median level in cognitive and affective aspects, so median-level children were actively participating in activities similarly with high-level children. There were more types of interactions question, response, making solution, students' attitude in the median-low level children's verbal interaction than high-median level children's verbal interaction.

The Effects of Reflective Thinking on Verbal Interaction of the Pre-service Teachers in Elementary Science Classes (과학 수업에 대한 반성적 사고가 초등 예비교사의 수업 중 언어적 상호작용에 미치는 효과)

  • Shin, Ae-Kyung
    • Journal of Korean Elementary Science Education
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    • v.26 no.4
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    • pp.428-439
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    • 2007
  • The purpose of this study was to investigate the effects of reflective thinking on verbal interaction of the pre-service teachers in elementary science classes. Two pre-service teachers were selected for this study and they respectively had gave three science classes. Every science class was recorded by using video/audio but only audio data of first and last science classes were transcribed for verbal interaction analysis. The result of this study revealed that the frequency of teacher's verbal interaction in last science class was increased rather than the case of first science class. The increasing patterns of interaction frequency were affected by the teacher's viewpoint and preparation for the science class. Teacher's verbal interactions were divided into low-level and high-level for the analysis of qualitative change. Low-level interactions are which leading students' convergent thinking, high-level interactions are which leading students' divergent thinking. Also the result of this study revealed that high-level interactions in last science class were increased rather than in first class. On the other hand, low-level interactions in last class were reduced rather than in first class. Therefore, this results implied that the effects of reflective thinking on verbal interaction of pre-service teachers in elementary science classes were appeared, but the effects were also affected by teacher's individual characteristics. Especially the changing degrees of qualitative interactions varies with the teacher's viewpoint and preparation for the science class.

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Effect of the Brotherhood Group Sensory Integration Intervention to Social Interaction of the Children With Pervasive Developmental Disorders (형제그룹 감각통합치료가 전반적 발달장애 아동의 사회적 상호작용에 미치는 효과)

  • Park, Ji-Hoon;Kim, Su-Kyeong
    • The Journal of Korean Academy of Sensory Integration
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    • v.10 no.1
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    • pp.21-31
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    • 2012
  • Objective : This study aims to examine the Effect of the Brotherhood Group Sensory Integration intervention to Social Interaction of the Children with Pervasive Developmental Disorders. Methods : The Group Sensory Integration intervention was implemented for 8 weeks period from July to September 2011 targeting 2 children of 7~8 ages diagnosed Pervasive Developmental Disorders. For the study A-B-A' design among Single subject research design was used, while baseline A 3 phases, intervention B 16 phases, baseline A' 3 phases in total 22 phases were applied. The Quality of Social Interaction was measured through ESI(Evaluation Social interaction) during the baseline between A and A' period, and the Frequency of Social Interaction was measured under the condition that non-availability of intervention during baseline period, while during intervention period, it was measured by utilizing Interval recording method upon filming by video of 10 minutes free-play after every intervention. Results : The Quality of Social interaction indicated a statistical significance by all targeted children after intervention. Also a statistical significance was indicated in the Frequency of Social interaction as there appeared consecutively more than two of the values of baseline A average and Standard deviation band from all targeted children at the free-play implemented after each intervention of every phase. Conclusion : It could be verified that Brotherhood Group Sensory integration intervention has a positive effect to Social interaction of the Children with Pervasive Developmental Disorders. Therefore, the Brotherhood Group Sensory integration intervention can be effectively applicable as being a therapy to improve Social interaction toward Children with Pervasive Developmental Disorders at the clinic.

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Analysis of the Characteristics of Free-riding Learner in Online Collaborative Learning (온라인 협력학습에서 무임승차 학습자의 특성 분석)

  • Lee, Eun-Chul
    • The Journal of the Korea Contents Association
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    • v.19 no.10
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    • pp.385-396
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    • 2019
  • This study was conducted to explore the characteristics of learner who showed free riding behavior in online collaborative learning. For this, 290 students from three universities in the metropolitan area were studied. The collected data are as follows. Learner characteristics are learning strategy, learning motivation, academic retardation behavior, and learning disposition. Interaction distinguished between frequency and type of message. Interaction levels were collected with frequency. The subjects with less than 5 interaction frequencies were defined as free-riding students. 43 students were classified as free riders. Learner characteristics were analyzed by cluster analysis. As a result, the learner characteristics were divided into five groups. All the free riding students belonged to 4 groups. The learner characteristics of 4 groups are as follows. First, the level of the learning strategy is very low. Second, learning motivation has a high tendency toward performance - oriented approach and high tendency to avoid performance. This tends to deliberately avoid learning. Third, the level of delayed behavior is high. This is deliberately putting off student activities. Fourth, learning tendency is high in academic anxiety, task value, self efficacy and learning belief are very low. This is a lack of confidence in learning.

PRAAT Software: A Spech Interaction Tool to Analyze Teacher Voices (PRAAT 소프트웨어: 교사 목소리 분석을 위한 맞춤법 상호작용 도구)

  • Kidd, Ella Jane
    • Journal of Convergence for Information Technology
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    • v.9 no.9
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    • pp.158-165
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    • 2019
  • Through the use of speech software technology, this paper examines the effects of voice interactions within the inner circle of English. The fundamental frequency (F0) was obtained by analyzing native speakers (aged 30-55) speech effects based on nationality, age, and gender. The findings within this study reveal that the Caucasian British female (age 33) and the Caucasian American male (age 55) produced the most interactive speech. The contributing factor is the students' experience with various language styles throughout their language acquisition studies. The results of this study are compatible with $Traunm{\ddot{u}}eller$ & Eriksson (1995) and previous studies which agree that continuous speech above average is paramount towards student engagement and interactions.

Signal transduction pathway extraction by information of protein-protein interaction and location (단백질 상호작용 정보와 위치정보를 활용한 신호 전달 경로추출)

  • Kim, Min-Kyung;Park, Hyun-Seok;Kim, Eun-Ha
    • Proceedings of the Korean Society for Bioinformatics Conference
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    • pp.64-73
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    • 2004
  • 세포 내에서 일어나는 신호 전달 과정은 단백질간의 상호작용을 통해 수행되고 조절된다. 단백질 상호작용 데이터를 활용하여 수행된 연구로는 단백질의 기능을 유추하거나 전체 네트워크 중 다른 지역보다 더 조밀한 상호작용을 추출하여 complex 혹은 pathway를 발견하고 진화 과정을 이해하는 바탕이 되고 있다. 본 연구에서는 신호 전달 경로에 대한 사전 정보 없이 yeast 상호작용 정보와 녹색형광단백질(GFP)을 이용하여 밝혀진 4000여 개의 yeast 단백질 위치 분포 data를 이용하여 신호전달경로를 찾는 방법을 시도했다. 기존 연구에 의해 밝혀진 yeast 내의 단백질 위치 분포 결과를 보면 21개의 category에 대해 각 단백질 상호작용 분포가 다양하게 나타나고, 특정 위치에서 상호작용 빈도수가 현저히 크다는 것을 알 수 있다. 특히 두 단백질이 같은 장소에 있을 경우 상호작용 확률이 높으며, 세포 내 소기관 사이에도 상호작용의 정도가 다양함이 알려져 있다. 따라서 이러한 분포상의 특성을 고려하여 상호작용을 기반으로 하여 세포막 단백질을 출발점으로, 핵에 있는 단백질을 도착점으로 잡고, 그 사이에 존재하는 다양한 가능 경로 중에서 단백질의 위치 정보를 가중치로 사용하여 그 중 최대 가능 경로를 찾도록 구현하였다. 이와 같은 pathway 모델링은 기존에 밝혀진 pathway와의 비교를 통해 알려지지 않은 새로운 경로를 발견하고, 이전에 경로에 참여하지 않은 단백질들을 발견할 수 있고, 이미 알려진 단백질들의 새로운 기능들에 대해서도 추론할 수 있을 것이라 기대한다.

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The Relationships between The Quality of Teacher-Child Relationship, Teacher-Child Interactions, and Child Temperament (교사-유아관계의 질과 교사-유아 상호작용 및 유아의 기질과의 관계)

  • Ahn, Sun Hee
    • Korean Journal of Childcare and Education
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    • v.9 no.1
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    • pp.281-299
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    • 2013
  • The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.