• Korean Journal of Childcare and Education
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• v.6 no.2
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• pp.83-115
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• 2010

The purpose of this study is to reveal the insights that teachers has learned through developing preschooler's classroom into field-trip-oriented ones with role play areas. The data of this study was collected from participatory observation and in-depth interviews, which included videos, photos, teachers' journal, descriptive questionnaire, and interview records. The whole process of organizing role-play oriented class was composed of four steps: activities before the trip, activities on-the-spot, activities after the trip, and its evaluation. Firstly, activities before the trip were making the lists of questions, deciding children who ask the questions, making rules on the trip, understanding the purpose of the trip. Secondly, on-the-spot activities included having a tour of the place and asking the questions. Thirdly, activities after the trip was constructing the classroom into small real world with various sections. This required the teachers to reflect the field trips, make plans how to construct, prepare for the data, and furnish the classroom with role-play areas. In the process of furnishing the classroom with small real world, the field trips played a big role as the learning opportunities for language development, and keeping public rules.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.8
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• pp.4942-4949
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• 2014

The aim of this study was to discover the effects of learners' perceived roles of a tutor on Problem-Based Learning (PBL) satisfaction. To this end, 100 students who took lessons with PBL in the department of nursing science were recruited and asked to fill out a survey. The data was collected and analyzed using the SPSS WIN 20.0 Program. The results show that there is relevance between the role of 'Stimulating integration of knowledge' and 'PBL satisfaction' among the four kinds of roles of a tutor, and the role of 'Stimulating integration of knowledge' influences on PBL satisfaction.

• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.247-256
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• 2018

The purpose of this study is to examine effects of pre-learning and role learning using video on self-regulated learning of nursing students in fundamental nursing practice education. A nonequivalent control group was designed to conduct a pre-post test for this study. The participants were assigned to the experimental(n=84) or control group(n=76). Data was collected from March to June, 2016. The experimental group received education based on pre-learning and role learning using video for 13 weeks. On the other hand, the control group only received explanation-based education. Data was analyzed using ${\chi}^2-test$, independent t-test, and ANCOVA. There was a significant increase in rehearsal, metacognition, self-efficacy, and help seeking in the experimental group compared to those in the control group. Results of this study indicate that pre-learning and role learning using video were effective in enhancing students' ability in rehearsal, metacognition, self-efficacy, and help seeking sections.

• Proceedings of the Korea Information Processing Society Conference
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• 2023.05a
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• pp.48-50
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• 2023

플립러닝의 핵심 성공요인은 변화된 교수자의 조력자 역할을 통해 학습자가 주도적으로 학습하고 문제를 해결할 수 있도록 유도하는 것이다. 이와 동시에, 공과대학 수업에서는 교수자의 지식전달자 역할과도 균형을 이루어 학습자의 학습내용 이해를 촉진해야 한다. 이에 대한 심층 분석을 위해 교수자 관점의 질적 분석이 진행되고 있는 가운데, 본 연구에서는 학습자의 인식에 기반하여 교수자의 역할을 탐색하였다. A전문대학에서 비대면 환경에서 운영된 공과대학의 플립러닝 기반 수업에서 교수자의 지원 및 역할을 조사한 후 키워드 네트워크 분석을 수행하였다. 연구 결과, '질의응답'과 '설명' 키워드에 대한 분석을 통해 변화하는 조력자로서의 역할이 주효한 동시에 학습내용의 이해도를 향상시키는 전달자로서의 역할도 확인하였으며 이를 바탕으로 제언하였다.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.05a
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• pp.1031-1034
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• 2005

사회생활을 통하여 직면하게 되는 다양한 형태의 문제들을 해결할 수 있는 사고력을 기르는 것은 교육적으로 매우 중요하다. 특히 남과 더불어 문제를 해결하는 능력이 가장 직접적으로 실현되는 사고 혹은 활동 형태는 바로 토론이다. 또한 토론을 통한 학습은 학습자 중심의 교수-학습 활동으로 교사와 학생 간, 학생과 학생 간의 대화를 활성화함으로써 달성하고자 하는 학습 목표를 학생들 스스로 성취 할 수 있는 길을 열어준다는데 교육적 의의가 크다. 본 논문은 기존의 웹 기반 토론 학습의 제약을 극복하는 것에 초점을 맞추어 웹 기반 토론 학습시스템을 설계하였다. 이러한 웹 기반 토론 학습시스템은 첫째, 원활한 토론 학습을 위하여 실시간 및 비실시간 토론 학습을 모두 제공해야 한다. 둘째, 토론 학습의 사회자 역할, 토론자 역할, 방청객 역할을 두어 과제 중심적 역할 유형과 사회성 촉진적 역할을 모두 실현할 수 있어야 한다. 셋째, 사회자중재를 위한 토론중단 및 토론재개 기능과 방청객 질의 응답 시작과 종료기능을 제공하야야 한다. 넷째, 기존의 웹 토론 학습을 위해 이용되는 게시판이나 대화방은 학습자 평가를 위한 기능이 없고 현장 적용에 어려움이 많기 때문에 웹 토론 학습시스템에 학습자들을 평가할 수 있는 자기평가, 동료평가, 교수자 평가 등의 평가 기능을 제공하여야 한다.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.857-879
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• 2015

This study investigated the relationships among middle school students' perceptions on the roles of online tutor, their deep learning, achievement, and overall evaluation of learning experiences in the context of inquiry based online gifted mathematics and science learning. For this purpose, 249 middle school students who took online course were surveyed about their perceptions on the degree to which their tutor performed the roles as an online tutor. The students were also asked about the activities which indicate deep learning approaches and overall course experiences such as the level of satisfaction, understanding and engagement in the course. The regression analyses were conducted to examine the relationships of students' perceptions on the roles of online tutor, deep learning, achievement, and overall course experiences. The results first showed that the roles of online tutor which affects students' deep learning approach such as high-order learning, integrative learning, reflective learning were the role as a subject matter and evaluation expert. Among the sub variables of deep learning approach the variable that was related to students' overall achievement was the use of high-order learning strategy. Second, the achievement in inquiry task was related to the role of tutor as a guide of learning process and method. Third, students' overall course evaluations such as the level of satisfaction, understanding and engagement were not related to any role of tutor.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.745-752
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• 2023

This study aims to improve the quality of classes by analyzing the role and learning achievement of instructors in programming subjects for non-major students. In order to improve the quality of university education, universities provide various programs to strengthen the teaching capacity of instructors. Ultimately, in order to improve the quality of classes, instructors increase student participation in classes, respond sincerely to students' inquiries, and provide feedback that can assist students in various situations that occur during class and learning, thereby improving class satisfaction and achievement. should try to improve. In this paper, based on the teaching method, learning achievement, and teacher role satisfaction survey conducted in the liberal arts programming course of K University, we study the influence of the teacher's role on the quality improvement of the class. Examine the relationship with satisfaction.

• Journal of Digital Convergence
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• v.10 no.4
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• pp.323-331
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• 2012

Cell division in biological education is an important and unintelligible unit. Most of students have no interest in learning the content, and don't concentrate on it because cell division unit contains relatively difficult content. In this vein, during considering the effective learning methods, the researcher found role-play as the method for student's positive access to important and unintelligent learning content. Effect of role-play on their learning achievement of science was analysed through the Chapter of cell division on 3rd grade of middle school students. For this study three levels of middle school students were selected from the school located in Seoul. And divided this students into experiment group and control group by 2 classes respectively. Before putting into practice this instruction, there took into account the before and after of students' learning achievement and their learning attitude by using same questionnaire. On the other hand, the researcher put into practice co-variate analysis by using SPSS statistical package as the measurement method.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.358-369
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• 2022

The purpose of this study is to verify the anthropomorphic design factors of pedagogical agents that can enhance user experience in learning foreign languages (English) through smartphones. In this study, when designing a pedagogical agent that delivers content, the presence or absence of the agent's image, the degree of human nature (HN), and role setting (leader vs. companion) among the anthropomorphic factors that influence facilitating learning, credibility, and engagement perception. As a result of the experiment, HN alone did not show a facilitating learning effect, and images and roles improved not only the facilitating learning effect but also other user experience factors. When HN factors were designed in combination with image and role factors, they were effective in overall user experience effects such as facilitating learning, credibility, and engagement.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.74-82
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• 2004

컴퓨터 소양 교육은 학교가 안게 된 하나의 새로운 과제가 되었다. 이러한 컴퓨터 소양 교육은 그 교과 내용 자체의 특수성으로 인하여 학습자간의 준비도의 편차가 심하다. 준비도 격차가 큰 학습 내용에 대한 교사와 학습자의 부담감을 줄이기 위해 동료 교수법을 적용해 보았다. 동료 교수법이란 선행 학습자가 후행 학습자를 도와주고, 후행 학습자 역시 선수 학습자를 조력하는 역할을 하는 방법이다. 동료 교수 학습의 기본적인 과정은 '짝 정하기', '역할 정하기', '과제 제시 및 수행', '역할 바꾸기', '피드백'의 순이다. 동료 교수에 적합한 단원을 선정하여 학교재량활동 시간에 지도함으로써 컴퓨터 소양 능력 이외에도 사회성과 책임감, 의사 소통능력, 목표 의식 등에 전반적인 향상이 있을 것으로 기대한다.