• Proceedings of the Korea Multimedia Society Conference
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• 2000.04a
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• pp.370-373
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• 2000

정보통신기술의 발달은 학습자들에게 시간과 공간의 제약을 벗어나 자신이 원하는 시간에 학습할수 있는 환경을 제공하게 되었다. 이런 환경하에 등장한 WBI 는 학습환경의 큰 변화를 야기하였다. 그러나 이런 WBI만으로는 학습효과를 가져올수는 없다. 그 이유는 모든 학습자들에게 고정적이고 일률적인 학습자료는 다양한 학습자들의 수준과 학습능력 등 개별적 특성을 효과적으로 반영하지 못하기 때문이다. 개별학습을 위한 WBI는 학습자들의 학습효과 증진을 위해 학습자들의 다양한 특성을 반영하여야만 한다. 본 논문에서는 '컴퓨터활용능력'자격증을 취득하기 위한 개별학습시스템을 통해 학습자들의 수준에 맞는 학습자료의 제시와 개인성적정보를 통한 학습효과를 증진, 테스트후 점수의 부족한 세부영역의 제시를 통해 학습자의 개별성을 효과적으로 반영할 수 있는 WBI를 구현하고자 하였다.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.1-16
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• 1997

Children should have opportunities to experience problem solving individually with strategies for developing their problem solving abilities. To make an instructional design for individual teaming, problem solving activities were classified into categories like individual activities, individual activities within a group, and team teaching. A flow of teaching and teaming process was designed before, and concrete and semi-concrete materials were used in an experimental teaching, which was analysed in this research.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.04a
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• pp.1437-1440
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• 2011

현재 학교수업에서 학습자간 학습 능력의 차이를 해결하기위해 개별 학습과 수준별 학습을 이용한다. 그러나 수업시간 중에 수준별, 개별학습을 진행하기에는 어려움이 따른다. 이에 해결방법으로 동료 지도학습 방법, 웹기반 개별지도 학습방법 등이 적용되고 있으나 이 또한 동료끼리의 열등감 문제, 즉각적 피드백 부족 등으로 많은 문제점들이 발생하고 있다. 따라서 본 연구에서는 효율적인 동료지도학습 방법을 적용하는 방법으로 SNS를 기반으로한 학습지원시스템을 제안한다. 본 시스템을 적용함으로써 기존의 동료지도학습 방법에서의 시.공간적인 제약 문제를 해결하였고, 개별학습과 수준별 학습이 가능하며, 자기주도적 학습이 효과적으로 이루어질 수 있다. 또한, 누구나 학습자와 교수자의 입장이 될 수 있으므로 동료끼리의 열등감 문제를 해결할 수 있다. 교수자로서의 역할 경험은 자아성취감을 고취시켜 학습의 흥미도를 높일 수 있다.

• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.31-39
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• 2006

The change into the knowledge based information society requires a transformation of educational paradigm. Accordingly, intelligent learning and distance education are attracting a fair amount of attention. To apply the instructional learning method in this field, we need to consider a individualization of learning, as it were, abstraction of fact and path through learning, which is based on learner's traits, this focus entails a argument for individualized reasoning strategy. Therefore, in this paper, we design a learner's cognitive union, which is based on X-Neuronet(eXtended Neuronet), represent learner's hierarchical knowledge is able to self-learn, and grows adaptive union by proprietor. Additionally, we propose a individualized reasoning strategy, which relies upon learner's cognitive union, and verify the validity.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.01a
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• pp.229-230
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• 2017

본 연구에서는 컴퓨터 프로그래밍 수업에서의 학습 부진 학생들에게 교수자의 주도로 개별 상담을 진행하고 이를 통해 대상 학습자들의 학습 동기 유발과 성적 향상에 긍정적인 영향을 주었는지에 대해 사례를 통해 학습 효과를 검증해보았다.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.21-29
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• 2001

The purpose of this study is to design and implementation of the Web-based Individual Computerized Adaptive Testing(CAT) system. The Web-based Individual CAT is a kind of test system to present a set of the problems divided into basic level, intermediate level and advanced level according to the saved results after doing a diagnostic test related to each unit. The diagnostic test is done to pull out the necessary items which learners have to study. The strong points of the web-based computerized adaptive testing system are to reduce the problems of distributed teachers and to have the effect of individual learning by using this system.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.137-145
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• 1999

This study investigated the influences of the cooperative and the individualistic learning strategies on the academic achievement and the attitudes toward science instruction and science by the level of achievement. These two learning strategies endowed students with the responsibility of learning and emphasized student-centered learning which included higher order thinking activities. Cooperative learning group students studied the tasks through small group discussion, and individualistic learning group students solved the same ones individually. In the traditional group. teacher-centered expository lesson was used. The subjects of this study were 7th graders of coed middle school, and were taught about separation of mixture for 10 class periods. Two-way ANCOVA results revealed that the test scores of academic achievement for cooperative learning group were significantly higher than those of individualistic and traditional learning groups. The attitudes toward science instruction and science were also more positive in cooperative learning group than the others. No interactions between the treatment and the level of previous achievement indicated that the cooperative learning strategy was effective regardless of the level of achievement.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10d
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• pp.487-491
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• 2006

학교현장은 평균 43명의 과밀학급(인천광역시 연수고등학교 2학년)으로, 컴퓨터실에서 교사는 학생들을 관리하기 위해 학생 PC의 전원 끄는 경우가 있다. 교사는 학생의 컴퓨터를 감시하여 수업과 관련 없는 웹(web) 사이트를 방문하는 학생들의 수업 이외의 장난을 막으면서 학생들에게 수업해야 하기 때문이다. 그러나 학생은 이러한 방식에 반발심을 사거나 학생들의 학습 의욕을 떨어트리는 요인으로 작용한다고 본다. 또한 컴퓨터실 수업에서 일반적으로 교사는 "바쁜 교사"이다. 제한된 시간에 학습자 개인의 흥미나 욕구를 반영하여 개별 학습자의 능력 혹은 수준에 맞추어 수업의 내용의 내용과 속도를 다르게 가르치는 개별지도가 불가능하다. 현실이 이렇다 보니 컴퓨터라는 정보화 기기를 활용한 수업이 효율적으로 이루어지지 않고 있다. 본 연구에서는 이러한 문제점을 해결하고자 학습 초기에 개별학습을 하면서 학습 진행에 어려움을 격을 시 학생과 학생사이에 다양한 상호작용을 촉진시키도록 협력학습 체제를 구축하고 학생들의 학습을 모니터링하면서 학생 또는 협력학습 모둠이 문제 해결에 어려움이 처한 경우나 실패한 경우 교사의 개별지도가 가능하게 할 수 있는 실시간 협력학습 체제를 설계하였다.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.16 no.1
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• pp.167-175
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• 2012

This paper investigated the effects of cooperative learning and individual learning in computer science education. Most works and projects are accomplished in groups in most IT companies in Korea. Thus, cooperative learning is one of the most important aspects that must be learned in schools. This research studies how students think of individual and cooperative learning. It also researches and analyzes how different learning methods would affect the learning effects with surveys and experiments, which were conducted during two consecutive semesters with students in a department of a computer related major at a university in Seoul. This research compares and analyzes the results after dividing the students in two groups based on the different learning methods.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.107-118
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• 2004

This study aims to design and implement individual complete learning system based on IPI(Individually Prescribed Instruction) model. Most of current web based learning systems do not consider individual students' ability and just follow the sequence of instructing contents $\rightarrow$ providing problems $\rightarrow$ presenting the result of evaluating. However, this system focuses on individual ability prior to studying subjects. In individual complete learning system, it is acknowledged that a period and a pace to complete each task will differ from students to students, therefore until they complete the whole unit, they are not allowed to move onto the next unit. After completing each unit, there will be a process of evaluating students' performance. It is necessary to show the correct completion of 80% of the evaluation to move onto next step; for those who are evaluated as inadequate to move on, an individual supplementary instruction will be provided. Therefore, this study intends to supplement the deficit of prior learning and provide feedback dependent on individual's learning ability so that the goal of Individual Whole Complete Learning could be accomplished.