• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2000.05a
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• pp.268-273
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• 2000

기존의 웹 기반 학습 평가 시스템은 학습자의 선택 기회가 없는 상태에서 일방적으로 제시된 문제지로 평가하게 되거나, 문제 은행에서 임의로 추출한 문제도 단순히 무작위로나 난이도만을 고려하여 문제지를 구성하였고, 그 결과에 대한 성취도의 분석도 한 문제지에 대한 정오표 또는 점수로 단순하게 제시하기 때문에 학습자의 지속적인 학습 관리가 이루어지지 못하고 있다. 본 논문에서는 문제유형, 과목 및 단원 난이도, 문항 형태, 문항당 배점, 문항당 배당 시간등의 다양한 정보를 가진 유형별 문제 은행을 구축하였다. 학습자는 마치 문제집을 풀고 싶은 유형의 문제를 선택하듯이 문제 은행에서 문제를 자율적으로 구성하여 평가할 수 있는 유형별 문제지나 대학수학능력시험의 기준에 맞추어 자동 구성되는 종합 문제지로 다양하게 평가할 수 있다. 또한, 한문제지에 대한 결과뿐만 아니라 유형별, 월별 성취도 분석을 통하여 평가한 총점에 대한 획득한 점수의 누적 통계를 그래프로 일목요연하게 보여주어 한 학습자에 대한 지속적인 성취도 분석이 가능하도록 구축하였다.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.05a
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• pp.1039-1042
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• 2005

가상학습 시스템에서의 효율적인 평가를 위해 문제 출제 방법 및 문제의 난이도 재조정에 대한 연구가 많이 이루어지고 있다. 온라인상에서의 학습은 학습자 스스로 자신의 학업 성취도에 대한 올바른 진단을 함으로써 다음의 학습 진도 및 방향을 스스로 판단해야 하기 때문에 평가 방법 및 평가 문제가 무엇보다 중요하다고 할 수 있다. 따라서 문제 은행에 문제를 등록하는 시점에서 출제자의 주관적인 판단에 의해 부여되는 문제 난이도의 객관성 입증과 학습자의 학업 성취도를 출제 문제에 반영하는 방법으로서 평가 결과에 따른 문제의 난이도 재조정으로 인한 출제 문제의 신뢰성이 아주 중요한 문제라고 할 수 있다. 이에 본 논문에서는 초기 문제 난이도에 대한 객관성을 최대한 높임과 동시에 보다 실질적인 평가를 위한 문제 출제 방법과 보다 신뢰할 수 있는 학업 성취도를 출제 문제에 반영하는 난이도 재조정 방법을 적용함으로써 보다 효율적이고 객관적으로 문제은행의 문제를 관리할 수 있는 방법을 제시한다.

• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.151-164
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• 2012

The purpose of this study was to examine moderating effect of academic self-efficacy and learning flow between social presence and academic achievement of cyber university students. For this purpose, the 371 students of W cyber university were participated in the web-survey system for two weeks at the end of second semester in 2011. The results of this study through hierarchical multiple regression analysis indicated that social presence significantly predicted on academic achievement. Academic self-efficacy was not significant moderating variable between social presence and academic achievement. And Learning flow was used as a significant moderated variable in the relationships among social presence and academic achievement. Based on these study results, effective management strategies for improving cyber university students' academic achievement were proposed.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.229-238
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• 1999

This study investigated the influences of Vee diagram and regulative metacognitive learning strategies upon 6th-graders' achievement, difficulty toward science lesson, self-efficacy, and learning approach. The Vee diagram and regulative metacognitive learning strategies were modified in a pilot study. Before instruction, an achievement test was administered, and its score was used as a blocking variable. A previous science grade was used as a covariate for post-achievement. Tests of difficulty toward science lesson, self-efficacy, and learning approach were also administered, and the test scores were used as covariates. After instruction, a researcher-made achievement test and post-tests of the above variables were administrated. Two-way ANCOVA results revealed that although there were no significant differences in the achievement test scores, the application subtest scores of the two treatment groups were significantly higher than those of the control group. There were no significant differences in the difficulty toward science lesson and learning approach, but self-efficacy scores for the students with Vee diagram and regulative metacognitive learning strategies were significantly higher than those of the other groups. The perceptions of the students using Vee diagram were also analyzed.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.529-546
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• 2015

The purpose of the present study was to verify the structural relationship among task commitment, self regulation learning ability, parent support, satisfaction and achievement in gifted education. In this study, factors affecting the performance of gifted education are based on Differentiated Model of Gifted and Talent($Gagn{\acute{e}}$, 2004). Participants attended a 182 student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of task commitment, self regulation learning ability and parent support as exogenous variables; and satisfaction and achievement as endogenous variables. The results of this study are as follows: First, task commitment, self regulation learning ability and parent support had significant effects on gifted education's satisfaction. Second, task commitment and parent support had significant effects on gifted education's achievement.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.958-969
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• 2011

The purpose of this study is to investigate relationships among scientific self-efficacy, achievement in science and cognitive self-regulation learning strategy. The subjects were composed of 158 elementary school students. Data of students' self-efficacy related to science and cognitive self-regulation learning strategy measured by questionnaire were analyzed. Science achievement scores were also collected. The results indicated that self-efficacy and cognitive self-regulation learning strategy predicted science scores. The findings showed that cognitive selfregulation learning strategy mediated the relation between self-efficacy and achievement in science. Memory learning strategy, considered a cognitive self-regulation learning strategy, did not mediate the relation between self-efficacy and science scores. The implications of science education to develop students' science achievement in the classroom and the suggestions for future researchers are discussed.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.521-528
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• 2014

To discover an up-to-date way of learning through smart devices, our research studied the impact of Web 2.0 learning environment using smart devices on learner's academic achievement and learning attitude. We performed an experiment during 7 weeks based on elementary school 5th grade Society curriculum and the results were analyzed. Followings are the summary of results: The experimental group obtained higher academic achievement and also showed more improvements in self-directed learning attitude than the control group. Therefore, the usage of smart devices in Web 2.0 environment has positive effects on the academic achievement of students and their self-directed learning attitude within collaborate learning courses.

• The Mathematical Education
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• v.59 no.4
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• pp.373-387
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• 2020

The purpose of this study is to verify the effects of personalized learning platforms applied with machine learning recommendation modules that upgrade recommended algorithms by themselves through learning big data analysis on students' learning time, self-directed learning ability, mathematics achievement, and attitudes toward mathematics, and the correlation between them. According to the study, customized learning affected learning time, self-directed learning ability and mathematics attitude, while learning time affected self-directed learning ability. Self-directed learning ability has had a significant impact on the attitude of mathematics and mathematical achievements. As a result of the mediated effectiveness test, the indirect impact of customized learning on mathematics attitude and mathematics performance was significant through the medium of learning time and self-directed learning ability.

• The Journal of Korean Association of Computer Education
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• v.18 no.4
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• pp.41-53
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• 2015

The purpose of this study is to investigate the effects of centralization on shared mental model, satisfaction and achievement in a web-based collaborative learning. Sixty-eight undergraduate students were randomly assigned to 7 groups and they participated in a 4-week web-based collaborative learning. Three highly centralized teams and three less centralized teams were selected, and analyzed for investigating whether there are meaningful differences in shared mental model, satisfaction and achievement according to the degree of centralization. The results showed that there was no significant difference in shared mental model between the highly and less centralized teams. However, the highly centralized teams showed higher level of satisfaction and achievement than the less centralized teams.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.750-756
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• 2002

The purpose of this study was to examine the effects of a treatment program by types of underachiever developed from "electric voltage and current" section in the 8th grade science textbook. The program for the underachiever who have lack of basic knowledge and needs to learning aimed to improve their achievement and attitude toward science. For this study, 171 8th grade students were sampled and distributed to control and experimental group. Among them, 54 underachievers were identified. The underachievers were defined as science achievement level is below mean and IQ is above 90. The independent variables in this study were teaching method (traditional instruction and developed instruction) and types of underachiever. The dependent variables were students' achievement and attitude toward science. Pretest-posttest control group design was used. The main results of this study were that the treatment program emphasizing learning sheet activities based on LT(Learning Together) model had significant effect for underachievers who have lack of basic knowledge and needs to learning to increase their achievement and attitude toward science.