• The Journal of the Korea Contents Association
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• v.7 no.10
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• pp.59-68
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• 2007

This study examined the analyses of students and teachers' perceptions on learning style in IBL. This study analyzed 386 elementary school (ES) and 627 middle school (MS) students and 130 cyber teachers how they perceived learning styles in IBL. They filled out the 15 items questionnaire about three different learning styles (self-directed preference style, cooperative preference style, and dependent style) in IBL, and were compared their perceptions in terms of students comparisons (ES vs. MS) and students and teachers comparisons. The results showed that the students and teachers preferred the self-directed preference learning style rather than cooperative preference style and dependent styles. However, the teachers judged the students more likely self-directed and dependent style than the students judged themselves. Also, there were statistically significant differences between ES and MS students on the dependent learning style and ES and MS teachers as well. In conclusion, this study suggests the different design and development strategies in IBL contents for ES and MS students preferred teaming styles. Tutoring strategies for cyber teachers should be also developed to understand learners' different loaming styles in IBL.

• Journal of the Korea Convergence Society
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• v.11 no.2
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• pp.241-252
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• 2020

The purpose of this research is to study the effect of soldiers' self-development during military service on returning university students' self-directed learning and job preparation Behavior. The object of this study are 323 students among second, third and fourth graders of about 15 universities' nationalwide by online stratified clusterrandom sampling. SPSS 25.0 program was used for data analysis and factor analysis, frequency analysis, independent t-test, one way ANOVA, multiple regression analysis were done. The rusult are as follows :First, self-directed learning and job preparation behavior according to personal characters have meaningful differences in university location, grade, degree of self-development during military service, degree of self-development during military service, self-development during military service, e-learning study during military service, gaining credits during military service, gaining national licence during military service and receiving money for self-development during military service. Second, The experience of self-development during military service has meanigful difference in returnig university students' self-directed learning and job preparation behavior.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.07a
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• pp.219-222
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• 2013

본 논문에서는 스크래치2.0을 활용한 초등정보영재의 프로그래밍 교육 방안을 제안하고자 한다. 스크래치는 블록을 쌓는 것만으로 프로그래밍이 가능하기 때문에 프로그래밍을 처음 접하는 초등정보영재 학생의 프로그래밍 교육과정으로 적합하다. 또한 2.0으로 버전업되면서 스크립트 보기(See inside)나 리믹스(Remix)기능이 추가되어 프로그램의 공유 및 협업이 더 용이하여졌다. 따라서 이러한 스크래치2.0의 기능을 사용한다면 학습자에게 필요한 협업 및 의사소통 능력을 기르게 하는데 적합하다고 할 수 있다. 또한 영재학생들은 학습자 스스로 목표를 정하고 계획을 능동적으로 수행해나갈 때 높은 성과를 보이는 특성이 있다. 따라서 자기 주도적 학습 모형을 영재학생들에게 사용한다면 더 효과적이다. 이에 본 연구에서는 스크래치 2.0을 활용하여 Treffinger의 자기 주도적 학습모형을 적용한 프로그래밍 교육 방안을 제안하였다. 추후에 초, 중, 고 영재기관 연계를 위한 프로그래밍 교육위계에 대한 연구가 필요하다.

• 대한지구과학교육학회:학술대회논문집
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• 2010.08a
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• pp.34-35
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• 2010

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.7
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• pp.4621-4631
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• 2015

The purpose of this study is to find the grounds for nursing students and teaching professors to confirm the importance of planning and preparing academic careers according to proper time management by determining the learning style exactly for themselves. For this purpose we investigated the learning style and time management behavior of the nursing student in university. The data was collected for 1 months from Nov. 1 to Dec. 2, 2013 in four universities which located in D city and C province. The research tool were used to measure of the learning style, time management behavior and self-directed learning. The participants were 246 nursing students at university who understand the purpose of study and agree to answer it. The data was analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation, stepwise regression using the IBMSPSS/WIN 19.0 program. The result of this study was that the predicting factors for self-directed learning were time management behavior(${\beta}=.629$, p<.001) and adjustment to university life(${\beta}=.153$, p<.001). The variables explained the self-directed learning by 51.4%. This study shows that professors have to encourage students to realize the importance of effective time management for planning, performing and evaluating the academic career for themselves and take into account the related programs about self-directed learning.

• The Journal of the Korea Contents Association
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• v.9 no.7
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• pp.402-410
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• 2009

A lot of learning systems are applying self-directed learning to increase learner's learning effect. But most of this methods are hardly applied to fit the construction of learning contents considering learner's characteristics or it was processing the learning course without learner's choice. In this research, we proposed the recommendation method that can support the learning contents as calculate learner's preference contents based on learning history information when learner design the learning course. In the result, we chose test learner group and was able to know to generally increase average score of each learner after test between existing method and proposal one.

• Journal of Advanced Navigation Technology
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• v.13 no.2
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• pp.296-301
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• 2009

In the self-directed learning, learner can construct learning course. But it is very difficult for learner to construct learning course with understanding the various learning contents's characteristics. This research proposed the method to support to learner the information of learning contents type to fit the learner as calculate the learner's learning preference when learner construct the learning course. The calculating method of learning preference used preference vector value of topic map. To apply this method, we tested 20 learning sampling group and presented that this method help to learner to construct learning course as getting the high average degree of learning satisfaction.

• 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.

• Proceedings of the Korean Information Science Society Conference
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• 2000.04b
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• pp.711-713
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• 2000

본 논문은 멀티미디어의 특성을 활용하여 초등학교 5학년의 음악과 전 영역을 멀티미디어 CAI로 설계하고 구현함으로써 음악에 대한 기초개념과 악곡에 대한 이해와 관심을높이고 학습자에 대한 개별학습과 교수-학습의 효율성을 높이고자 하였다. 이에 따라서 멀티미디어 CAI에 관한 이론을 탐색하고 CAI의 설계원리 및 교과의 특성을 고려하여 Hannafin와 Peck이 제안한 코스웨어 설계모형을 모델로 하였다. 설계모델에 따라 교육과정을 분석하여 멀티미디어 적용요소를 추출하였으며 저작환경에 적합한 스토리보드 형식을 작성하였다. CAI 코스웨어 설계모형에 준거하여 객체지향적이고 상호대화적인 접근을 가능하도록 멀티미디어 디렉터를 도구로 사용하였다. 본 CAI 프로그램은 멀티미디어(Text, Image, Graphic, animation, sound)를 활용하여 주의집중과 동기유발을 높혔고 특히 가창, 기악, 창작, 감상, 이론적 내용, 형성평가의 모든 음악적 영역을 교육과정의 내용에 일치시켜 충실한 교수-학습이 이루어지게 하여 모든 교사의 현장수업에 대한 부담감을 감소시켰다.

• The Journal of Korean Association of Computer Education
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• v.14 no.2
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• pp.13-22
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• 2011

The importance of algorithm education has been emphasized for creative problem-solving capability. Especially, algorithm teaching materials related with mathematics and science are under development to enhance logical thinking. However, there are not enough teaching-learning models applicable in the field of education. Therefore, this paper proposed a teaching-learning model for effective algorithm education. The teaching-learning model reflects two characteristics : an algorithm learning process is spiral, and algorithm education is based on logical thinking. Furthermore, a survey was conducted for students' satisfaction, and the result was a mixed teaching-learning model with PBL, SDL, and peer tutoring. Based on the proposed model, examples of classes for mathematics and science are suggested to show the feasibility of effective algorithm education.