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Rural tourism village experience is proceeded quantitatively without distinct characteristic. This research aimed at analyzing the experience and utilizing in the establishment of differentiation and contents development. Type of experience activity was classified as 10 types in Level 1 and 0~4 types in Level 2. As the result of analyzing 3,007 experiences in 168 villages, types of experience activity implemented per 1 village was 17.9. Among them, ecological experience type appeared to be the most, and appeared in order of food, agriculture farming experience. In respect of agriculture farming experience, 'harvest and utilization' was analyzed to be the highest, and regarding rural farmhouse living experience displayed 'farmhouse living' experience the highest. Tradition courtesy experience displayed 'traditional culture' experience the highest, and rural food experience was analyzed to implement 'food making' experience the most. Ecological experience mainly consisted of 'hunting and collecting' and 'observation/learning' , in case of play experience, 'traditional play' experience activity was analyzed to be performed the most. Considering utilization material, it appeared in order of 'rice' , 'sweet potato ' , 'potato' , 'corn' , 'chili' , 'agricultural implement' , 'farmhouse' , 'animal' , 'culture' , 'history' , 'rice cake' , 'alcoholic drink' , 'tofu' , 'kimchi' , etc. The place of ecological experience was performed in the forest the most, and lots of experience was performed in stream, valley, and river. The researcher expects that characteristic experience activity will be developed based on this result, by avoiding doubleness of the experience activity among the regions and the villages.

This qualitative case study investigates graduate students’ perspective changes apropos their cross-national collaborative learning experience while participating in an online teaching and learning course jointly taught by graduate schools in the United States and Israel. The participants met virtually, on a weekly basis between November and December 2018, on a platform called Second Life, to design and participate in collaborative learning activities. On completion of the course, interviews were conducted with a small sample of student-participants regarding their experiences. During the design phase, participants’ dominant perceptions of their learning experiences were characterized by genuine “excitement” at the novelty of collaborating virtually with colleagues on the other side of the world. Their initial perceptions evolved during the participation phase to realization as learning communities emerged and students’ roles expanded beyond the scope of mere participants. In this study, the authors argue that participants’ construction of new knowledge resulted in authentic learning from the standpoints of social constructivism and online collaborative learning theory and further discuss the factors that enabled the participants’ authentic learning experience.

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Research on learning analytics (LA) has focused mostly at the university level. LA research in the K–12 setting is needed. This study aimed to understand 4,115 middle school students’ learning paths based on their behavioural patterns and the relationship with performance levels when they used a digital learning game as their science curriculum. The findings showed significant positive relationships between various tool uses and performance measures and varied tool use patterns at different problem-solving phases by high- and low-performing students. The results indicated that students who used tools appropriately and wisely, given the phase they were at, were more likely to succeed. The findings offered an insightful glimpse of learners’ navigation patterns in relation to their performance and provided much-needed empirical evidence to support using analytics for game-based learning in K–12 education. The findings also revealed that log data cannot explain all learners’ actions. Implications for both research and practice are discussed.