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This paper aims to examine theoretical foundations of and empirical evidence for collaborative ESL writing pedagogy and suggest it as an alternative model to traditional approaches in writing instruction. The history of research on collaborative tasks in teaching writing is relatively short and it received explicit attention in the mid 1980s (Doheny-Farina, 1986; Odell, 1985). The need for research in collaborative writing in ESL/EFL classroom is justifiable from philosophical, psycholinguistic, pedagogic, and psychological points of view. A brief history, types, and essential elements of collaborative ESL writing instruction are presented. In an attempt to investigate how these rationales and elements are realized in actual pedagogic processes, a case study was conducted based on an observation of a collaborative task-based ESL writing class at a US university. Classes for a full thematic unit, consisting of eight hours, were observed. A variety of carefully designed collaborative activities implemented in the ESL writing class illustrated clear benefits of collaborative writing pedagogy. Pedagogical implications for writing classes in EFL contexts are also discussed.

본 연구는 가상 환경에서의 협력 학습에의 참여가 학생들의 학업 성취도와 만족도에 미치는 영향을 조사하고자 하였다. 세컨드라이프라는 가상현실 플랫폼에 고등학생이 국사 과목을 학습할 수 있는 공간을 만들고 이를 활용하였다. 총 119명의 참가자를 ‘협력학습 유형'이나 '개인학습 유형'에 무선 할당하였으며, 학생들의 학업 성취도와 만족도를 측 정 도구로 수집하였다. 가상공간에서의 협력학습의 효과를 검토하려 독립표본 t검증 및 대응표본 t검증을 실행하였고, 연구의 결과는 개인학습 유형에 참여한 경우보다 협력학습 유형에 참여한 경우가 학업성취도와 만족도에 유의미하게 긍정적 영향을 미치는 것으로 나타났다. 마지막으로 향후 가상현실을 기반으로 한 협력학습의 활용에 대한 제언이 논의 되었다.

This experimental study was to examine the impact of collaborative learning in a virtual environment on students' learning outcomes and satisfaction. The collaborative virtual learning environment was created for a Korean history class for high school students. A total of 119 participants were recruited and were randomly assigned to either "collaborative group" or an "individual group." Students’ academic achievements and satisfaction were collected as measurement tools to examine the effect of collaborative learning in the virtual learning environment and collected data were tested by independent sample t. The results showed that participation in collaborative groups had a significant positive effect on academic achievement and satisfaction than individual groups.

본 연구의 목적은 코로나19 상황에서 실시간 화상강의에 참여한 대학생들의 협력학 습 경험에 대한 현상을 이해하는 것이다. 이를 위해 근거이론 연구방법을 적용하여 학습 경험에 대한 개념과 범주를 밝히고 구조적, 시간적 측면에서 통합적으로 분석하였다. 연 구자는 참여자들의 수업성찰보고서, 현장노트, 초점집단 면접자료 등 현장의 근거자료 를 분석한 후 패러다임 모형으로 구조화하였으며 최종이론 형성을 위해 스토리라인을 제시하고 핵심범주를 도출한 후, 학습경험 과정모형을 개발하였다. 근거자료의 범주화 단계에서 66개의 개념, 22개의 하위범주, 14개의 범주들이 도출되었고 학습경험은 인과 적 조건(선택의 기회 제한, 경험해보지 않은 상황), 맥락적 조건(학습 장애요소 인식), 중 심현상(과업 중심 관계 추구, 정서적 교류 추구), 중재적 조건(상호작용 기회로 인식, 유 연한 수행, 온라인 협력학습 강점 인식, 협력에 대한 동기부여), 작용/상호작용 전략(제한 된 상황 극복 의지, 학습공동체 의식 발휘, 발표효능감 인식), 결과(학습환경 적응, 협력 학습의 의미 발견)로 구조화되었다. 스토리라인과 핵심범주를 기반으로 ‘한계 인식 단 계’, ‘극복과 실천 단계’, ‘적응과 의미 발견 단계’로 구성된 ‘한계의 극복과 의미 발견하 기’ 학습경험 과정모형이 개발되었다. 연구결과를 토대로 과정모형에 대한 논의와 실시 간 화상강의 맥락에서 원활한 협력학습을 수행을 위한 실천적 교수전략을 제안하였다.

A grounded theory approach was applied to conduct this study, and the concepts and categories of learning experience were identified, and an integrated analysis was conducted in terms of structure and process. The researcher analyzed and categorized grounded data collected in the field, such as field notes, learning reflection essays written by participants, and focus group interview data, and then structurally analyzed them. After that, in order to form the final theory, a storyline was presented and a core category was derived, and finally, a process model was developed for the ' Collaborative Learning Experiences of Learners Participating in Digital Face-to-Face Classes in the Context of COVID-19.' As a result of the study, 66 concepts, 22 subcategories, and 14 categories were derived in the categorization stage of grounded data, and these were structured using the paradigm model proposed by Strauss and Corbin(1990). Through the storyline, the core category was derived as 'Overcoming Limits and Discovering Meaning', and based on this, it consists of three stages: 'the step of Recognizing the Limit', 'the step of Overcoming and Practicing', and 'the step of Adaptation and Discovery of Meaning'. A learning experience process model was developed. Based on the research results, each step of the process model of 'Overcoming Limits and Discovering Meanings' was discussed, and practical instructional strategies were proposed for effective collaborative learning in the context of digital face-to-face classes.

This study examines the effects of corpus-based collaborative learning on the intake of grammar rules among high school students. This study is grounded on three theoretical backgrounds: Grammar teaching based on a large amount of input enhances intake; peer interaction promotes learners’ participation and has positive effects on their academic achievement; and discovery instruction stimulates learners’ motivation and helps them notice rules, leading to the conversion of input into intake. The subjects were divided into two groups, each group consisting of 60 students. The subjects studied six grammar rules over a period of six weeks. Group 1 did small group activities with the materials extracted from the COBUILD corpus, while Group 2 was given the teacher’s explanation of each rule with some examples designed to show how the target rule works. After each grammar lesson, both groups took a post-test. The results indicate that (a) corpus-based grammar learning helps engage learners in the learning process and raise their grammar awareness, (b) corpus-based learning facilitates noticing and identifying the target form better than its meaning and (c) peer interactions in a small group have positive effects on the intake of grammar rules.

Graduate-level conference interpreting training in Korea has existed for over three decades. And yet, not enough has been discussed on the specific contents and methods of interpretation teaching and learning. That is to say, a prototype for interpretation pedagogy has yet to be established for current and future teachers' reference. However, this much is known: Because interpreting skills can only be acquired by the practice-makes-perfect method, a typical interpreting session naturally comprises hands-on training followed by critiquing. Given that students as a group engage in discussions throughout the class in seeking optimal solutions to issues ranging from content anticipation to interpretation product evaluation, collaborative learning is at the center of the interpretation classroom. But there is a greater need for scholarly discussion on the specifics and dynamics of interaction among students leading to effective learning within the framework of collaborative learning. The current study presents basic guidelines for the English-into-Korean consecutive interpreting class with particular focus on group brainstorming and peer assessment as the two main forms of collaborative classroom activity. The study covers potential hindrances to collaborative knowledge construction, role division among students, and teacher's session management according to time allotment. It concludes with a speech text sample presenting areas of consideration for participants of collaborative learning activities in the interpreting class.

This study examines a digital training model for the professional development of French language educators, focusing on module-based collaborative learning. It explores the theoretical foundations of teacher development, the concept and practice of digital training, and the educational implications of modular learning design. The case study analyzes a digital training program jointly operated by FEI and CNED in July 2020, which involved over 24,000 educators from 162 countries. Comprising eight modules, the program integrated digital content, real-time forums, and collaborative projects. Based on participant experiences, this study identifies key characteristics of digital training and essential factors for enhancing teacher competencies. Findings suggest that digital training fosters teachers’ digital skills and practical application while yielding positive outcomes in gamification strategies and sustainable online training models. However, challenges such as technological accessibility gaps, imbalances in program design, and cultural differences persist. To address these, the study proposes adopting a hybrid education model, strengthening practice-oriented module design, and expanding collaborative learning strategies to support an effective and sustainable training framework in the digital era.

Cette étude analyse un modèle de formation numérique destiné au développement professionnel des enseignants de français, en mettant particulièrement l’accent sur l’apprentissage collaboratif basé sur des modules. Elle explore les fondements théoriques du développement professionnel des enseignants, le concept et la mise en oeuvre de la formation numérique, ainsi que les implications pédagogiques de la conception modulaire de l’apprentissage. L’étude de cas porte sur un programme de formation numérique co-organisé par le FEI et le CNED en juillet 2020, auquel ont participé plus de 24 000 enseignants issus de 162 pays. Ce programme, composé de huit modules, se caractérise par une conception intégrée incluant des contenus numériques, des forums en temps réel et des projets collaboratifs. Les résultats montrent que la formation numérique favorise le développement des compétences numériques des enseignants et leur capacité d’application pratique, tout en apportant des résultats positifs en matière de stratégies de ludification et de mise en place d’un modèle de formation en ligne durable. En réponse, cette étude propose l’adoption d’un modèle d’éducation hybride, le renforcement de la conception modulaire axée sur la pratique et l’élargissement des stratégies d’apprentissage collaboratif, afin de contribuer à l’élaboration d’un modèle de formation efficace et durable à l’ère du numérique.

코로나19로 인해 전 세계적으로 베트남을 포함한 교육 시스템은 비대면 수업으로 전환하였다. 이러한 변화는 새로운 학습 방식을 개척하였으며, 포스트 코로나 시대에서도 비대면 수업이 확대될 것으로 전망된다. 이에 따라 비대면 수업의 장단점을 재평가하고 미래 방향을 제시할 필요가 있 다. 이런 맥락에서 베트남 비대면 한국어 수업에 대한 학습자의 인식을 살 펴보고, 개선 방향을 제언하기 위해 본 연구는 베트남에 소재한 D 대학교 에 재학하고 있는 한국어전공 학습자 122명을 대상으로 설문조사를 실시하였다. 먼저 학습자 인식의 결과, 강의 장소와 시간, 수업 진도, 수업자료 와 콘텐츠, 피드백, 평가, 보강, 협력학습, 교수자와 상호작용, 집중력, 이해 도, 실력 향상, 만족도와 재수강 의사 요인에 대해서는 두 집단이 ‘보통’ 수 준 이상으로 평가했다. 그러나 실재감에 대한 두 집단의 인식은 부정적이 었다. 또한 동료와 상호작용, 동료학습, 학습 동기에 대해서는 3학년 학습 자들의 평가가 ‘보통’ 수준에 해당하는 반면, 2학년 학습자들은 부정 응답 을 보였다. 다음으로 학년에 따른 학습자의 인식에 차이 결과, 자료와 콘텐 츠, 평가, 교수자와 상호작용, 동료와 상호작용, 학습 동기와 이해도의 요인 에는 두 집단 간에 유의미한 차이가 있고 3학년 학생은 2학년 학생보다 상대적으로 긍정적으로 평가하였다. 위 결과를 바탕으로 교사가 저학년 학습 자들을 지원할 수 있기 위한 몇 가지 제언을 하였다. 첫째, 학습 자료나 참고 자료를 검색하고 활용하는 방법을 안내해야 된다. 둘째, 비대면 수업에서 한글 타자 연습을 시행할 필요가 있다. 셋째, 학습자들이 학습 목표와 교육 목표를 이해하고 적합한 학습 전략을 수립하도록 도와야 된다. 넷째, 학생 들이 질문이나 의견을 내도록 격려하고 학생에게 피드백을 적극적으로 줘 야 된다. 다섯째, 협력학습 뿐만 아니라 수업 안팎에서 학습자들 간의 소통을 적극적으로 장려해야 한다.

COVID-19 has led to the development of new learning methods, and online classes are expected to continue to expand even in the post-pandemic era. Therefore, there is a need to reassess the advantages and disadvantages of online classes and provide future directions. In this context, a survey was conducted among 122 Korean major students studying at D University in Vietnam to examine their perceptions of online Korean language classes and to suggest ways for improvement. As a result, place and time, progress, materials and contents, feedback, evaluation, supplementary lecture, cooperative learning, interaction with instructor, concentration, understanding, ability improvement, satisfaction, and intention to retake the class were analyzed by two groups as being above the ‘average’ level. However, the perception of presence was relatively negative for both groups. Regarding interaction with peers, peer learning, and learning motivation, the 3rd year learners evaluated them as ‘average’, whereas the 2nd year learners showed negative responses. Furthermore, there was a significant difference between the two groups in the factors of materials and contents, evaluation, interaction with instructor, interaction with peers, learning motivation and understanding, and the 3rd year students evaluated relatively more positively than the 2nd year students.

Drawing on the theoretical framework of corrective feedback in second language education, this discourse anlaytic study examined corrective feedback in four consecutive interpreting classes taught by two interpreter trainers. The analysis demonstrates that trainers facilitated collaborative learning in classroom: Engaging the whole class of trainees in dynamic feedback interactions, the trainers offered corrective feedback to both trainees’ interpreting and peer feedback. The findings suggest that peer feedback, which is a hallmark of collaborative learning in interpreting classes, provided opportunities for trainers to assess trainees’ understanding of the source language speech and target language skills, and teach interpreting skills either by confirming or correcting peer feedback. The findings indicates that reformulation was prevalent in trainees’ corrective feedback whereas trainers’ corrective feedback was predominantly prompts that led trainees to identify and analyze interpreting problems and to offer solutions for performance enhancement. This paper, which is a first attempt of its kind to investigate the discourse of interpreting classes, calls for further research that could throw some light on interpreting pedagogy demonstrated in feedback interactions in interpreting classes and broaden our understanding about how interpreting can be taught effectively through corrective feedback.

Project-based learning (PBL) is a teaching approach that has students work on a common project in a collaborative environment. PBL has been found to have positive impacts on students’ confidence and critical thinking abilities. In an attempt to implement PBL in classrooms for students majoring in English language and literature and to provide an example of PBL to researchers and practitioners, this study outlines a PBL course designed for English language and literature students. A survey investigating students’ perceptions and level of satisfaction with the course was conducted to analyze their experiences with PBL. The findings showed that students who participated in the PBL course found it helped them improve their real world and practical English abilities and appreciated the feedback they received from the instructor. They also reported increased confidence in using English. Still, instructors considering the use of PBL should consider the issues of time management and teamwork building activities. Implications and considerations for implementing PBL are discussed.

본 연구는 플립러닝이 각 학습 영역에 기여하는 정도를 순위로 살펴보고, 반대로 이러한 학습방법이 플립러닝에 얼마나 효과적으로 사용되는지 양적으로 살펴보기 위해, 컴퓨터 전공자들을 대상으로 플립러닝을 받게 하였다. 기존의 플립러닝 실험은 효과성을 검증한 연구가 있는 반면 효과성에 부정적인 결과도 있어, 많은 논쟁이 되고 있다. 따라서 효과적인 실험과 수업을 위해서는 플립러닝에 대한 더 많은 연구와 정확한 이해가 필요하다. 모집된 123개의 표본을 분석한 결과 플립러닝이 학습에 기여하는 순위는 자기주도학습, 협력학습, 동영상 시청, 교수에 의한 학습 순이며, 학습 방법이 플립러닝 효과성에 영향을 주는 정도를 회귀분석한 결과 자기주도학습, 강의동영상, 협력학습이 순으로 영향을 주었다. 이는 플립러닝이 자기주도학습에 가장 큰 영향력을 줄 뿐 아니라, 자기주도학습이 플립러닝에 가장 큰 영향력을 주고 있음을 알 수 있다. 또한 협력학습과 선행학습 도구인 동영상의 역할도 중요함을 알 수 있다. 본 연구 통해 플립러 닝을 정확히 이해하고 학습방법과 성취목표를 설정하길 기대한다. 향후 본 연구의 연장으로 플립러닝과 세분화된 교실 활동의 상호작용을 분석할 예정이다.

This study ranked the degree to which flipped learning contributes to each learning area and, in contrast, to quantitatively examine how effectively these learning methods are used in flipped learning, had four-year university computer majors receive flipped learning. Existing flipped learning experiments have proven effectiveness, while there are also negative effects on effectiveness, which has led to a lot of debate. Effective experiments and classes therefore require more research and an accurate understanding of flipped learning. Analysis of the 123 samples recruited shows that flipped learning contributes to learning is in order of self-directing, collaboration, watching videos, and learning by teachers. Regression analysis of the degree to which learning method affects flipped learning effectiveness resulted in order of self-directed learning, lecture videos, and collaborative learning. This shows that flipped learning not only has the greatest influence on self-directed learning, but also self-directed learning has the greatest influence on flipped learning. It can also see that a collaborative learning and the role of video to prior learning tool is important. Through this study, we hope to understand flipped learning correctly and set learning methods and achievement goals. It is necessary to analyze the interaction between flipped learning and subdivided classroom activities.

The learning potential of pair/team work in language assessment has been demonstrated in the literature, albeit with little concern about challenges faced by the educators to implement it. To contribute to this line of research, the present study aimed to investigate the impact of paired peer assessment, teacher feedback, and group peer assessment on students’ writing performance. To do so, 69 second-year university students of the English language were assigned to three classes. The first class received regular teacher feedback, the second class was instructed to work in pairs and assess each other’s work, and students in the third class were divided into groups of four members and a group leader was assigned to each group by the teacher. Team leaders’ responsibility was assessing and providing feedback on their fellow members’ writing samples. The results showed a growth in the performance of students in paired peer assessment class in comparison to the other two classes. In group peer assessment class, the group heads outperformed their peers but the overall performance of the class was lower than paired peer assessment class. The findings suggest careful consideration of the circumstances under which peer assessment can be employed and call for more research on the contribution of non-pedagogical factors to assessment designs.

Social constructionists stress that an interaction with others in a social environment is essential to construct knowledge and learning is a product of collaborative activities rather than individual efforts. On the basis of the theoretical framework, nine students in my translation class were divided into three groups of three students and asked to conduct a "group translation" activity. The students have engaged themselves to various group activities in the translation process. They have worked closely together doing research, analysing a source text, identifying translation problems, discussing translation strategies, and making revisions. After a semester-long activity of team translation, a survey was carried out to examine the students' evaluation of the activity as well as the effects of collaborative learning on students' translation competence.

Lee, In-Chul, Kang, Mun-Koo & Han, Seok-Hee. 2015. The Study on the Improvement of English Proficiency through Task Force Team Activities. Journal of Linguistic Studies 20(1), 79-98. This study was conducted on the learner-centered class through Task Force Team(TFT) activities, all of which is a form of collaborative learning where students with a same learning objective work together in groups. For this study, 40 students in two separate classrooms of a middle school in Chung-Cheong province participated in the survey. In order to find the effectiveness on the improvement of the learners’ English proficiency, a teaching-learning model using TFT activities had been created, and later applied to classes for this study. In addition, as a way of making learners keep up their work out of classroom, home-learning tasks designed by researchers were also given to the learners as their homeworks throughout the year. The result suggests that the classes using TFT activities led the learners to have higher interest and self-confidence in classes and at the same time made them more self-directed in terms of their learning attitude. Furthermore, the home-learning tasks given by researchers also turned out to be effective in that they participated actively in classes and showed more frequent use of speaking and writing in and out of classroom. (Kongju National University)

This survey research looks into the ways feedback is communicated in translation classes from the learners' perspective. A survey was designed for this purpose, and answered by 126 students from two graduate schools specialized in translator education in Seoul. By helping us understand the learners’ perception on the feedback mechanism of translation classes, this study can be of benefit to the teachers as well as students. As it has turned out, collaborative learning and interactive feedback is very common, and even the most important activity, in translation classes, whether feedback is provided by teachers or students. Statistical analyses such as correlation, t-test, and linear regression on the collected data and new variables defined therefrom have revealed that class satisfaction is heavily dependent on feedback satisfaction, which is in turn bounded by many other factors such as gender, teachers' high contribution to feedback offerings, and learners’ preference to interactive feedback and their perception on peer feedback.

본 연구의 목적은 한국인 일본어학습자의 ‘동료읽기(peer reading)’과정에서 발생하는 학습자간 상호작용을 분석하여, 그 특징과 교육학적 효과를 알아보는 데 있다. ‘동료읽기’란 협동학습의 한 종류로 ‘학습자끼리 도우며 문제해결을 텍스트를 이해해가는 활동’을 말한다. 본 연구에서는 한국인 초중급 일본어 학습자(JFL)를 대상으로 ‘직소법(Jigsaw reading)’을 이용한 ‘동료읽기’ 수업을 실시하고, Bales의 상호작용과정분석(interaction process analysis)에 근거하여 학습자간 ‘동료읽기’의 실재와 그 효과를 질적으로 분석하였다. 분석 결과, ‘동료읽기’과정에서의 학습자간 상호작용에는 ‘6.정보 제시’, ‘7.정보’ 요구’, 의견 제시’를 중심으로 한 ‘과제영역’발화가 주로 사용되었으며, 과제 수행 과정에서 발생하는 의견대립 등의 갈등 상황에서는 ‘사회정서적영역’발화가 사용되었다. 또한, 과제 달성률에 있어서 대조적인 결과를 보였던 3그룹과 4그룹의 학습자간 상호작용 분석 결과, 과제 달성률이 낮았던 4그룹에서는 ‘사회정서적영역’의 부정적 발화인 ‘10.이의 표시’와 ‘12.적대감 표시’가 많이 나타났으며, 그 결과 일부 학습자의 적극적인 ‘의견 제시’ 및 ‘정보 제시’가 억제되고 있었음이 밝혀졌다. 또한 ‘동료읽기’의 교육학적 효과에 관해서는, 학습자는 다양한 ‘정보요구, ‘정보제시’ 발화를 통해, ‘어휘’, ‘문형’, ‘일본에 관한 지식 등 배경지식’등의 학습 기회를 얻었으며, ‘의견 요구’, ‘의견 제시’를 통해 자신의 이해를 확인하거나 수정할 기회를 얻는 등 메타인지 활동을 촉진하는 효과를 확인할 수 있었다.

The purpose of this study is to understand the educational value and strengths of Peer Reading, by analyzing the interaction between participating students. Peer Reading, a form of Collaborative Learning, is an activity that involves acquiring an understanding through communication between learners. This study required a group of Korean JFL beginners and intermediates to perform Jigsaw Reading to demonstrate “Peer Reading,” allowing the effects of Peer Reading to be analyzed based the on interaction process. As a result, during this interaction process, the ‘Task Area’ mainly required a spoken response by focusing on the categories ‘6. Gives orientation’, ‘7. Ask for Orientation’, and ‘5. Give opinion’. In addition to this, in conflicting situations that arose while the task was being completed, the spoken response was evaluated within the ‘Social-Emotional Area’. An analysis of the interaction between the 3rdand 4th groups, which showed a contrasting outcome for task completion, revealed that in the ‘Social-Emotional Area’ ,the 4th group usually demonstrated negative spoken words in the categories‘ 10. Disagree’ and ‘12. Show antagonism’, to the extent that some of the learners’ spoken responses in the categories ‘5. Gives Opinions’ and ‘6. Give Orientation’ were suppressed. The positive effect of Peer Reading is that learners' are offered the opportunity to acquire knowledge of ‘vocabulary’, ‘grammar’, and ‘knowledge of Japan’ through speaking ‘Ask for/Gives orientation’. Besides, learners have opportunities to assure and modify what they want to express through ‘Ask for/Gives Opinion’, which leads to the promotion of metacognitive activities.

Within a sociocultural framework, a growing number of L2 studies claim that learners’ collaborative talk provides opportunities for second language (L2) learning. Despite the increasing interest in such talk, there is little research that presents a holistic analysis and evaluation of interaction patterns embedded in collaborative talk, occurring during joint editing task, as well as the resulting learning outcomes. Recognizing this paucity, the current study examined learners’ interaction doing editing tasks via an in-depth, descriptive analysis. Delayed post-tests were conducted on the specific linguistic items produced during the tasks in order to assess learning outcomes of the collaborative talk. This study presents several new findings and raises issues that the major sociocultural-based research undertaken to date has neglected. A major finding is that, unlike promising findings in the L2 literature in relation to the role of collaborative talk, this study does not show any robust evidence that learners’ collaborative talk promotes L2 learning. Also, it demonstrates that interactional features in the talk were often non-collaborative. This provides a possible explanation for the less positive role of collaborative talk in L2 learning. The study implies that the nature of interaction in learners’ dialogue may not be always collaborative. Therefore, it is important that researchers and teachers have realistic expectation of learners’ dialogue, which may include interaction of an intricate and often complex nature.

This investigation explores the use of mixed-reality in collaborative diagnosis by sharing medical data in real-time between multiple physicians using Head-Mounted Display (HMD) devices. Object detection and alignment of the digitized data with the object are the backbone in any mixed-reality application. In this paper, deep-learning networks are used in detecting the patient’s face in the physical world and the medical data is aligned to the patient via the Region-Enhanced-Weight-and-Perturb Iterative-Closest-Point (RE-WAPICP) algorithm. Experiments were performed by sharing a 3D digital model of intracerebral vascular with multi-viewers in a mix-reality environment and the results show that this approach is feasible.

이 연구의 목적은 뉴욕시의 한 대표적 재미 한인 비영리조직에서 일하는 활동가(정규직) 들 간의 일상적 일터학습을 문화기술지적 연구방법을 통해 탐구하는 것이다. 이를 위해 문화 역사적 활동이론을 이론적 틀로 활용하였으며, 모든 관계적 측면이 아닌, 일상적 일터학습의 주된 촉매제로써 ‘동료들 간의 관계’에 연구의 초점을 맞추었다. 연구의 주요 발견은 ‘협력’이 라 명명된 활동(활동체계)과 그 안에 내재 된 모순들이다. ‘협력 활동’ 안의 모순들은 활동가 들의 학습을 방해할 수 있는 요소였으나, 해당 모순들을 해결하려는 그들의 여러 노력이 서 로 간 더 나은 ‘협력 활동’을 수행토록 유도했다. 그리고 일터학습은 해당 활동을 수행하는 와중에 사회적, 개인적 수준 모두에서 비의도적 결과로서 일어났다. 이러한 연구의 결과들은 어떻게 일상적 일터학습이 해당 조직을 둘러싼 환경/맥락 안에서 일어나는지를 보여줄 뿐만 아니라, 효과적으로 학습이 일어나기 위한 일상적 일터 환경 조성방안들 또한 암시한다. 이 상의 발견에 대한 학문적, 실천적 해석과 더불어 일터 일상에서 의미 있는 학습과 협력을 촉 진하기 위한 해당 비영리조직의 실제적 전략을 논의하였다.

Using cultural-historical activity theory as a theoretical framework, this ethnographic study aims to examine learning in the everyday workplace among activists (full-time staff) at a leading Korean-American nonprofit organization (KANPO) in New York City. The study focused on the relationship among workers as a critical dimension for encouraging daily workplace learning. The findings highlight an activity (activity system) named “collaboration”, and its inner contradictions were identified. While the contradictions have the potential to inhibit activists’ learning, activists tried to resolve the contradictions and thus advance the collaboration activity. In this process, learning occurred as an unintended outcome at both the social and individual levels. The findings show how everyday workplace learning is shaped by the KANPO’s contexts, as well as the methods used to create an effective everyday workplace learning environment. Based on the findings, the KANPO’s implemental strategies for encouraging meaningful learning and collaborations are discussed, as well as academic and practical implications.