• Journal of Digital Convergence
• /
• v.20 no.2
• /
• pp.573-583
• /
• 2022

This study was attempted to analyze the effect of a note-taking strategy applied to blended learning adult nursing education. Data were collected from September 17 to October 15, 2021, and analyzed using the SPSS/WIN 26.0 program with a single group pre/post design targeting 33 nursing students. As a main result, learning motivation rose from 3.27 before class to 3.40 after class, but there was no significant difference(t=-1.501, p=.143), and class participation significantly increased from 2.95 before class to 3.27 after class(t=-2.669, p=.012). Motivation for learning before class was pre-class participation(r=.838, p<.001), learning motivation after class(r=.545, p=.001), and class participation after class(r=.462, p=.007) and each showed a significant positive correlation. Learning motivation and class participation according to gender(Wilks'𝛌=.866), class interest(Wilks'𝛌=.632), and class satisfaction(Wilks'𝛌=.822) were all higher than the significance level of .05, so they were no significant difference. Based on these results, applying a note-taking strategy to blended learning adult nursing education was effective in improving class participation. In a future study, it is necessary to verify the effectiveness by applying a note-taking strategy customized according to academic achievement.

• Journal of The Korean Association of Information Education
• /
• v.10 no.2
• /
• pp.171-182
• /
• 2006

Science education in elementary school is mostly based on solving investigative tasks conducted by small groups on the basis of the inquiry activities such as experiments, observations, etc. Students should be able to draw conclusions from experiments and observations through their collaborative interactions by exchanging ideas. If learners use the advantages of Blended-Learning as a new pedagogical method comprehending merits of both off-line and on-line learning to complement off-line activities throughout the entire process, the interactions among them may be reinforced, and they would take part in the inquiry learning more actively. Accordingly, the proposed system can help children foster science inquiry learning effectively by using on-line communication facilities to arrange learners' diverse opinions and thoughts coming from off-line inquiry activity process. The result shows that the system enhanced learners' interest about science inquiry learning and improved their learning achievements by exchanging diverse opinions via the Web communication facilities.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2013.07a
• /
• pp.283-286
• /
• 2013

C 언어는 프로그램을 간결하게 구성하기 위하여 많은 연구를 한 언어로, 프로그램 구성 시 오류를 쉽게 발견하기 위한 기능은 부족하지만 다른 고급 언어가 가지고 있는 기술상의 제약이 적어 프로그래밍하기 쉬울 뿐 아니라 다른 프로그래밍 언어의 모태 언어로 평가되어 프로그래밍 언어를 배우려고 하는 사람들의 필수 언어로 여전히 많은 사람들이 공부하고 있다. 그러나 형식 언어가 가지고 있는 여러 가지 특징으로 배우는데 어려워한다. 따라서 본 논문에서는 C 언어를 배우려는 사람들에게 쉽고 재미있고, 정확히 배우도록 하기 위해 C 언어 교육을 위한 교수 학습 지원 시스템 설계를 위한 고찰을 수행하였다. C 언어 교수 학습 지원 시스템을 설계하는데는 학습전이이론과 블랜디드교육, 문제중심학습, 게임을 참고하여 설계하였으며, 다양한 멀티미디어가 사용되게 하였다.

• Journal of the Korea Convergence Society
• /
• v.9 no.2
• /
• pp.217-227
• /
• 2018

The objective of this study is to analyze the effects of music lesson applying the blended learning-based STEAM education on the musical knowledge and STEAM literacy of pre-service kindergarten teachers. After conducting a pre-test on the musical knowledge and STEAM literacy targeting 20 students(3rd year) of early childhood music lesson in Dept. of Early Childhood Education of C University in O Metropolitan City and 19 students(3rd year) of early childhood music lesson in Dept. of Early Childhood Education of D University in B Metropolitan City, the effectiveness of the pre - post test design was verified. In the results of study, the experimental group with music lesson applying the blended learning-based STEAM education showed significantly improved results in all the areas of musical knowledge and convergence, creativity, and communication out of STEAM literacy than the control group with general music lesson. Such results of this study imply that music lesson applying the blended learning-based STEAM education could be usefully used as a teaching/learning method to improve musical knowledge and STEAM literacy of pre-service kindergarten teachers in university education site in the future.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.13-23
• /
• 2021

This study requires SW education that can adapt to the advent of the fourth industrial revolution and the new normal environment of COVID-19 pandemic. Small and powerful smartphones, which have become a necessity in digital society, are designed and applied to create apps with useful apps or artificial intelligence modules that have been trained with data using the App Inventor program as a good teaching tool. After conducting the class in a blended method that combines face-to-face and non-face methods, the survey questioned the technical and cognitive maturity of artificial intelligence and the pros and cons of blended software classes. We also found changes in career orientation, which is intended to explore SW-related talent occupations that require a lot of demand in terms of national development before and after artificial intelligence classes. Significant results were reached in three of the sub-elements. Even in non-face-to-face situations, it is expected that an app vendor software education program using artificial intelligence will be provided to the actual site.

• The Journal of the Korea Contents Association
• /
• v.5 no.6
• /
• pp.309-318
• /
• 2005

Learners show lower cooperation and responsibility at e-Learning(Electronic Learning) than face-to-face learners in class. Accordingly the LMS(Learning Management System) focus on collaborative learning design in order to promote the learner's interaction. In this paper, the Experience Learning Support System with JXTA-based P2P(Peer-to-Peer) architecture is proposed for an effective collaborative learning and a blended learning. It intends learners to develop a self-leading learning ability and a creative problem-solving ability through experience learning object's sharing. The experimental results described that the proposed system was more effective in an enhancing learner's learning ability and a cooperative learning than existing system.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.37-44
• /
• 2021

This study is about a strategy to analyze learning activities in an intelligent learning system. To this end, the conceptual definition of the intelligent learning system and the type of learning using the intelligent learning system were analyzed. The learning types were presented as individual, adaptive, competency-based, and blended learning, and although there are some differences, most of them have similar characteristics. In addition, learning activity analysis is based on data such as mouse clicks, keyboarding, and uploads generated by the system. Through this, basic analysis such as viewing time and number of uploads can be performed. However, more diverse learning analysis is needed for personalization and adaptation. It can judge not only learning attitude and achievement level, but also metacognitive level and creativity level. However, since the level of metacognition includes complex human cognitive activities, the teacher's intervention is required in the judgment of the intelligent learning system.

• The Journal of the Korea Contents Association
• /
• v.7 no.11
• /
• pp.248-257
• /
• 2007

With the advance of information technology, e-learning is widely used. However, due to the lack of human computer interaction, e-mentoring or blended learning are adopted to complement the drawbacks of e-learning these days. One of the common purposes for adopting these tools is to enhance the interaction level by using bbs or blogs based on e-communities. If the cooperative learning contents management tools that share learners' knowledge in e-learning are provided, interactivity and educational effects can be enhanced. In this paper, a tree-based learning contents construction tool and a community-based cooperative learning contents construction tools that can share the learners' knowledge are proposed. Also, we analyze the influencing factors to the learners by using the proposed tools.

• 한국HCI학회:학술대회논문집
• /
• 2007.02b
• /
• pp.489-496
• /
• 2007

u-러닝(u-learning) 체제의 도입은, 다양한 형태의 원격교육을 지원하기 위한 교수-학습 시스템 및 모형을 요구하며, 이에 따라 유무선 인터넷을 이용한 u-러닝 시스템이 지속적으로 개발 적용되어 왔다. 하지만, 현재 운영되고 있는 대부분의 원격교육시스템은 교수자와 학습자간의 지속적인 쌍방향 상호작용 유지의 어려움, 시스템 구축을 위한 경제적 부담, 시스템 운영에 투입되는 교수자의 기술적 소양 부족 등의 문제점을 안고 있다. 이러한 문제점을 해결하기 위해서는 다음 항목에 대한 제고가 필요하다. 첫째, 효율적인 쌍방향 상호작용은 학습자 행동에 대한 지속적인 모니터링 및 피드백, 그리고 교수자의 상시 접속 상태 유지를 전제로 한다. 이는 사이버 교사(cyber tutor)를 이용하는 지능형 학습에 대한 논의로 이어진다. 둘째, 구현될 시스템은 경제성과 재사용성 측면이 고려되어야 하며, 이는 기존의 학교 현장의 인프라를 활용하는 u-러닝 개념의 학습 환경, 즉 이동성 네트워크 구조에 대한 설계가 요구된다. 셋째, 시스템의 직접적인 운영 주체인 일선 교사들의 기술적 소양을 고려할 때, 시스템 구축 및 사용상의 편리성, 학습 진행을 위한 보조적 지원 장치 등이 충분히 전제되어야 한다. 이에 본 연구에서는, 이동성과 내재성의 u-러닝 개념을 포함하고, 지능형 가상 교수자(cyber tutor)에 의한 블랜디드 학습(blended learning)을 도입하며, 사용자의 기술적, 경제적 부담의 제거가 가능한 지능형 u-러닝시스템을 개발하였다. 본 연구에 의해 개발된 시스템은 기존의 네트워크 인프라와 u-러닝의 개념을 통합하는 네트워크 구조, 원격학습을 지원하는 네트워크 화이트보드, 학습 과정의 저장과 해석을 지원하는 스크립트 인터프리터, 학습자 반응에 대한 피드백을 자동 제공할 수 있는 지능형 인터프리터로 구성되었다.

• Research in Community and Public Health Nursing
• /
• v.30 no.1
• /
• pp.57-68
• /
• 2019

Purpose: This study was performed to determine effects of a structure-centered cooperative learning safety education program based on blended learning for elementary school students. Methods: The study is developed in nonequivalent control group non-synchronized design. The subjects included 24 sixth grade students in the experimental group and 23 sixth grade students in the control group, respectively. To prevent diffusion of the experiment, it was carried out from May 20th to June 24th in 2015 with the control group and the other from August 26th to September 30th in 2015 with the experimental group. It was performed on experimental group after the structure-centered cooperative learning safety education program based on blended learning once a week for 6weeks. Data were analyzed by using descriptive statistics, paired t-test and independent t-test. Results: After the intervention, the experimental group showed significant increases in the self-directed learning attitudes and safety behavior compared to the control group except for the academic self-efficacy. Conclusion: The results indicate that the structure-centered cooperative learning safety education program based on blended learning program is effective in safety education for 6th graders.