• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.98-106
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• 2005

정보통신의 발달로 교육이 학습자 중심의 형태로 바뀌어 가면서 학습자의 자기 주도적인 능력이 점점 중요해지고 있다. 인터넷 학습환경에서도 학습자가 통제권을 가지고 학습자가 모든 선택과 조직을 할 수 있도록 허용되어 학습자는 학습방향의 상실과 인지적 부담의 문제를 초래한다. 이러한 문제를 해결 할 수 있는 방법 중의 하나가 학습자 특성에 맞는 교육이다. 본 연구에서는 장이론에 따라 학습자 특성을 구분하고 장의존 학습자에게 적응적인 웹 코스웨어 설계요소를 반영하여 웹 코스웨어의 설계전략을 탐구하였다.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.101-116
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• 2022

This study aims to apply the problem-based learning method to a college course on 'Consumer Studies' in a teacher education program. The participants of this study were 27 undergraduate students who were enrolled in the course. The PBL class was implemented for seven weeks using two problems: proposing special lectures on economic concepts and financial consulting. The effectiveness of PBL was analyzed through self-reflective journals, self-assessment, and a learning satisfaction survey of students. The result of this study was as follows. Students achieved the learning objectives and strengthened their collaboration and communication skills with team members during the PBL process. Moreover, students improved their self-directed learning and problem-solving ability through the PBL class. The results of self-assessment, in terms of learning task performance, active interaction, and self-directed learning were generally high at 4.63 points. In addition, the overall learning satisfaction level was very high, with a score of 4.75. The results will provide effective information on PBL classes to instructors and prospective teachers and will be used as data for learner-centered PBL classes.

• 대한공업교육학회지
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• v.31 no.2
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• pp.1-40
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• 2006

The purpose of this study was to development a model of the practical skill instruction of the special subject using the problem-based learning in the technical high schools For the study, various literature researches were reviewed intensively about problem solving process, problem -based learning, and learning principals. The process of the practical skill instruction using the problem-based learning was composed with planning, executing, testing and evaluating. In this practical skill instruction using the problem-based learning, the teacher serves as a coach or guide for students' learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem by thinking aloud, assuming responsibility for their own learning, having self-directed study as well as doing cooperative study, and as a result, education changes move from teacher-centered to student-centered.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.20-30
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• 2005

Recently, a new education paradigm 'Self-directed Learning' has attracted considerable attention. Problem-Based Learning (PBL) has been recognized as methodology to help students expand scientific thinking and knowledge. improve applicability, develope critical knowledge, and creatively solve problems. There have been significant efforts to develope PBL-based courses in mechanical engineering. A new PBL-based, multi-disciplinary course 'Product Dissection and Design Reasoning' has been developed in this paper. The course examines the way in which products and machines work and is intended to show freshman or sophomore level students how fundamental physical principles relate to engineering practice through hands-on dissection experience : thus, the course emphasizes the importance of knowledge of the fundamental physics for design reasoning. The primary role of this course is to develop creative design manpower. This paper describes the philosophy and content of this course and presents results from one year of development.

• Proceedings of the Korea Multimedia Society Conference
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• 2003.11b
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• pp.893-896
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• 2003

기존의 멀티 프로그램이나 환경에 관한 인터넷 사이트의 환경교육 자료들이 초등학교의 또래 문화에 부합하지 않는 내용이 상당히 많이 수반되어 일선 학교에서 적용하는데 나름대로의 고충이 있었다. 이런 점을 고려하여 학습자 중심의 흥미와 놀이, 가상 실습 중심의 멀티미디어 프로그램을 설계하기로 하였다. 본 연구에서 지향할 멀티미디어 프로그램의 특징은 환경교육 영역 중 초등학교 저학년의 교육과정을 감안하여 그 수준에 맞도록 내용을 함축하여 구성주의 이론에 따른 상호작용을 강화하고 상호작용 기법을 활용하여 문제해결학습 형태로 프로그램이 전개된다는 점이다. 또한 학습자 스스로 자기 주도적 학습을 할 수 있게 될 것이고, 컴퓨터를 통하여 가상의 문제 상황을 제시하고 이를 해결하는 방식으로 설계 및 구현됨으로써 컴퓨터를 통한 문제 해결 학습의 방향을 제시하고자 한다.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.6
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• pp.1471-1476
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• 2013

This research examines how PBL(Problem-based Learning; PBL) system affects to 'Self-directed learning ability', by developing and applying it to the participants of "Science Cyber Conference" - the web based on-line debating learning program - among those students of the Affiliated Institute of Science gifted education of K University, for 16weeks. With this, also the cognizance of learners for the PBL class process are looked into together. After conducting the program applied with the web-based PBL strategy, the participants 'Self-directed learning ability' showed the remarkable change statistically (p<.05). Especially it showed the meaningful changes in six sections (p<.05), among those subdivided seven sections of 'Self-directed learning ability', with the one exception, 'Self-confidence as a Learner'. They also showed the positive response to the class which adopted the web-based PBL strategy.

• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.57-65
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• 2008

In the web- based educational system, how to improve interaction among learners are very important by the Internet. Therefore interpersonal interaction is essential for a good educational environment. In this paper, a web-based PBL(Problem-Based Learning) system is designed and implemented to improve learner's interaction. I investigated how the method for improving interaction affect PBL activities and how students perceive the web-based PBL learning experience. The result of experiment showed that the suggested system facilitated learners' self-directed learning process and interaction.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.6
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• pp.99-109
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• 2017

University learning for innovation places great importance on maximizing the creation of new opportunities. In other words, universities are carrying out a new meaning that entrepreneurship education should enable students to discover potential opportunities and play an important role in the development of new society and industry. However, current entrepreneurship education programs are being developed and are being developed from diverse perspectives on rapidly changing environments. However, there is a growing awareness of the necessity of developing more professional and systematic entrepreneurship education programs, and it is argued that the emphasis on necessity is not enough have. This study empirically analyzed the cognitive abilities that influence innovative behavior to create and realize innovative ideas and the usefulness of team-based learning that influences these factors. The results of empirical research showed that self-directed learning ability and problem solving ability had a positive effect on innovation behavior and problem solving ability had a positive effect on innovation behavior as a part of self-directed learning ability. Team-based learning in entrepreneurship education has been shown to be beneficial as a moderating effect on the relationship between problem-solving ability and self-directed learning ability and innovation behavior. In the case of four factors of team-based learning, Respectively. This study suggests the effectiveness and application of team-based learning method in entrepreneurship education.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.96-101
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• 2007

u-learning (Ubiquitous Learning) 환경에서는 학습자들이 언제, 어디에서나 어떤 단말기로도 자유롭게 학습할 수 있는 학습자 중심의 교육과정이 가능해야 한다. 최근 각광을 받고 있는 태블릿 (Tablet) PC는 펜을 주로 입력 매개로 활용하고, 음성을 인식하여 이를 문자로 변환하여 저장할 수 있는 기능도 가지고 있어 초등교육 현장에 적합한 단말기이다. 또한 PBL (Problem-based Learning)은 학습자들이 자기주도적으로 문제를 해결해 가는 과정에서 문제해결력과 비판적 사고 기능을 신장시킬 수 있는 학습형태로 태블릿 PC 기반의 PBL 학습시스템은 u-learning 환경에서 학습자 중심의 교육과정 실현에 적합한 시스템이다. 본 연구에서는 태블릿 PC 기반의 PBL 학습시스템의 인터페이스 설계 방안을 제시해 보았다. 본 연구에서 제시하는 사용자 인터페이스의 특징은 다음과 같다. 첫째, 학습의 프로세스를 프로젝트의 목적 및 과제 파악 단계, 학습계획 수립단계, 자료의 수집 및 정리단계, 프로젝트 마무리 단계로 구분하고, 각 단계에서의 학습자의 활동을 지원하는 시스템으로 구성한다. 둘째, 태블릿 PC 기반에서의 학습 활동에 서투른 학습자도 직관적으로 접근 할 수 있도록 인터페이스에 아이콘을 적절하게 활용한다. 셋째, 태블릿 PC에 펜이나 음성으로 입력된 자료를 문자, 도형, 이미지로 손쉽게 저장하고 축적할 수 있도록 한다. 넷째, 학습자들간의 상호작용과 교사의 피드백을 손쉽게 할 수 있도록 게시판, 자료실, 통합 메시지함의 기능을 활성화한다.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.1
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• pp.43-48
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• 2006

The educational system has been changed owing to Web, which is most actively used on internet and has the characteristics of providing suitable environments for implementing constructivism study theory. WBI(Web Based Instruction), web-mediated teaching form for students at a long distance, has the advantages of possible interact between instructors and learners, offering a great variety of learning materials, and overcome the spatiotemporal restriction. This paper focuces on the construction of learning surroundings where the learner-centered, active learning can be done by design and Implementation of web based instruct system providing a sham examination with an item pool system. The web based Self-directed Learning system for word processor qualifying exams on this paper, can be mentioned as a real item pool that the question is not setting each time by the instructors but can be reused by reference on item pool bank, designed the number of question. It helps the learner Self-directed Learning study with evaluation during the web based instruct process and immediate feedback. It also provides the chance to research some similar using keyword. To sum up, this system can amplify the efficiency of study.