• 한국정보교육학회:학술대회논문집
• /
• 2004.01a
• /
• pp.478-485
• /
• 2004

정보통신기술(ICT : Information and Communication Technology)은 멀티미디어 정보를 교실에 실시간으로 제공함으로써 교실 수업에 매우 다양한 방식으로 응용이 가능하게 되었다. 특히, 국가 주도하고 있는 ICT활용 교육은 교사 중심의 전통적 수업보다 학습자 중심의 수업을 가능하게 할 것으로 기대되고 있다. 이에 따라 교사들은 ICT활용 능력을 갖추고 이를 수업에 적용할 수 있는 지적, 경험적 노력을 필요로 한다. 본 연구는 현장에서 연수를 통하여 이루어지고 있는 ICT활용 교수-학습 과정안 개발을 예비 교원까지 확대하여 이들의 능력을 계발하고 전문성을 제고하고자 하였다. 이를 통하여 교원양성기판의 교육과정에 ICT 활용교육방법의 도입 및 활용을 촉진하고, 교수-학습 방법의 개선 및 교육의 질을 제고하는데 목적이 있다.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.6
• /
• pp.33-39
• /
• 2009

Abstract characteristic of algorithm may disturb improving learners' motivation and learning. Therefore, a design of teaching and learning method requires to minimize the learner's intrinsic cognitive load and to maximize the learning motivation. We developed an algorithm learning program by playing to enhance learning motivation and achievement for vocational high school students. And then, we implemented the developed program in vocational high school classes and analysed the educational effects of the developed program. We found that the developed program was helpful in enhancing learners' learning motivation and achievement level. It means that doing the activities, such as playing games, helps learners to acquire an algorithm concept that has abstract nature and is difficult to understand.

• Proceedings of the Korea Multimedia Society Conference
• /
• 2003.11b
• /
• pp.827-830
• /
• 2003

인터넷의 등장과 통신기술의 발달로 인해 여러 분야에서 원격 교육이 이루어지고 있다. 이러한 결과로 인해 다양한 멀티미디어 기술을 활용한 컨덴츠의 저작이 일반화되고 있다. 이러한 컨텐츠는 전통적인 교실 수업과 같은 학습 효과를 얻기 위해 상호작용 적인 멀티미디어 컨텐츠를 도입하는 노력을 기울이고 있지만 아직 기능상에 많은 제약이 있다. 원격 교육을 위한 강의를 작성하기 위해서 강의자는 관련 프로그래밍 기술 등을 익혀야 하므로 상당한 관련 지식이 요구되어 가상강좌를 개설하기가 어려운 실정이다. 본 논문은 이러한 어려움을 해결하기 위하여 강의자와 학생의 학습을 효과적으로 지원하는 가상 강의 저작도구를 설계 및 구현함으로써 프로그래밍 지식이 없는 초보자도 윈도우 기반의 메뉴방식으로 정보 입력을 통해 교수의 강의와 학생의 학습을 효과적으로 지원하는 가상 강의 구축이 이루어 질 수 있도록 JVM(Java Virtual Machine)환경에서의 강의저작 및 재생 시스템 구현에 관한 논문이다. 이 시스템은 교수 강의 저작 도구를 구현하고, 수강생 개개의 학습이 가능하도록 저작된 강의를 재생함을 목적으로 하고있다.

• Journal of Digital Contents Society
• /
• v.1 no.1
• /
• pp.77-88
• /
• 2000

Leading educational paradigm based on Constructivism drives for many changes in the field of education. It causes the shift from instructor-based to learner-based learning, and cooperative teaming amongst the learners. Multi User Game (MUG) which is a network-based cooperative game is popular among many college students. MUG is known to provide positive and creative activities encouraging learners to participate, reform and produce new knowledge and skills. Thus, it has potential as an effective learning tool. In this study, however, we have designed a prototype of Cooperative MUG Game for elementary students to learn within networked environment to play while learning new knowledge and skills. The elementary students will interact with the other students through chatting while playing MUG.

• Proceedings of the Korea Multimedia Society Conference
• /
• 1998.10a
• /
• pp.297-302
• /
• 1998

본 논문에서는 월드와이드웹에 기반한 학습자 중심의 통합 가상교육시스템 CyberClass를 설계하고 구현한 방법을 소개한다. 기존의 가상교육시스템은 학습자 중심의 상호작용 유형을 분석하여 이에 따른 적당한 상호작용 모델을 제시하지 않고 기능면에서의 사용도구 및 방법만을 제시함으로써 각 기능들이 자연스럽게 통합되지 못하였다. 따라서 전통적인 교육 방식인 강의실 수업에 참여한 학습자들이 가지는 현장감이나 친밀감에서 오는 커다란 교육적 이득을 제공하지 못하였다. 본 논문에서 개발한 가상교육시스템 CyberClass는 학습자 중심의 상호작용유형을 분석하고 이를 기반으로 상호작용모델을 제시한다. 그리고 제시된 모델에 기반하여 학습자와 교수, 학습자와 학습자 나아가 학습자와 가상교육시스템간의 상호작용에 기반한 시스템을 설계하였다. 따라서 학습자의 상호작용 모델에 기반함으로써 학습 참여도나 학습 능률의 향상을 기대할 수 있다. CyberClass는 학습자 중심의 상호작용을 위해 비동기공유 기공과 동기고유 기능을 모두 지원한다. 이들의 공유 기능들은 유기적으로 결합하고 직관적인 학습자 인터페이스를 제공함으로써 학습자에게 기능의 다양성에 따른 학습의 부담을 줄이고 자연스런 학습과정이 유도되도록 하였다.

• Proceedings of the CALSEC Conference
• /
• 2003.09a
• /
• pp.336-341
• /
• 2003

1.연구배경 사회환경이 변화하고 정보통신기술 인프라가 성장함에 따라, 전통적 교수학습 방법에서 e-러닝, 사이버, 교육, 온라인 교육 등으로 불리는 디지털 기반 교육으로 패러다임의 전환이 이루어지고 있으며, 우리나라의 경우 초고속 인터넷망이 잘 구축되어 교육훈련 목적의 콘텐츠 및 학습과정을 효과적으로 전달할 토대를 갖추고 있다.(중략)

• The Journal of Korean Association of Computer Education
• /
• v.17 no.4
• /
• pp.45-57
• /
• 2014

Many studies on algorithm judging system which verifies the correctness and the time efficiency of your program have been underway recently, most of which are on an online judging system focused on programming contests. However this study is mainly about development and application of the judging system based on client-server. Especially, we designed to promote metacognition and motivation which are emphasized in CRESST model, and implemented the total system that consists of the problem, data set, validation program, and user service environments. We applied our system to elementary, middle, and high school students, and We noticed a significant difference of average score between the experimental and control group in posttest and concluded that the teaching method using our system gave the bigger positive effects on programming learning.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.5
• /
• pp.1-11
• /
• 2006

This study aims at identifying what effect ARCS model based instruction and cognitive style have on learning motivation and achievement in computer education. In order to accomplish this goal. 70 high school students were randomly allocated into the experiment group and the control group. And each group was divided into field-independent group and field-dependent group. The results were as follows. First, post test of learning motivation among four groups showed that mean differences were statistical significant. Especially 'ARCS model based instruction-field independent group got higher score than 'traditional instruction field dependent' group. Second, post test of learning achievement showed no significant mean difference among four group. The result of the pre and post test difference analysis showed that the change scores of means were significantly different.

• Journal of the Korean School Mathematics Society
• /
• v.8 no.3
• /
• pp.411-422
• /
• 2005

Along with the continual debate relating to the use of technology, especially since LOGO in 1980, technology has always been the issue to the society of mathematics education about what is the role of technology in teaching and learning, how it can facilitate for the better understanding of learners, especially what we can do more with it comparing to the traditional teaching and learning environments. Here I propose a way of using technology[GSP] for creative exploration, which makes it possible to extend our knowledge that leads to new discovery.

• Journal of The Korean Association For Science Education
• /
• v.40 no.5
• /
• pp.451-462
• /
• 2020

According to the online learning environment, learning activities using mobile technology have emerged as a major concern. The features of mobile technology show potential supporting the emergence of learners' agencies in science education. In this study, 22 research literature on mobile activities in science teaching and learning published in Korea from 2011 to April 2020 were selected. First, the framework of Suarez et al. (2018) was revised and the types of mobile activities were categorized and investigated. Second, the emergence of agencies was examined in the context of science teaching and learning. And also, the relevance of mobile activity types ('Access to content', 'Data collection', 'Peer-to-peer communication', 'Contextual support') to support learners' agency dimension ('goals', 'content', 'action', 'strategy', 'reflection', 'monitoring') was analyzed. The first analysis show that science teaching and learning through mobile activities are changing from traditional to student-centered. Through these activities, students become more involved in learning and get the opportunity to become agents of learning. As a result of the second analysis, it has been confirmed that the emergence of learners' agencies has been supported and strengthened through mobile activities. Whereas, it needs to look upon the relationship between learners' agency and mobile activities in the overall context of science class. This consideration led to implications for the use of mobile technology in future science education and the transition to student-centered education.