• Title/Summary/Keyword: Online Collaborative Learning

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Online Collaborative Learning according to Learning Task Types (학습과제 유형에 따른 온라인 협력학습)

  • Lee, Sung-Ju;Kwon, Jae-Hwan
    • Journal of Internet Computing and Services
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    • v.11 no.5
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    • pp.95-104
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    • 2010
  • As the computer and the communication technology are an unity, the collaborative learning based on constructivism is emphasized more than learning by forming external representation. Especially, online has characteristics not only to facilitate collaborative activities but to make students collaborators. In online collaborative learning, learning task is an integrated element in course design and an important portion deciding learning design, learning environment and learning process. Thus this study explored collaborative learning model according to the learning task type.

Collaborative Learning Agent for Promoting Group Interaction

  • Suh, Hee-Jeon;Lee, Seung-Wook
    • ETRI Journal
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    • v.28 no.4
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    • pp.461-474
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    • 2006
  • This project aims to design and develop a prototype for an agent that support online collaborative learning. Online collaborative learning, which has emerged as a new form of education in the knowledge-based society, is regarded as an effective method for improving practical and highly advanced problem-solving abilities. Collaborative learning involves complicated processes, such as organizing teams, setting common goals, performing tasks, and evaluating the outcome of team activities. Thus, a teacher may have difficulty promoting and evaluating the entire process of collaborative learning, and a system may need to be developed to support it. Therefore, to promote interaction among learners in the process of collaborative learning, this study designed an extensible collaborative learning agent (ECOLA) for an online learning environment.

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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 Effects of the Industrial Nursing Practical Education Program Applying Online Collaborative Learning (온라인 협력학습을 적용한 산업간호 실습교육 프로그램의 효과)

  • Ha, Young-Sun;Park, Yong-Kyung;Kim, Kyeng-Jin
    • Journal of the Korea Convergence Society
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    • v.12 no.5
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    • pp.393-403
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    • 2021
  • This study examined the effect of the industrial nursing practical education program applying online collaborative learning on perceived motivation, problem-solving ability, and communication ability of nursing students in COVID-19 period. The study was carried out according a non-equivalent control group pretest-posttest design. The study subjects were 35 nursing college students from K City. Data collection was from October 19 to November 12, 2020. Collected data were analyzed using IBM SPSS 22.0 with the 𝑥2 test, Fisher's exact test, independent t-test, Mann-Whitney U test. The experimental group had significantly different perceived motivation, and problem-solving ability in comparison to the control group. This suggests that the industrial nursing practical education program applying online collaborative learning in the COVID-19 period can be applied as a way to increase nursing students' perceived motivation, and problem-solving ability.

Exploring for Impact of Learning Strategies on Participation Level in Online Collaborative Learning Process (온라인 협력학습 과정의 참여 수준에 대한 학습전략의 영향 탐색)

  • Lee, Eun-Chul
    • The Journal of the Korea Contents Association
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    • v.18 no.6
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    • pp.63-72
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    • 2018
  • This study was conducted to explore the impact of learning strategies on the level of participation in the online collaborative learning process. To do this, We studied 91 students who took professorship courses at A university in the Seoul metropolitan area. At the beginning of the semester, the learning strategies were measured through MSLQ, rehearsal, elaboration, organizing, critical thinking, metacognition, learning management, effort control, peer learning, and seeking help. Next, cooperative tasks were carried out to measure the interaction, and group composition consisted of 4-5 persons. The level of participation was measured by scores given to the messages created for interaction. The process of collaborative learning was divided into the steps of identifying learning goals, learning plans, performing individual learning, sharing learning results, and writing reports. The effects of learning strategies on participation level were analyzed through multiple regression analysis (stepwise selection method). As a result, the learning goal step influenced the highest level of metacognition, and the learning plan is the management of the learning time, the demonstration of the learning execution, the adjustment of the effort, the acquisition of help, the collegial learning, Writing was influenced by organization, elaboration, critical thinking, and critical thinking, metacognition, and elaboration.

The Liberal Arts Education Class Development for Collective Intelligence Establishment Based on Online Collaborative Learning (온라인 협력학습 기반 집단지성 구축을 위한 교양수업 개발)

  • Bae, Sang-Hee
    • The Journal of the Korea Contents Association
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    • v.21 no.3
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    • pp.740-751
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    • 2021
  • To overcome the drawbacks of existing classes, this study developed a liberal arts education class model based on online-collaborative learning under the cloud based class environment. That will be the comprehensive model for classics reading, discussion education and foreign language education. This study started from the need of developing the college classes for embodying the collective intelligence. This course must be effective to maximize the educational effects and mutually interdisciplinary progress. Therefore, the offer of the applicable model will be able to establish collective intelligence and extend the educational effects. This study presented the proposed comprehensive model effects as follows: 1) this comprehensive model could create the learning environment so that individual intelligence may be converged into collective intelligence. 2) regarding their intellectual inquiry and the contents of thought, this model could activate the learners' participation in the discussion by mutually exchanging the feedbacks between teacher-learner and learner-learner. 3) cloud based online-collaborative learning environment could reduce learners' affective burden and overcome the drawback of offering the offline limited data. Thus, given these results, this model can be expected to allow us to draw the positive results in overall education fields along with liberal arts education, discussion education and foreign language education.

Effect of Online Collaborative Learning Strategies on Nursing Student Interaction Patterns, Task Performance and Learning Attitude in Web Based Team Learning Environments (웹 기반 원격교육에서 온라인 협력학습전략이 간호학전공 학습자의 소집단 상호작용 유형, 학습결과 및 학습태도에 미치는 효과)

  • Lee, Sun-Ock;Suh, Minhee
    • 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.

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.

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.

Online Collaborative Language Learning for Enhancing Learner Motivation and Classroom Engagement

  • Jeong, Kyeong-Ouk
    • International Journal of Contents
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    • v.15 no.4
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    • pp.89-96
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    • 2019
  • This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.