• Title, Summary, Keyword: 온라인 토론

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The Effects of Academic Self-Efficacy to the Discussion Participation Levels and Satisfaction Levels in the Online Discussion Instruction (온라인 토론 수업에서 학구적 자기효능감이 토론 참여도와 만족도에 주는 영향 분석)

  • Kim, Tae-Woong
    • Journal of Engineering Education Research
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    • v.13 no.3
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    • pp.78-86
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    • 2010
  • This study deals with the effect of academic self-efficacy in the online discussion instruction. Based on these research results, it was suggested academic self-efficacy should be utilized in order to enhance the discussion participation and satisfaction quality of online discussion instruction.

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Characteristics of Online Discussion System for Physics Investigation Through the Students' Perceptions (학생들의 인식조사를 통한 온라인 물리탐구토론의 특징)

  • Lee, Bong-Woo;Kim, Hee-Kyong
    • Journal of The Korean Association For Science Education
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    • v.24 no.6
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    • pp.1206-1215
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    • 2004
  • In this study, we explored the students' perceptions on the online discussion system for physics investigation as the physics education program. With these, we explored the characteristics of online discussion system. For these, the questions and interviews were executed in order to get informations about user-friendly characteristics of on-line discussion learning system of physics investigation, asynchronicity of on-line investigation discussion, on-line investigation discussion related to writing, visual cues and physical presence of on-line investigation discussion and preference of on-line investigation discussion. The students represented that there were two advantages in the online investigation discussion. One is that they could participate in the on-line investigation discussion without the restriction of time and space, and the other is that they could enter into a dispute with sufficient consideration because of the asynchronicity characteristic of online investigation discussion. Although the online educational activity is mainly achieved by independent work on the part of students, the role of teacher and parents is more important than the technical part of online educational system for the active participation.

The Effects of Feedback Patterns by Instructor to the Discussion Participation Levels and Satisfaction Levels in the Online Discussion Environments (온라인 토론 환경에서 교수자의 피드백 형태가 토론 참여도와 만족도에 미치는 효과)

  • Kim, Tae-Woong
    • Journal of Engineering Education Research
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    • v.13 no.6
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    • pp.24-32
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    • 2010
  • This study deals with the effect of feedback patterns by instructor's social message in the online discussion environments. Based on these research results, it was suggested feedback patterns by instructor's social message should be utilized in order to improve the discussion participation and satisfaction of online discussion environments.

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The Effects of Learner's Self-Regulated Learning Strategy to the Discussion Satisfaction Levels and Mode of Participation Message in the Non-Real-Time Online Discussion (비실시간 온라인 토론에서 학습자의 자기조절학습전략이 토론 만족도와 참여 메시지 유형에 미치는 효과)

  • Kim, Tae-Woong
    • Journal of Engineering Education Research
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    • v.12 no.4
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    • pp.150-158
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    • 2009
  • This study deals with the effect of learner's self-regulated learning strategy in the non-real-time online discussion. Based on these research results, it was suggested self-regulated learning strategy should be utilized in order to enhance the cognitive dimension participation and discussion satisfaction quality of non-real-time online discussion.

Development of Six Thinking Hats Online Synchronous Discussion Tool to Facilitate Structured Interaction and Communication (구조화된 상호작용과 의사소통을 촉진하기 위한 육색사고모자 온라인 실시간 토론 도구 개발)

  • Koo, Yang-Mi;Seo, Jeong-Hee
    • Journal of The Korean Association of Information Education
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    • v.16 no.1
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    • pp.107-121
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    • 2012
  • The purpose of this study is to develop online synchronous discussion tool based on De Bono's six thinking hats and to investigate availability and improvements of the tool. Analysis of previous studies about synchronous online discussion and six thinking hats and development of design strategies from 3C model, communication, coordination, cooperation, were done. Six thinking hats online synchronous discussion tool was developed and applied four times for 5 weeks in the 'fundamentals of computer science' course of college students majored in computer science. Qualitative data from open-ended survey and reflection paper of students, and field note of participant researchers were analyzed. As a result, six thinking hats online synchronous discussion tool facilitated student's interaction and communication in the aspect of communication, coordination, and cooperation of 3C model. However, some improvements are needed to overcome the limits of text-based online communication and to use six thinking hats online synchronous discussion tool as a tool to promote structured interaction and communication.

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Extroversion and Introversion in Web-Based On line Discussion (웹기반 온라인 토론에서 외향성과 내향성)

  • 강오한;류수영
    • Proceedings of the Korean Information Science Society Conference
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    • pp.697-699
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    • 2002
  • 본 논문에서는 웹기반 실시간 온라인 토론에서 집단구성을 내향성 집단, 외향성 집단 내향성/외향성 혼합집단으로 분류하고 집단구성방식이 토론 내용에 어떤 영향을 미치는지 연구하였다. 이를 위하여 학습자를 대상으로 MBTI(Myers Briggs Type Indicator) 성격유형 검사를 실시하고 온라인 토론을 수행한 후, 토론 내용을 Henri의 메시지 분석 모친에 기초한 지표를 기준으로 각 차원별 의미단위로 분석하였다. 그 차원들 중 사회적 차원과 상호작용적 차원을 토론 내용의 상호의존성으로, 인지적 차원과 메타 인지적 차원을 토론 내용의 과제관련성으로 범주화하였다. 실험 결과에 따르면 토론 내용의 총 의미단위 수, 상호의존성, 과세관련성 모두에서 이질적으로 구성된 내향성/외향성 혼합집단이 가장 긍정적인 영향을 미친 것을 확인하였다.

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Relationship Among Factors Influencing Students' Participation in Asynchronous Online Discussion (비동시적 온라인 토론에서 학습자 참여 영향 요인간 관계 규명)

  • Yang, You-Jung
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.471-474
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    • 2010
  • 본 연구는 비동시적 온라인 토론 환경에서 학습자의 참여에 영향을 미치는 요인들간의 관계를 보다 포괄적으로 규명하기 위한 기초 연구로 수행되었다. 이를 위해 온라인 토론과 관련된 선행연구 분석을 통해 교수학습설계요인, 동기적 요인, 사회-정서적 요인을 영향요인으로 도출하였으며, 영향요인들과 학습자의 인지적 참여(과정)와 학습(결과)간의 구조적 관계를 나타내는 이론적 연구모형을 제안하였다.

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Multiplicity of Synchronous Online Class Discussion Activity: A Conceptual Exploration (실시간 온라인 수업 토론 활동의 중층성에 대한 개념적 탐색)

  • Park, Yangjoo
    • Journal of the Korea Convergence Society
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    • v.10 no.3
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    • pp.149-155
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    • 2019
  • In this study, the multiplicity of synchronous online class discussion activity is explored at conceptual level. From the cultural-historical activity theory (CHAT), each utterance may be considered as a product of the activity system. Alderfer's ERG theory is employed as another theoretical framework for the study. Based on the subject's existence, relationship, growth needs, their class discussion activities constitute four different dimensions: physical/biological, cultural/institutional, social/relational, and cooperative knowledge construction. It is inherent in individual activities and has a different arrangement according to their interests and situations, and at the same time acts as a factor of cooperation and competition among the participants. Through this, collective discussion activities represent complex and dynamic development patterns.

A Case Study on Teaching Mathematical Communication via Web-Based Online Discussion (웹 기반 온라인 토론을 통한 수학적 의사소통 지도에 관한 사례연구)

  • 권오남;김인숙
    • School Mathematics
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    • v.5 no.1
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    • pp.77-95
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    • 2003
  • We have web-based online discussion to implement active interaction and a variety of communicative activities. I have gathered the following research questions to study about the meaning of web-based online discussion as a mathematical communication teaching method. First, what changes are there in students mathematical communication ability in web-based online discussion\ulcorner Second, how do students evaluate the web-based online discussion experience\ulcorner In this web-based online discussion, groups of middle school first grade 34 students and each group had chatting at 8 times for 10 weeks. I analyzed what they had discussed by the prints that they had sent me by e-mail. I also surveyed what they had experienced and analyzed them. In this research, the online web based discussion has given positive influence on students' competence of speaking, writing, reading and listening which are crucial to mathematical communication. Students' mathematic thinking power improved and attitudes to mathematics have become more positive.

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The Effects of Dashboard Types on Students' Participation and Interaction on Online Group Discussion Activities based on Learning Analysis (온라인 토론활동에 대한 학습분석기반 대시보드 유형이 학습자들의 그룹토론 참여도와 상호작용에 미치는 영향)

  • Yoo, Mina;Jin, Sung-Hee
    • The Journal of the Korea Contents Association
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    • v.20 no.1
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    • pp.117-126
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    • 2020
  • This study was conducted to explore the effect of the type of dashboard on online group discussion activities based on learning analysis. The experimental research was conducted among 51 learners from a university by dividing them into 2 groups. Group A provided participation and interaction dashboard, and group B provided the discussion topics and message type dashboard. First, pre-tests were conducted on attitudes toward computer writing and the level of motivation that could affect online discussion activities. Then the students participated three different topics of online group discussions. The participation and interaction data were automatically collected through the dashboard, and learning outcome data were collected through post-tests. The results showed level of participation in Group B (M=47.56, SD=2.37) that provided discussion topics and message type dashboard was significantly higher than the level of participation in Group A (M=38.13, SD=2.21) that provided participation and interaction dashboard. On the other hand, there were no differences in the level of interaction and learning outcomes. In future studies, we suggest that the dashboard effects based on the learners' characteristics should be carried out because the learners' characteristics may affect the use of the dashboard.