권호 표지

Educational Technology International

한국교육공학회 (The Korean Society for Education Technology)

  • 반년간
  • /
  • 1598-5776(pISSN)
  • /
  • 2289-0300(eISSN)

Aim & Scope

Educational Technology International (ETI) is an international refereed journal published twice per year (April 30 and October 31). ETI is an official journal by the Korean Society for Educational Technology (KSET) and has been published since 2000. ETI aims to publish articles on innovative practices, design, and development in the field of educational technology. The Journal seeks to be a catalyst for multidisciplinary dialogue among researchers and practitioners in various fields related to technology-integrated teaching and learning. The Journal welcomes research articles from theoretical/conceptual perspectives, evidence-based empirical research, and the design/development of innovative technological applications. ETI embraces all types of technology from traditional media to emerging technologies. The Journal particularly welcomes research articles that introduce new methodological approaches and new types of technological applications. Research contexts include K-12 education, higher education, and adult lifelong learning. Articles that focus on non-traditional contexts such as informal and non-formal learning are also welcomed.

http://www.etijournal.org/

제14권2호

  1. JIN, Sung-Hee;KIM, Tae-Hyun 137
    https://doi.org/10.23095/ETI.2013.14.2.137 PDF
    Problem-based learning (PBL) in engineering education has been implemented in various ways. The wide range of PBL methods sometimes creates difficulties in implementing PBL. The purpose of this study was to identify the major variables that a teacher considers in PBL designs for an engineering course and suggest specific PBL methods according to the PBL design variables. This study was conducted using a review research method involving 21 studies from a range of engineering education fields. The results showed that the major variables that engineering professors need to consider when applying PBL are the authenticity of the PBL problem and the method of providing knowledge or information that the learners must know to solve the given problem. Based on the two variables identified, the following four types of PBL methods for engineering education are suggested: 1) lecture-based problem, 2) guided problem-based learning, 3) problem-based learning and 4) co-op problem-based learning.
  2. Kim, Hyekyung;Kim, Insu 167
    https://doi.org/10.23095/ETI.2013.14.2.167 PDF
    Team project learning is a type of Project-Based Learning, which is an effective learning method for developing collaborative competency and interpersonal communication skills, as well as for developing cognitive competency such as critical thinking, creative thinking, and analytical skills. This research, conducted to analyze learning activities, focuses on students' creative thinking and activities in TPBL(Team Project-Based Learning). A qualitative approach including a reflective journal based on the 6 stages of TPBL, was adopted for this purpose. In this study, 69 reflective journals on the three stages (developing a theme, researching, theme-making) of 23 undergraduate students were categorized on the basis of three criteria: divergent thinking factors, convergent thinking factors and affective factors. The results show that the participants' journals demonstrated twenty-eight activities from nine cognitive factors and nine activities from three affective factors were derived from reflect journal. This finding indicates that more appropriate instructional strategies are needed for students to enhance their creative thinking skills and activities
  3. YING, ZHOU;Park, Innwoo 189
    https://doi.org/10.23095/ETI.2013.14.2.189 PDF
    The study was conducted to find out the interaction between learning styles, and types of task on satisfaction and achievement in Chinese learning on Facebook. 44 students from D University in Seoul, Korea finished the questionnaires. To measure the participants' learning styles and satisfaction, the learning style instrument and satisfaction instrument were used. The data received were analyzed to find out the interaction between learning styles, and types of task on satisfaction and achievement. Through the analysis, the study suggests that, in the SNS environment for learning, instructors should focus on more on types of tasks than learning styles. Learning styles are important, however, for new pedagogy for one new learning environment, types of task are definitely more important than learning styles. Depending on the study results, the instructors should pay more attention to types of task, and they should also use different strategies to facilitate the contents of tasks to improve achievement and satisfaction in an SNS environment.
  4. KIM, Young-Suk;Yang, Seung-Han 215
    https://doi.org/10.23095/ETI.2013.14.2.215 PDF
    In engineering education practical experiments is very important for each student, but due to the limitation of time and available resources such as laboratory equipment, space and instructors enough hands-on real experiments could not be provided to all students enrolled in the program throughout the academic year. In this sense web-based remote experiments through internet become a solution for engineering education and an emerging new paradigm for students and teachers. This paper presents the development of the web-based remote vibration experiment system for mechatronics education. Students can access this experimental equipment through an internet and conduct vibration experiment remotely without any restriction on time and place. IP address for data communication and web-service are assigned in local computer and then students receive experimental results and the captured pictures using network. The developed system provides real-time feedback of the tested results. Ubiquitous access to the system gained popularity from students.