• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.171-177
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• 2021

This study examined how the use of learning apps in Zoom-based classes affects learners' English achievement and assessed the efficiency of app use in Zoom-based English classes. The study utilized the English Central (EC) app to induce learners to actively participate in zoom-based classes. To assess the app's efficiency, two rounds of achievement tests and an open-ended questionnaire were administered. The two tests showed that Zoom-based EC app utilization classes positively affected learners' English achievement and the questionnaire revealed that the learners were highly satisfied with using the EC app in Zoom-based classes. The participants praised this approach for "complementing insufficient class content" and facilitating "immediate feedback" (on the EC app), "English practice," and "real-time communication and sharing of opinions" (on Zoom-based classes), describing it as "not boring" and "4 skill training in English." Instructors should strive to efficiently use such new teaching tools in the evolving environment of the untact era.

• Journal of Convergence for Information Technology
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• v.8 no.4
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• pp.247-253
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• 2018

This study was designed to analyze the difference in attendance and academic achievement based on spatio-temporal data relate to e-Learning patterns of university e-Learning learners. This study collected e-Learning data from 68 e-Learning classes, 13,611 learners during 3 years. Collected data were analyzed by t-test and two-way ANOVA. Major study findings were as follows. Firstly, e-Learning learners in school received higher than those of learners outside school both in attendance and academic achievement, while that academic achievement showed statistical significance. Secondly, the attendance and academic achievement by the day was in the order of e-Learning learners mainly in the morning, those in the afternoon and those at night, in addition there was statistical significance. Lastly e-Learning learners in the weekdays appeared higher than those of learners in the weekends both in attendance and academic achievement, also both of them showed statistical significance.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.97-106
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• 2004

Recently, the demand for the customized courseware which is required from the learners is increased. Therefore the needs of the efficient and automated education agents in the web-based instruction are recognized. In this paper we propose a multi-agent system for course scheduling of learner-oriented using weakness analysis algorithm. At first proposed system analyze learner's result of evaluation and calculates learning accomplishment. From this accomplishment the multi-agent schedules the suitable course for the learner. The learner achieves an active and complete learning from the repeated and suitable course.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.11b
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• pp.733-736
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• 2002

최근 정보화 시대에 맞추어 교육부에서 제시한 새학교 문화 창조의 일환으로 교육 현장에서는 학습자의 전인적인 특성을 고려해서 평가할 수 있는 수행평가를 실시하고 있다. 하지만, 기존의 학습 평가는 학습자의 학습 수준에 따른 개별화 학습을 하기가 어려워 학습자의 학업 성취도에 따른 학습방향을 제시하기 곤란하고 교사와 학습자의 수업의 질 개선에 어려움이 많다. 따라서, 본 논문에서는 이러한 문제점들을 해결하기 위해서, 학습자가 작성하거나 만든 작품집이나 서류철 등을 이용하여 평가를 실시하는 포트폴리오 평가를 시간과 공간의 제약을 받지 않는 웹기반에서 가능하게 하는 웹 기반 수행평가 시스템을 설계하고 구현한다.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.15-24
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• 2014

It has been reported that programming education has a positive effect on 'improvement of problem solving skills' within the domain of information subject. Improvement of problem solving skills through education programming was confirmed through various variables, such as gender and programming method. This study aims to investigate the proper programming method of each learner by dividing the characteristics of learners according to their characteristics. To achieve our goal, we chose 62 S high school students enrolled in a programming class as the subjects of our study. The results of this study conveyed that project preference and gender can affect the achievement of the individual, whereas programming experience can affect the achievement of the team. This study provides suggestions of how to pursue a programming class according to learner characteristics as well as indicate which characteristics we should take into account.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.11-27
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• 2008

Though web-based learning is known to be effective for computer aided practical class, it lacks in cooperative human feedback and self-adjustment. This paper presented the effects of blended learning that was based on web-based learning for learning by level and blended with peer tutoring for reducing the differentials of scholastic achievements between the students. For experimental purpose, high school students were divided into two groups and web-based EXCEL tutoring tool was developed and applied to both groups in advance. After this learning, we applied the web-based learning for comparative group as before and peer tutoring for experimental group respectively, Performance result evaluated by SPSS showed that the Blended Learning has affirmative effect in scholastic achievements. Especially, students under the medium level of experimental group could narrow the gap to the high level students in its group and this eventually improved the overall achievements of experimental group with blended learning.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.297-306
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• 2000

The purpose of this study was to examine the relationship among an achievement, a meaningful learning orientation and a reasoning ability. 149 third grade middle school students were tested. The achievement test was designed to measure students' interrelated understanding of genetics. A modified LPQ(Learning Process Questionnaires) was used to measure students' meaningful learning orientation. Students' reasoning ability were identified by the short version GALT(Group Assessment of Logical Thinking). Correlations between different variables were examined. Regression analyses were conducted to examine the predictive influence of meaningful learning orientation and reasoning ability on the achievement of students. And ANCOVA was used to identify the interaction of these variables on students' achievement. Students did not understand well enough the concepts of genetics. Meaningful learning orientation indicated a significant gender difference. Girls tend to do more meaningful learning than boys(p<.05). Many students(48.76%) were at the transitional cognitive level. Results of correlations indicated that students' attainment of meaningful understanding was significantly and positively related with a meaningful learning orientation and a reasoning ability. But there was no significant correlation between students' meaningful learning orientation and reasoning ability. Regression analyses indicated that learning orientation and reasoning ability were able to predict the achievement of students. They predicted better on solving genetics problem than understanding genetics problem. Results of ANCOVA showed that the test scores of genetics were significantly different according to not only learning orientation levels but also cognitive levels. But, there was no interaction between learning orientation and cognitive levels. Within the transitional and formal cognitive level, the meaningful learners performed significantly better than the rote learners on the test of genetics.

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.67-84
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• 2010

The purpose of the research is to assure the effect of learner-centered instruction driven from the constructivism. The school in participation of the research is one of them called "achievement increase intensive school". Quasi-experimental design is applied for the research. Some conclusions were drawn from the research. Experimental group' achievements of both "learned contents" and "none learned contents" were more superior than ones gained from comparative group with statistically significant difference. The results implied that learner-centered instruction is effective for students who have low achievements from standards tests.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.61-70
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• 1998

This study investigated the effects of grouping (group composition) in cooperative learning strategy upon students' achievement, the attitude toward science instruction, the perception of learning environment, and the self-esteem. Three different groups were used in this study. For the two treatment groups with cooperative learning strategies, High-Medium-Low ability grouping (HML) and High-Low I Medium-Medium ability grouping (HL/MM) were used. For the control group, traditional instruction was used. Before the instructions, the short-version Group Assessment of Logical Thinking, the test of attitudes toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered, and their scores were used as covariates. Mid-term examination score was used as a blocking variable. After the instructions, a researcher-made achievement test consisting of three subtests (knowledge, understanding, and application), the test of attitude toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered. The ANCOVA results revealed that there were significant interactions between the instruction and the level of prior achievement although there were no significant differences in all subtest scores of the achievement test. The high-level students in the HL/MM cooperative group performed better than those in the control group and the HML cooperative group. The low-level students in the HL/MM cooperative group also performed better in the subtest of knowledge than those in the other groups. However, the medium-level students in the HML cooperative group scored better than those in the control group and the HL/MM cooperative group. Significant main effect was also found in the perception of learning environment but not in the attitude toward science instruction and self-esteem. The cooperative groups, regardless of grouping, exhibited more positive perception than the control group.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.59-65
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• 2019

The purpose of this study is to investigate the effects of the learning environment on the learning achievement of the learners and to improve the learning achievement of the learners while accepting the fact that it is difficult to change the class environment in which the middle and large group. Among the learner's positive and cognitive factors, we examined the factors that can classify learners into homogeneous groups in programming learning. The difficulty level of the learning contents influenced factors that classify the homogeneous group, and the factors were analyzed by dividing the intermediate difficulty and the final achievement. In addition, we examined the factors that affect the difference between two grades in order to analyze factors affecting steady learning regardless of difficulty level. It was found that the learners' personal motivation influenced the learning achievement of easy learning contents, and the performance self - efficacy had influence on the learning achievement and achievement of difficult learning contents.