• Journal of Korean Library and Information Science Society
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• v.37 no.1
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• pp.169-192
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• 2006

This study is aimed to suggest the core elements of instruction and development program through understanding the generation Y's characteristics and examining the standards and education models for information literacy. Concretely, this paper is comparatively analyze and customize the successful online information literacy tutorial models adopted by university libraries in U.S.A, Japan, and Korea. As a result of research, the outline of the needed procedure and required contents for the improvement of the online tutorial in the university of our country are suggested.

• The Journal of the Korea Contents Association
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• v.5 no.5
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• pp.316-324
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• 2005

e-Learning has been mushrooming with wide range of teaming groups from pedagogy to andragogy As e-teaming opportunities increase, many people raise question about whether e-teaming show positive teaming effects. The related research emphasized that e-learning would be a failure in terms of understanding of e-Learners and activating intuitive teaming activities from learner's long-term memory span. The e-teaming strategies based on the traditional classroom and resulted boring and ineffective teaming outcomes, should be changed to provide authentic and effective teaming results. This paper analyzed that how learners have received e-Learning for the last few years from the research and explained what could be the failing aspects in e-Learning. To be successful, e-loaming should consider the e-learner's individualized teaming style and thinking patterns. When considering of various e-Learning components, the quality of e-teaming should not be focused on any specific single factor, but develop every individual factor to be integrated into high level of quality. In conclusion, this paper suggest that it is needed new understandings of e-Loaming and e-Learner. Also the e-Learning strategies should be examined throughly whether they are on the side of learners and realized how they learn from e-Learning. Finally, we should add enormous imagination into e-loaming for next generation because new generation's teaming patterns significantly differ from their parent's generation.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.509-517
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• 2018

The present study is a convergence study aimed at investigating the effects of the blended learning method on self-directed learning and learning satisfaction of nursing students. A nonequivalent control group was designed to conduct a pre-post test for this study. The participants were assigned to the experimental(n=70) or control group(n=68). Data was analyzed using ${\chi}^2$-test, independent t-tset, and ANCOVA. The results of this study showed that self-directed learning(F=4.122, p=.044), learning satisfaction (F=4.714, p=.032) were significantly higher in the experimental group with blended learning applied than in the control group that received lecture courses for the subject adult health nursing. In other words, this study found that the blended learning method, which was designed to enable students to learn given tasks on their own outside teaching-centered lectures, can enhance the learning ability of nursing students. The results of this study indicate the need to conduct repeated studies regarding blended learning in various subjects and to develop content considering self-directed learning and learning satisfaction of learners.

• Journal of the Korea Society of Computer and Information
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• v.28 no.1
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• pp.179-187
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• 2023

The purpose of this study was to develop and apply an online-based Arduino programming experience program. In this study, the program was developed and applied based on the contents presented in the ADDIE model and Lee's model. The results of this study were as follows. First, two types of educational program were developed for online use by students of the free semester system. Second, the program content included practical materials such as teaching websites and video lectures. Third, the developed program was applied a total of three times in the school environment and when the student did not attend school. Fourth, analysis of student satisfaction confirmed that the students were satisfied with the development program. The content of this study will serve as a reference for instructors who plan online-based hands-on activities in places where instructors are not readily available, such as islands or mountainous areas.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.195-224
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• 2022

In this study, pre-service mathematics teachers cultivated technology content teaching knowledge (TPACK) in the regular curriculum of the College of Education. The course was designed to enhance pre-service teachers' mathematical communication skills by using an application, which is a mobile mathematics learning content for the development of group creativity of high school students. The educational program to improve mathematics teaching expertise using the application for group creativity expression consists of pre-education, goal setting, planning, teaching at school, and evaluation. In this process, pre-service teachers evaluated technology tools. They also wrote a task dialogue, lesson play, reflective journal, and lesson plan to guide high school students to develop group creativity in both app activities. As a result of the educational program, pre-service mathematics teachers cultivated TPACK and enhanced their mathematical communication skills with high school students to develop group creativity.

• The Journal of the Korea Contents Association
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• v.9 no.7
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• pp.390-401
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• 2009

For the reason that computer is the helping-system for complicated processes that we are not simply able to handle, it is needed to be taught and educated in many, and more various, ways. It will be a good way to lead the educatee by explaining basic algorithm and relevant theories in this aspect. And more creative and problem-solving factors have to be studied and applied to the current education system. To arouse interest and attention of the educatee, many efforts to make the concepts and theories that are still difficult to understand to the educatee. I would advise to convert the current algorithm element to interesting game types to get the educatee to be closer in easier and quicker ways. Accordingly, this is to create games reflecting a algorithm element to lead the educatee improve their creativities and problem-solving abilities.

• The Journal of the Korea Contents Association
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• v.18 no.8
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• pp.157-165
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• 2018

The purpose of this study is to investigate the effectiveness of general use of English literary works. It will be helpful for both general English learners and college students majoring English Education in ESL or EFL context. English literature is very useful pedagogical tool in the language class due to its unique valuable characteristics including authenticity, cultural and linguistic value, and personal enrichment, which impact on fostering English ability of EFL students. For this reason, it is unavoidable to develop a theory and practice regarding using English literature as an educational resource for college students in Korea. In this study several considerations will be discussed in terms of selection of the literary works to be applied for language learning purpose in the classrooms of universities in Korea. Such attentions will include fours skills of English such as reading, writing, listening and speaking. Finally, some effects and implications of using literary text as a pedagogical tool in the EFL language classrooms will be discussed.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.467-475
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• 2013

Micro-teaching is one of instructional methods to improve teaching skills whereby teachers present short sessions and receive feedbacks on their performance. In this research, we developed the web based micro-teaching system for more efficient and effective teacher training by placing videotaped session and peer feedbacks near rather than far from each other on the screen. We analyzed previous studies related to the micro-teaching system, and interviewed pre-service teachers to find some suggestions. Based on this analysis, we drew design principles and developed web based micro-teaching system, which helps teachers to plan instructional strategies, to reflect teaching skills, and to participate in peer assessment. We hope that the system will be useful to not only teacher training but also other fields such as presentation or interview skills.

• Korean Journal of Mathematics
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• v.21 no.4
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• pp.503-521
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• 2013

For over 20 years, the issue of using an adequate CAS tool in teaching and learning of linear algebra has been raised constantly. And a variety of CAS tools were introduced in many linear algebra textbooks. In Korea, however, because of some realistic problems, they have not been introduced in the class and the theoretical aspect of linear algebra has been focused on in teaching and learning of it. In this paper, we suggest Sage as an alternative for CAS tools overcoming the problems mentioned above. And, we introduce full contents for linear algebra and matrix calculator that Sage was used to develop. Taking advantage of them, almost all the concepts of linear algebra can be easily covered and the size of matrices can be expanded without difficulty.

• The Journal of the Korea Contents Association
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• v.15 no.12
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• pp.336-346
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• 2015

The purpose of this study was to identify the relations among questions level, questions process, and hesitation factor of questions. Data were collected from 174 students at a university in D city using structured questionnaire from September 9 to April 10 2015. It was analyzed with frequency analysis, descriptive statistics, t-test, ANOVA, and correlation analysis. As a result, the learners' questions are made from cognitive confusion, these questions led the students to ask a question actually. Also, this study confirmed that the learners' internal hesitation factors had negative correlation when the students asked a question in real situation. In order to improve the asking question we'll need to be generating a lot of questions to the student's inside and outside. We also need to develop appropriate teaching methods so that this can be perceived connection of cognitive confusion-having questions-asking questions.