Knowledge convergence and collaborative learning

This paper operationalized the notion of knowledge convergence and assessed quantitatively how much knowledge convergence occurred during collaborative learning. Knowledge convergence was defined as an increase in common knowledge where common knowledge referred to the knowledge that all collaborating partners had. Twenty pairs of college students collaborated to learn a science text about the human circulatory system. Comparisons of individual pre-test and post-test performance revealed that students shared more knowledge pieces and mental models after collaboration. Although the amount of convergence was modest, analyses showed that collaborative interaction was responsible for the increase in common knowledge. The increase in common knowledge was observed in knowledge that was never stated in the learning text as well as in knowledge that was explicitly presented in the text. The amount of convergence was related to interaction such that real pairs shared more knowledge than nominal pairs, and more interactive pairs shared more inferred knowledge than less interactive pairs. Collaborative dialogues and learning artifacts (e.g., drawings) also indicated that common knowledge was constructed during collaboration. Possible reasons for the discrepancy between the impression of strong convergence assumed in the literature and the results of this study are discussed along with the need to develop a more comprehensive understanding of the notion that includes its process, outcome, and sources of convergence.     

Developing causal understanding with causal maps: the impact of total links, temporal flow, and lateral position of outcome nodes

This study examined some of the methodological approaches used by students to construct causal maps in order to determine which approaches help students understand the underlying causes and causal mechanisms in a complex system. This study tested the relationship between causal understanding (ratio of root causes correctly/incorrectly identified, number of correctly identified root-cause links explaining how root causes directly/indirectly impact final outcomes) and three attributes observed in students’ causal maps (total links, temporal flow, lateral position of final outcome) that students produced before and after online discussions on noted similarities and differences between students’ causal maps. The findings suggest that: (a) causal understanding can be adversely affected if students are instructed before group discussion to temporally sequence nodes to flow from left to right and to position the outcome node farther away from the left edge of the map relative to other nodes in the map; (b) causal understanding following group discussion can be increased by instructing students to minimize the number of causal links and create a map with temporally flow; (c) promoting temporal flow following discussion may be the most effective means of helping students to identify root causes; and (d) instructing students to minimize the number of links following discussion may be the most effective means to helping students explain root causes directly/indirectly impact outcomes. These findings provide insights on what processes and constraints can be formalized and integrated into causal mapping software when used as an instructional and assessment tool.     

The Historical and Cultural Identity of Taekwondo as a Traditional Korean Martial Art

Taekwondo's cultural identity is considered in the light of the controversy over its historical origins. After reviewing several existing theories, the meaning and development of taekwondo as a Korean martial art is explored. There are two conclusions: first, taekwondo is a fusion of several different sources; second, taekwondo is essentially a martial art that focuses on foot skills, and this distinguishes it from Japan's karate and China's wushu, which are primarily based on hand skills. The fact that all terms are rendered into pure Korean words shows the essence of Korean localization. Thus taekwondo incorporates a distinct identity as a Korean martial art.     

Opinions on computing education in Korean K-12 system: higher education perspective

The need for computing education in the K-12 curriculum has grown globally. The Republic of Korea is not an exception. In response to the need, the Korean Ministry of Education has announced an outline for software-centric computing education in the K-12 system, which aims at enhancing the current computing education with software emphasis. In this paper, we review the outline from a higher education perspective and provide insights into its constructive improvement based on our experience in computer science education in higher education and a study of global initiatives on computing education. We also consider the social environment for computing education in Korea. In the proposed implementation, we first discuss goals for software-centric computing education and identify areas of focus. The identified areas are discussed in terms of topics to be covered and appropriate exposure of knowledge depth in the three levels in the Korean K-12 system. We then discuss necessary preparations for the success of the plan from academic, governmental and social perspectives.     

The Effect of Online Media Platforms on Joining Causes: The Impression Management Perspective

Drawing on the impression management theory, this study examined the effect of online media platforms, social network sites (SNSs) versus non-SNSs, on the intention to join a cause. The online experimental study discovered that the SNS was more effective in increasing the intention to join a cause than the non-SNS. The findings also demonstrated the mediating role of the perceived visibility of joining the cause and the moderating role of public self-consciousness on this effect. Further, self-cause image congruence positively influenced the intention to join the cause, while it did not moderate the effect of online media platforms.     

Physical education teachers' beliefs and intentions toward teaching students with disabilities

The Theory of Planned Behavior (TpB) measures the effect that individuals' behavioral belief normative belief and control beliefs have on their intentions to perform a specific behavior The purpose of this study was to examine: (a) whether the TpB could predict physical educators' intentions and (b) whether physical educators' intentions and control beliefs could predict their self-reported teaching behavior. A sample of 220 physical educators completed the questionnaire. Stepwise multiple regression analysis revealed that the TpB significantly predicted physical educators' intentions, F(3, 216) = 57.21, p < .01. However, only intention was a significant predictor of physical educators'self-reported behavior in teaching students with disabilities, F(2, 123) = 34.04, p < .01.     

Korean Artists in Transcultural Spaces: Constructing New National Identities

This article reports research on New York‐based Korean artists' dynamic processes of identity‐shaping and the implications that these processes have for art education. The study uses postcolonial theories that illuminate the dialectical process of hybrid cultural production in the global dimension. The artists' identities narrated elucidate the recognition of difference with others; this identification emerges as the artists simultaneously escape from and discover their Korean identities. The artists' childhood experiences and memories work as reflective thinking in their different context, and because of their search for an individual identity, Korean culture is an important factor in their art making. When their identity formation and practice are in constant negotiation with difference, this results in learning and translating from others. They assume an ‘open universalism’ necessary to communicate at an international level, and as a consequence these artists' identity formation always involves the process of a doubling and dividing of reflections of existing Korean identities as well as the building of new ones. In this dualistic state, the artists' multiple identities remain heterogeneous, composed of contradictory factors that are revealed in the artists' hybrid artworks.     

Shaping education policy research in an Asia-Pacific context

Globalization increasingly calls for comparing educational policies across countries. In this study, we assemble and analyze academic journal publications of the past decade in order to shape education policy research within an Asia-Pacific context. After examining Asia-Pacific research publication data from the Web of Science, we find a few stylized facts: (1) increasing research collaboration, (2) growing policy evaluation research, (3) swelling empirical research with quantitative methodology and (4) growing attention to higher education. Moreover, education stakeholders show exclusive interest on globalization, private tutoring, and language education policies within and across countries. Finally, we find a significant difference in research impact and diffusion between Asia-Pacific and American education policy studies. Further, we examine what determines research impact and diffusion. Our results indicate that research collaboration, national context, publication year and issue, policy area, and research methodology are significantly associated with publication citations. Based on the findings, we suggest useful implications for future directions on education policy research in an Asia-Pacific context.     

Cultural differences in how individuals explain their lying and truth-telling tendencies

This study investigated how cultural differences between Korea and the United States in attitudinal and normative components affect individuals’ explanation of their intentions to lie or tell the truth. Study 1 examined individuals’ intentions to base their lying or truth-telling tendencies on attitude-related reasons (i.e., attitudinal reasons) and subjective norm-related reasons (i.e., normative reasons). Study 2 examined individuals’ evaluation of a person who used attitudinal reasons or normative reasons to explain his/her behaviors of lying or truth-telling. The results showed that neither culture used one type of reason consistently across different behaviors. Instead, the types of behaviors influenced the way attitudinal and normative components were related to behavioral intentions. The attitudinal component was important for individuals’ explanations of their attitudinal reasons to lie and to tell the truth and that the normative component was important for individuals’ explanations of their normative reasons to lie. However, both the attitudinal and normative components were important for individuals’ explanations of their normative reasons to tell the truth. Cross-culturally, Koreans were more likely to use normative reasons when they had to explain why they intended to lie for a friend, whereas Americans were more likely to use normative reasons when they had to explain why they intended to tell the truth. In addition, Koreans and Americans had different preferences for each reason type depending on the type of behavior probably because Koreans, as compared to Americans, tend to view lying for a friend less negatively.