Earticle

지식 정보화 시대의 새로운 교육 패러다임의 변화에 따라 웹을 활용한 학습자 중심의 교육에 대한 연구가 활발해지고, 웹상에서의 정보 공유와 활발한 상호작용을 이루는 웹 기반 협동학습을 통하여 학습자의 능동적인 학습 참여와 학업성취도 향상에 관한 관심이 증가하고 있다. 학습자가 잘 적응하기 위해서는 협동학습만을 강조하기 보다는 협동 학습과 경쟁 학습의 조화로운 활용으로 동기 유발과 학습 흥미가 있어야 한다. 본 연구에서는 공동의 목표 달성을 위해 긍정적 상호작용을 하여 학습효과를 높이고 팀 경쟁을 통해 학습동기를 촉진함으로써 학습자들이 문제저작을 통한 협동학습과정에서 주도적이고 능동적인 학습이 이루어지며 협동학습을 위해 다양하게 활용하고자 한다

Some Research is actively being done on a web-based collaborative learning system. This is changes in educational paradigm in the knowledge information age. A web-based collaborative learning system for question making is to improve the effect of studying through positive interactions between colleagues and to motivate studying through group competitions. This system is designed to active and self-leading studying when a learner do collaborative learning for question making in group. This system can help initiate and active studying to learner through a course of collaborative learning for question making. It can be used to achieve collaborative learning in various ways.

In B5G heterogeneous cellular networks, a rapid increase in the number of small cell base stations (SBSs) to support a massive number of devices tends to waste a considerable amount of energy. Therefore, intelligent management of SBSs’ power consumption is one of the most important research issues. We herein propose quasi-distributed Q-learning-based cell breathing (QD-QCB) considering full and partial SBS collaborations for maximizing network energy efficiency. Also, the concept of an aggregated active SBS set based on regional user distributions is proposed for computing- and energy-efficient operation. Through intensive simulations, we show that the proposed QD-QCB algorithm can achieve optimal energy efficiency, and improve the network energy efficiency significantly compared with conventional algorithms such as no transmit power control, random cell breathing, and greedy cell breathing algorithms.

스마트 홈은 민감하고 이질적인 데이터를 생성하여 중앙 집중식 학습에 프라이버시 위험, 대역폭 비용, 지연 시간 등의 부담을 가중시킨다. 프라이버시를 보호하면서 신속하고 확장 가능한 학습을 가능하게 하는 연합학 습 프레임워크 구축에 노력하고 있다. 개인정보 보호 및 저지연 에지 클라우드(PLEC) 연합 학습 프레임워크를 제안한다. 본 프레임워크는 기기 측 차등적 프라이버시 확률적 경사 하강법 (DP-SGD), 에지 측 보안 집계, 통신 효율적 업데이트 메커니즘을 통합하며, 적응형 클라이언트 스케줄링과 결합된다. 에너지 예측, 키워드 탐지, 활동 인식 작업 전반에 걸쳐 적용된다. 제안한 방식은 에너지 예측, 키워드 탐지, 활동 인식 작업 전반에 걸쳐 PLEC 연합 학습은 평균 제곱 오차 0.219, 정확도 94.3%, F1 점수는 93.9%를 보였다. 동시에 라운드당 업링크 데이터를 4.2MB로 줄이고 단일 라운드 지연 시간을 1.1초로 단축하여 성능이 크게 향상되었다.

Smart homes generate sensitive, heterogeneous data that strain centralized learning with privacy risks, bandwidth costs, and latency. We are committed to building a federated framework that enables rapid, scalable learning while safeguarding privacy. We proposed the Privacy -preserving and Low-latency Edge Cloud (PLEC) federated learning framework, integrating device side Differentially Private Stochastic Gradient Descent (DP-SGD), edge side secure aggregation, and communication efficient update mechanisms, coupled with adaptive client scheduling. Across energy forecasting, keyword detection, and activity recognition tasks. The PLEC federated learning achieved a mean squared error of 0.219, an accuracy rate of 94.3%, and F1 score of 93.9%. It simultaneously reduces per round uplink data to 4.2MB and single round latency to 1.1s, significantly outperforming.

본 연구에서는 정보활용능력을 향상시키기 위해 학교도서관의 사서교사와 일반 교과의 교사들 간의 협력 방안을 제시하고자 하였다. 또한 교육의 또 다른 주체인 학생을 중심으로 한 부분을 확대함으로써 좀 더 효율적인 교수-학습이 이루어질 수 있도록 하였다. 무엇보다 교사와 학생들의 커뮤니케이션에서 직접적인 교환이 이루어지는 지식을 중심으로 주제, 교육학적인 배경, 정보기술의 활용 등을 고려한 모형을 제안하였다.

In this study, collaboration of teacher librarians and subject teachers in school libraries has been investigated(tried, attempted, suggested) in order to improve the information literacy. The effective teaching-learning can be conducted by extending student's roles, which are essential elements in school education. Above all, the model, focused on direct exchange of knowledges in communications between teachers and students has been suggested with consideration of content knowledge, pedagogical knowledge, and technological knowledge.

본 연구에서는 디지털교과서를 이용하고 있는 초등 6학년 24명을 대상으로 협력학습에서 디지털 잉킹을 활용하였을 경우 문제해결력에 미치는 영향을 분석하였다. 실험 집단은 디지털교과서의 기본 콘텐츠와 디지털 잉킹 기법을 적용하였고, 통제집단은 디지털교과서의 기본적인 콘텐츠를 활용하였다. 이를 비교 분석한 결과 디지털교과서의 디지털 잉킹 기능은 학습자의 문제해결력 향상에 영향을 미치는 주요한 요인임을 확인하였다. 그 결과 본 연구는 향후 스마트교육 및 e-교과서 연구에 효과적으로 적용 가능할 것으로 예상한다.

This study investigated the effects of problem-solving competency of students when they studied with digital textbook contents and digital inking in collaborative learning. The experimental group solved the math problems using basic digital textbook contents and digital inking while the control group solved the math problems using basic digital textbook contents alone. The result of analysis and comparison is as follows, the experimental group with basic digital textbook contents and digital inking showed more improved problem-solving competency than that of the control group with basic digital textbook contents alone, the experimental group showed recorded a higher satisfactory level than that of the control group.

본 연구는 체화학습의 핵심 원리를 추출하여 AI 기반 체화학습 프로그램을 개발하고 적용하였으며, 학생들의 협력적 태도, 정서적 학습 태도, 반응적 교수의 효과성과 한계에 미치는 영향을 탐구하였다. 연구 결과, AI 기반 체화학습은 기존의 체화학습과 달리 학생들의 신체 움직임과 디지털 기술이 실시간으로 연결되는 새로운 학습 환경을 제공하였다. 이는 기존의 단순한 움직임 중심의 체화 학습과 차별화된 경험을 제공하며, 학생들의 높은 만족도와 긍정적인 학습 태도를 이끌어냈다. 특히 프로그램이 진행되면서 학생들은 점진적으로 협력적 태도를 보였으며, 창의력, 도전 정신, 컴퓨팅 사고력과 같은 핵심 역량이 강화되기도 하였다. 또한, 체화학습의 핵심 원리 중 하나인 반응적 교수법은 학생들의 자기주도적 문제해결 능력을 키우는 것으로 나타났으나 개인 모니터링의 어려움이 개선이 필요한 영역으로 확인되었다. 본 연구는 기술 통합 체화학습에 대한 실증적 연구로서 의의가 있으며, AI 기반 체화학습의 교육적 잠재력을 입증하였다.

This study extracted the core principles of embodied learning, developed and applied an AI-based embodied learning program, and explored the effects on students' collaborative attitudes, affective learning attitudes, and the effectiveness and limitations of responsive teaching. The results of the study showed that AI-based embodied learning provided a new learning environment in which students' physical movements and digital technology were connected in real time, unlike traditional embodied learning. This provided a differentiated experience from the traditional simple movement-based embodied learning and led to high student satisfaction and positive learning attitudes. In particular, as the program progressed, students gradually became more collaborative, and their core competencies such as creativity, challenge, and computational thinking were strengthened. In addition, the responsive teaching method, one of the core principles of embodied learning, was found to enhance students' self-directed problem-solving skills, but the difficulty of personal monitoring was identified as an area for improvement. This study is significant as an empirical study of technology-integrated embodied learning and demonstrates the educational potential of AI-based embodied learning.

연구목적: 본 연구는 대학생의 경험․협력․탐구학습 수준을 진단하고, 학습자 특성에 따른 수준 차이를 분석함으로써 향후 학습자 중심 교육 혁신의 방향을 제시하는 데 목적이 있다. 연구방법: 이를 위해 총 441명의 표본자료를 수집하여 경험․협력․탐구 수준 및 학습자 특성에 따른 차이 분석을 실시하였다. 연구결과: 이러한 과정을 통해 도출된 결과는 다음과 같다. 첫째, 경험․협력․탐구학습 수준을 진단한 결과, 전체 평균은 4.24점으로 ‘협력, 경험, 탐구’ 순으로 나타나 대학생들이 협력에 강점을 보이는 반면, 경험과 탐구는 상대적으로 비슷한 수준임을 알 수 있었다. 둘째, 학습자 특성에 따른 진단 결과를 분석한 결과, 전공계열 및 성별에 따라서는 통계적으로 유의미한 차이가 없었으나 학년별 분석에서는 모든 영역에서 유의미한 차이가 나타났다. 결론: 이상의 연구 결과에 따라 학습자 중심 교육을 위한 교육혁신 전략을 중심으로 논의하였다.

Purpose: This study aimed to assess the levels of experiential, collaborative, and enquiry-based learning among university students, and to analyze differences according to learner characteristics in order to propose directions for learner-centered educational innovation. Methods: Data were collected from 441 students. Their levels of experiential, collaborative, and enquiry-based learning were measured, and differences were examined by learner characteristics. Results: The overall mean score was 4.24, and the students’ learning levels were ranked as collaboration, experience, and enquiry. This indicates that students showed the greatest strength in collaboration, while experience and enquiry were at relatively similar levels. Furthermore, no statistically significant differences were found by major or gender, whereas significant differences were observed across all domains by academic year. Conclusion: Based on these results, the study discusses strategies for educational innovation to advance learner-centered education.

최근까지 교사협력은 수업전문성 향상을 위한 대안으로 논의되어 왔다. 수업전문성 개발이 보다 효과적이기 위해서는 교사협력이 학습활동으로서 접근되어야 하나, 학습활동으로서 교사협력 정도와 그 효과를 경험적으로 확인한 연구는 드물다. 이러한 견지에서 본 연구는 학습활동으로서 교사협력 정도가 교사에 의해 인식된 수업개선 정도에 미치는 효과를 실증적으로 확인하였다. 분석 대상은 서울특별시교육청 산하 중등학교 교사 총 1,030명으로, 21개 중학교 소속 교과교사 538명과 15개 고등학교 소속 교과교사 492명의 응답이 활용되었다. 본 연구에서는 계층적 선형모형(HLM)을 활용하여 학습활동으로서 교사협력 정도를 교사 개인 수준으로 투입하여 분석하고, 학습활동으로서 교사협력 정도를 학교 수준 변인으로 변환하여 다시 한 번 그 효과를 분석하였다. 우선, 교사협력 정도를 교사 개인 수준으로 투입한 분석결과 학습활동으로서 교사협력이 개별 교사의 수업개선에 유의한 정적인 효과를 미치는 것을 확인하였다. 다음으로 교사협력 정도를 학교조직 수준으로 투입한 분석결과, 학습활동으로서 교사협력 정도가 높은 학교일수록 개별 교사의 수업활동 개선 정도에 대한 인식이 높은 것으로 나타났다. 이러한 분석결과는 교사의 긍정적인 수업활동에 교사 개인 수준의 학습활동으로서 교사협력뿐만 아니라, 학교조직 차원의 교사 간의 협력 정도, 즉 협력적 분위기나 문화가 중요한 요인으로 작용함을 시사한다.

Until recently, teacher collaboration within the same school has been discussed and verified as a key vehicle for teacher professional development. To effectively improve its outcomes, more emphasis should be placed on the importance of a learning element in teacher collaborative activities. However, there is a lack of studies exploring the characteristics of teacher collaboration as a learning activity. In this vein, this study examined whether teacher collaboration as a learning activity affects the extent of positive teaching practices. The analysis was conducted using hierarchical linear modeling, based on 36 secondary schools and involved 1030 teachers who taught regular subjects. The result of this study shows the fact that teacher collaboration as a learning activity at the level of both an individual teacher and a school organization has a significantly positive impact on teaching practice. The findings of this study suggest that teacher collaboration as a learning activity, as well as a collegial learning climate of the school, is likely to have a positive impact on teaching practice of teachers.

본 연구는 교사 협력문화가 최근 우리나라 교육 현장에 특징적으로 나타나고 있는 교사학 습공동체와 교사소진에 어떠한 영향을 미치는지 파악하는데 목적을 두고 있다. 이를 위하여 2018년 8월부터 9월까지 8주 동안 전국의 초등학교 교사를 대상으로 설문조사를 실시하였다. 수집된 307부의 자료에 대하여 상관분석, 단순회귀분석, 다중회귀분석으로 분석하였다. 연구 결과 교사 협력과 교사학습공동체 간에는 정적 상관관계가 있었으며, 교사 협력은 교사학습 공동체 수준에 유의한 정적 영향을 미치고 있었다. 특히 교사 협력의 하위 요인 중 전문적 동료학습 기회, 목표 공유 및 지원체제, 인간적인 관계, 학교장 리더십이 교사학습공동체 수 준에 영향을 주었다. 또한 교사 협력과 교사소진 간에는 부적 상관관계가 있었으며, 교사 협 력은 교사소진에 유의한 부적 영향을 미치는 것으로 나타났다. 특히 교사 협력의 하위 요인 중 인간적인 관계, 학교장 리더십, 부정적 상호작용이 교사소진에 영향을 주었다. 이러한 결 과는 교사학습공동체의 수준을 높이거나 교사소진 문제를 해결하기 위해 교사 협력의 특정한 요인들이 활용될 수 있음을 시사한다.

This study aims to analyze the influence of the teacher collaboration toward the teachers learning community and teacher burnout. The results are as follows. First, grand mean of teacher collaboration is 3.78 points in five-point scale, so exceeds the general level. Cognitive level by sub factors of teacher collaboration by background variables has a meaningful difference according to working period and an experience working at an innovation school. Second, grand mean of teachers’ professional learning community is 3.72 points in five-point scale, so is higher than the general level. Cognitive level by sub factors of teachers’ professional learning community by background variables has a meaningful difference according to working period and an experience working at an innovation school. Third, grand mean of teachers’ burnout is 2.50 points in five-point scale, so is lower than the general level. Cognitive level by sub factors of teachers’ burnout by background variables has a meaningful difference according to working places, working period and a position as a homeroom teacher. Forth, there is a positive relationship between teacher collaboration and teachers’ professional learning community. Teacher collaboration has a meaningful and positive effect on teachers’ professional learning community. The effects of teacher collaboration on teachers’ professional learning community have 70.8% of explanation power. Fifth, there is a negative relationship between teacher collaboration and teachers’ burnout. Teacher collaboration has a meaningful and negative effect on teachers’ burnout. The effects of teacher collaboration on teachers’ burnout have 18.1% of explanation power.

본 연구는 간호대학생을 대상으로 보건학 교과목에 팀 기반 학습(Team-Based Learning, TBL)을 적용하여 의사 소통능력, 비판적 사고성향, 협력적 자기효능감, 협업역량에 미치는 효과를 분석한 단일군 전·후 설계의 유사실험연구이다. 간호학과 2학년 77명을 대상으로 5주간 TBL을 실시하고, 2주차와 16주차에 설문조사를 진행하였다. 수집된 자료는 paired t-test, Pearson 상관분석, 다중회귀분석을 통해 분석하였다. 연구 결과, TBL 적용 후 의사소통능력, 비판적 사고 성향, 협력적 자기효능감, 협업역량이 유의하게 향상되었으며, 협업역량에 통계적으로 유의한 영향을 미친 요인은 의사소 통능력으로 협업역량의 55.9%를 설명하였다. 본 연구는 팀 기반 학습이 간호대학생의 협업역량을 향상시키는 효과적인 교수전략임을 보여주며, 간호 실무역량 강화를 위한 교육과정 개발의 기초자료로 활용할 수 있을 것이다.

This quasi-experimental study employed a one-group pretest-posttest design to investigate the effects of team-based learning (TBL) on communication skills, critical thinking disposition, collaborative self-efficacy, and collaboration competence among nursing students. A total of 77 second-year nursing students participated in a five-week TBL program, with data collected in the 2nd and 16th weeks. The collected data were analyzed using descriptive statistics, paired t-tests, Pearson correlation, and multiple regression analysis. The results showed statistically significant improvements in all four variables after the TBL intervention. The statistically significant predictors of collaboration competence were communication skills which explained 55.9% of the variance in collaboration competence. These findings suggest that TBL is an effective instructional strategy for enhancing nursing students’ collaborative competencies and provide foundational evidence for developing competency-based curricula to strengthen practical skills in nursing education.

이 연구의 목적은 지구과학 데이터 활용 프로젝트 학습 프로그램을 개발하고, 프로그램이 학생들의 지식 정보 처리 역량, 의사소통과 협업 역량에 미치는 효과 를 확인하는 것이다. 이를 위해, ADDIE 수업 설계 모 형을 적용하여 프로그램을 개발하고, 중학교 2학년 학 생 75명을 대상으로 적용하였다. 프로그램의 효과를 확인하기 위해 지식정보 처리 역량 검사, 의사소통과 협업 역량 검사 결과를 대응 표본 t 검정으로 분석하였 고, 프로그램의 흥미와 어려움을 확인하기 위해 성찰 일지를 분석하였다. 연구 결론은 다음과 같다. 첫째, 지구과학 데이터 활용 프로젝트 학습 프로그램은 ‘태 양계의 행성 여행’, ‘나는 해수 전문가’, ‘갯벌 체험 프 로그램 계획하기’라는 세 가지 주제로 구성되어 있다. 둘째, 프로그램 적용 후 전체 학생들의 지식정보 처리 역량이 유의미하게 향상되었다, 셋째, 프로그램 적용 후 전체 학생들의 의사소통 및 협업 역량이 유의미하 게 향상되었다. 연구 결과를 바탕으로 프로그램을 통 해 학생들에게 성공적인 경험을 제공하기 위한 교사의 구체적이고 지속적인 지원 방안, 정보 교과와의 협업 을 통한 프로그램 활용의 어려움 극복, 미시적으로 학 생들의 상호작용을 분석하는 연구가 필요함을 제안하 였다.

The purpose of this study is to develop a project-based learning program utilizing Earth science data and to evaluate its effects on students' knowledge-information processing competency and communication and collaboration competency. To achieve this, the ADDIE instructional design model was employed to create the program, which was then implemented with 75 second-year middle school students. The program's effectiveness was assessed using paired sample t-tests on the results of tests measuring knowledge-information processing competency and communication and collaboration competency. Additionally, reflection journals were analyzed to identify students' interest in and difficulties with the program. The study's conclusions are as follows: first, the Earth science data-based project learning program comprises three themes: ‘Journey through the Planets of the Solar System,’ ‘I am a Marine Expert,’ and ‘Planning a Tidal Flat Experience Program.’ Second, following the program's implementation, there was a significant improvement in the overall students' knowledge-information processing competency. Third, the program also led to a significant enhancement in students' communication and collaboration competency. Based on these findings, the study suggests the need for specific and continuous teacher support to provide students with successful experiences through the program, overcoming challenges in program implementation through collaboration with the information subject, and conducting research that microscopically analyzes students' interactions.

본 연구의 목적은 협력학습의 효과를 극대화하기 위한 방안 모색과 그 효과 분석이다. 긍정적 상호의존성은 팀원 간 긍정적 상호 작용을 활성화하여 협력학습의 장점을 극대화할 수 있은 요인이다. 그리하여 본 연구에서는 긍정적 상호의존성을 형성하기 위한 방법을 생각하였다. 그 방법으로 최종과제에 대한 개인별 책무성 강화 방법을 활용하였다. 다음은 연구 결과이다. 첫째, 팀원 간 협력적 활동 과정에 대한 분석을 보면, 최종 결과물에 대한 개인 책무성 강화 방식이 팀원 간 적극적인 의사소통과 상호작용을 강화시켰다. 둘째, 팀원들의 개인 책무성 면을 보면, 실험반의 경우 모든 팀원이 공동으로 자료 조사, 의견제시, 그리고 집단지성을 활용하여 과제를 해결해 가는 전체 과제에 대한 개인별 역할 강도가 강하게 작용했음을 보여주었다. 셋째, 팀 과제 해결에 대한 만족도 결과를 보면, 실험반의 경우 88% 학생들이 만족한다는 반응을 보였으며, 팀 활동 후기에서도 개인 책무의 중요성 인식, 협력 활동의 의의와 가치에 대한 인식, 집단 지성 효과에 대한 인식 등 협력학습의 가치와 효과에 대한 긍정적 반응을 풍요롭게 서술하였다. 결론적으로, 팀 과제 결과에 대한 개인의 책무성 강화는 과제 해결 과정에서 팀원 간 긍정적 상호의존성을 인식하게 하여 긍정적 상호작용을 이끌어내는 데 영향을 주었다는 사실을 발견하였다.

The purpose of this study is to maximize the effectiveness of collaborative learning and to analyze its effect. Positive interdependence is a factor to maximize the benefits of collaborative learning by activating positive interaction between the team members. Thus, I devised a method for forming a positive interdependence. The results are listed below. First, with the analysis on the process of collaborative activities, strengthening the individual accountability of final challenge promoted their enegetic communication between team members and enhanced their interaction. Second, with performing individual accountability, individual role for the final challenge was carried out actively. Third, the result showed that satisfaction on problem solving was very high 88% of the responses and showed that the students were satisfied. The team members recognized the importance of their active accountability performing, the significance and value of collaboration, and the effect of collective intelligence in reviews. In conclusion, strengthening their accountability of team members in the problem solving process of team project is to recognize the positive interdependence and to promote their enegetic interaction between the team members.

The purpose of this study is to analyze the need of college students for experiential learning, collaborative learning, and enquiry-based learning. To achieve this goal, a survey was conducted with 308 college students. The need for experience, collaboration, and enquiry-based learning was comprehensively analyzed through t-tests, Borich needs analysis, and priority determination using The Locus for Focus model. The research findings are as follows: First, in Borich need analysis, the highest needs were identified for deep learning, self-directed learning, connecting theoretical knowledge with practical application, immersion, and application to real-life situations. Second, in The Locus for Focus model, the highest needs were found for abstract conceptualization, interest, conflict management, self-directed learning, and curiosity. In summary, since self-directed learning showed the highest priority simultaneously in Borich need analysis and The Locus for Focus model, it should be considered as the most prioritized item.

This report analyzed a result of the inventory survey that performed a composition class by the peer response for the learner of the Korean mother tongue speaker of the JFL environment and considered it. I paid my attention to the group which performed one of the important activity and done talks by the collaboration learning that I did including a peer response and I stood on the result of the inventory survey and I exposed a focus to the cause and considered anything with the condition of the success or failure of the talks in the group. And and it depended, and possibility of the enforcement when I made a composition and taught it by the peer response for the learner of the Korean mother tongue speaker of the JFL environment examined the effective class design in future.

In 1998, with the objective of maximizing the investment effectiveness for different materials and human resources between universities related to e- Learning, Korea National Open University (KNOU) formed the Korea Cyber Campus with 8 other universities. As of 2006 this Korea Cyber Campus Association (KCCA) expanded to 10 members. Concurrently with its establishment, Korea Cyber Campus Association’s priority was to develop e-learning contents to be taught to the students. The evaluation for these programs has been very positive. Students from the different universities could develop various activities, for example, questions and answers, open discussions towards given topics and report submission without any time-or-space restrictions. Since 2003 with the new challengeable objective in the global era, KNOU has been preparing an international collaboration through e-Learning content with financial support from the Ministry of Education. Eight subjects were completed by 2005, and more path-ways towards international collaboration are being explored. This research will analyze how KNOU has been developing the domestic collaboration activities according to scientific and technological changes as well as educational environmental trends and what their effects have been. Furthermore the future collaboration activities will be prospected, and the 8 internationalized subjects will be introduced and their collaboration methods will be discussed.

The purpose of this study is to understand students’ perceptions and group satisfaction regarding collaborative learning (CL) in a project-based language learning (PBLL) group presentation project. This research examined a five-week period tracking changes perceived by students as groups worked through successive tasks culminating in a presentation. Data were collected from 49 participants through weekly surveys including five-point Likert-scale items, multiple-choice questions, and open-ended reflection prompts. A descriptive and inductive analytic approach was used to analyze trends in students’ reported satisfaction, perceived learning, collaboration, and student roles over time. Results revealed that students primarily identified as taking on collaborative supporting roles (i.e., leaders, first-followers, and group collaborators). Similarly, peer-selected roles maintained a high frequency of collaborative roles, while a higher number of less-collaborative roles (i.e., independent worker, passenger, disengaged, and absentee) were also identified. Students maintained high levels of satisfaction during the CL process, including English improvement, group learning, and collaboration within the group, yet satisfaction in English use remained significantly lower throughout the process. Finally, student insights revealed benefits of CL and the importance of Information and Communication Technology (ICT)-supported collaboration in facilitating group processes. Overall, findings emphasize group development within the PBLL framework, and pedagogical implications are discussed.

This study aims to analyze the degree that online task value and collaboration preference can predict learning engagement, and to verify the mediating effects of self-regulated learning ability in flipped learning. This was done in terms of both pre-class and in-class of flipped learning, which are actively applied in higher education. To this end, a survey of 220 college students taking a flipped learning class at C University in Seoul was conducted. The study’s findings showed that online task value and collaboration preference had a significant effect on learning engagement, while also predicting self-regulated learning ability. Self-regulated learning ability was found to affect learning engagement, and was also found to partially mediate the relationships of both online task value and collaboration preference in relation to learning engagement.

This study explored the nature of student-student interactions among young L2 learners to understand how the construction of meaning is negotiated through peer collaboration to facilitate L2 reading comprehension. The types of student- student interactions that occurred during student-led literature discussions in an English book club differed depending on the topics the students initiated. The request for clarifying unknown words entailed providing information using various means at the students’ disposal: sounding out, synonym, definition, procedural information, conceptual information, and translation in L1. However, when students were working on a discussion question that required more thinking rather than just a simple correct answer, the interaction types, such as eliciting and elaborating, occurred to facilitate the negotiation of meaning. The results of the study indicated that the student-led literature discussions provided useful opportunities for peer collaboration, in which the participating students took turns instructing one another until they arrived at an increased understanding and helped each other to consider alternative ways of understanding L2 texts.