• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.177-191
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• 2013

This study compared the difference of learning style, self-regulated learning, learning flow, analyzed the learning style impact on self-regulated learning and learning flow between gifted and normal student. The subjects of this study were 118 sixth grade gifted students and 124 general students who showed academic achievement of the same level. According to the results of this study, gifted elementary children had more than the general independent, competitive, participatory learning style and they used personal, behavioral and environmental self-regulation strategies more often. Also they had a higher degree of learning flow than the general. Both gifted and general students, the more independent and participatory learning style, the more increased self-regulated learning and learning flow. And the more used self-regulated learning, the more increased learning flow. The learning flow of the gifted children was higher the more independent, the more participatory, the more used behavioral and personal self-regulated learning strategies. The learning flow of the general elementary children was higher the more participatory, the more used environmental and personal self-regulated learning strategies.

• 대한공업교육학회지
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• v.31 no.1
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• pp.110-128
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• 2006

This study investigates the relationship between self-regulated learning ability, learning style and the degree of learning participation in on-line learning. After a four-year university course was constructed in an on-line learning environment and open on-line courses for a semester, in order to recognize the degree of learning participation, an analysis of system log files and notification of the number of bulletins were performed. The result indicates that self-regulated learning ability has a static correlation with the degree of learning participation, and that learning style is not statistically meaningful. Also, the relationship between self-regulated learning ability and learning style was not statistically meaningful. As to the learning style, researchers expected most students would be convergent, but 63.4 per cent of students (52 students) displayed dispersion. In conclusion, when on-line learning is designed, a proper self-regulated learning strategy will help better learning achievement.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.59-68
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• 2015

The purpose of this study is to analyze the learner's characteristics, and relationship between learning styles and achievements in online programming learning environment. For the analysis, after performing the inspection of learning styles of Grasha-Reichmann for 104 middle and high school students, online programming learning were performed for 12 weeks. First, according to learner's variable, boy was higher than girls in dependent learning style. Middle school student higher than high school student in competitive and avoid learning styles. Independent and participant learning styles show a significant difference in achievement level. Analysis of the relationship between learning styles and achievements show that independent(r=.253, p<.01) and participant(r=.303, p<.01) have the positive correlations. As a result, independent and participant learning styles are confirmed to be related with achievements. In addition, we analyzed each learning style characteristics by writing survey of the impression of the learners by main learning styles, through which we could derive teaching and learning strategies for the online programming by learning styles.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.171-191
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• 2022

The purpose of this study is to explore inductively learning effects of virtual field trips(VFTs) programs developed by elementary school students under the theme of minerals and rocks, focusing on learning in virtual geological components. Ten students attending 'H' elementary school in the metropolitan area voluntarily participated. In order to develop a virtual field trips programs, pre-actual outdoor geological field trips were conducted and virtual field trips programs were developed. In this process, written data of students observing, all video recording and voice recording materials of the course in which students participated, VR development data, and post-interview data were collected. Data were inductively analyzed focusing on four areas(cognitive, psychological, geography, and technical components) of learning in virtual geological field trips. As a result, there were positive learning effects for students in four areas. This study revealed that the study participants were not just participants in virtual learning, but rather developed classes for virtual field trips programs, which had significant results in terms of authentic inquiry.

• Journal of Korea Society of Industrial Information Systems
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• v.25 no.4
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• pp.83-100
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• 2020

In this study, the researcher intends to examine the influence of the class factors of universities for computer accounting education upon learning ability and learning performance, with the current students or the graduates from the universities in Busan and Gyeongnam regions. The findings of this study could be summarized as follows: First, the hypothesis on the influence of the self-efficacy of the students upon class commitment and motivation to participate in learning was supported. Second, commitment and motivation had a significant impact on class performance, while the satisfaction with the class had not an impact on motivation.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.265-266
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• 2021

COVID-19로 인한 외부환경요인의 변화는 2020학년도 1학기부터 대학교육시스템에 큰 변화를 일으켰다. 초기에는 비대면으로 변화된 수업 환경에서 필요한 수업 방법으로 전환하는 데 급급하였다면 비대면 상황이 지속되면서 대면 학습의 실재감을 제공하고 학습효과를 높이는 구체적인 요인 파악과 수업 적용이 필요하게 되었다. 본 연구에서는 비대면으로 이루어지는 컴퓨터공학 분야의 대표적인 실습기반 교과목인 프로그래밍 수업에서 대면 수업의 실재감을 제공하기 위해 강의동영상 수업과 실시간 수업을 활용하여 수업주제 맞춤형 비대면 혼합형 수업 방법을 적용한 후 설문 조사를 통해 혼합형 수업에서 학습자의 참여수준(태도)가 대면수업 수준의 실재감에 미치는 영향을 조사·분석하였다. 이를 통해 비대면 수업에서는 비대면 환경에서 학습자의 상호작용을 위한 수업 참여 수준(태도)가 대면 수준으로 학습효과를 높이는데 가장 큰 영향을 미친 것으로 조사·분석하였다.

• Journal of Industrial Convergence
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• v.21 no.4
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• pp.73-80
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• 2023

This study aims to explore college students' perception for offline class using the online platform Padlet as a tool in liberal arts class during the COVID-19 lockdown. Thirty seven students participated in the study, and quantitative and qualitative methods were used. The statistical results and analysis for open-ended questions are as follows; Firstly, the participants showed satisfaction as the highest variable followed by learning effect, then motivation but participation rated the lowest(p< .001). Secondly, there was statistical significance except participation depending on gender(p< .001). Female students felt higher satisfaction, learning effect, and motivation than male students. Thirdly, there was statistical significance between freshmen and senior depending on grade(p< .001). Freshmen felt higher satisfaction, participation, learning effect, and motivation than seniors. Fourthly, qualitative analysis showed participants felt positive about using Padlet as a education tool in offline class. Finally, the pedagogical implication and suggestions were discussed.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.814-825
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• 2021

This study is the result of the operation of Project-Based Leaning (PBL) conducted at S Women's University's Teaching and Learning Center. This study investigated the learning outcomes and learning satisfaction of participating learners. The questionnaire for this study consisted of a total of 28 questions on learning strategies (peer learning strategies, critical review strategies, elaboration strategies, super cognitive, and online project activities) and learning satisfaction. For the survey, 300 students (first semester: 210 students, second semester: 90 students) participated in the 2020 project-based learning. As for the pre and post questionnaire results, the average of the post questionnaires of the first and second semesters was higher than pre-questionnaires result. After taking project-based learning in the first and second semesters, the average of learning strategy and learning satisfaction improved. It was confirmed that the project activities are helpful in learning activities and increase participation in class. Based on this, it implies that in-depth PBL research in a non-face-to-face learning environment should be continued.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.813-824
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• 2021

To improve educational performance by analyzing the learning trends of adult learners of Open High Schools, various algorithm models using artificial intelligence were designed and performance was evaluated by applying them to real data. We analyzed Log data of 115 adult learners in the cyber education system of Open High Schools. Most adult learners of Open High Schools learned more than recommended learning time, but at the end of the semester, the actual learning time was significantly reduced compared to the recommended learning time. In the second half of learning, the participation rate of VODs, formation assessments, and learning activities also decreased. Therefore, in order to improve educational performance, learning time should be supported to continue in the second half. In the latter half, we developed an artificial intelligence algorithm models using Tensorflow to predict learning time by data they started taking the course. As a result, when using CNN(Convolutional Neural Network) model to predict single or multiple outputs, the mean-absolute-error is lowest compared to other models.

• Proceedings of the Korean Society of Computer Information Conference
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• 2015.01a
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• pp.295-296
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• 2015

본 연구에서는 컴퓨터 프로그래밍 정규 수업과 병행하여 운영된 수준별 맞춤형 프로그램에 참여한 학습자들의 프로그래밍 능력 향상을 평가하고자 한다. 수준별 맞춤형 프로그램으로 수준별 전공스터디와 피어 튜터링 프로그램을 운영하고, 참여 학생들이 별도 학습을 통해 얼마나 실력 향상이 되었는지 평가하기 위해 프로그램 참여자들과 비참여자들의 상대적인 성적 변화를 분석한다. 나아가 참여 학생들이 졸업 후의 취업률과 취업 분야 그리고 고용상태도 분석함으로써 학생들의 실력 향상이 원하는 분야로의 취업에 얼마나 기여했는지도 분석해본다.