• Title/Summary/Keyword: 학습자 중심

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Learner Centered, Web-Based Integrated Virtual Education System: CyberClass (학습자 중심의 웹 기반 통합 가상교육시스템의 개발)

  • 문석원;박경환
    • Proceedings of the Korea Multimedia Society Conference
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    • 1998.10a
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    • pp.297-302
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    • 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.

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The effect of learner-centered instruction on academic stress: Focusing on the mediating effects of learning motivation and growth beliefs (학습자 중심 교수가 학업스트레스에 미치는 영향: 학습동기와 성장신념의 매개효과를 중심으로)

  • Kim, Jong Baeg;Kim, Jun-Yeop;Lee, Seong-Won
    • (The) Korean Journal of Educational Psychology
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    • v.32 no.1
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    • pp.183-205
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    • 2018
  • This study aims to demonstrate the longitudinal structural relationship between learner-centered instruction, learning motivation, growth beliefs, and academic stress. In particular, this study was carried out to focus on the structural effect of the related variables using data from the 3rd to 5th year of the Gyeonggi Education Panel Study. Results showed that while learner-centered instruction positively predicted both intrinsic and extrinsic motivation of learners, it predicted the former better. In addition, learner-centered instruction influenced academic stress through motivation, both intrinsic and extrinsic motivation were found to increase stress. Further, growth beliefs mediated motivation with learner-centered instruction; specifically, learner-centered instruction influenced learners' positive beliefs about growth, and learners who had growth beliefs had intrinsic motivation. At the same time, external motivation tended to be lower for learners who believed in the possibility of growth. Finally, the perceptions of learner-centered instruction affected academic stress through changes in growth beliefs. However, the other 3 factors (learner-centered instruction, learning motivation, and academic stress) were not statistically significant. In conclusion, learner-centered instruction was able to mitigate academic stress, demonstrating that this relationship is influenced by changes in growth beliefs rather than learning motivation, as previously studied. These results suggest that learners' perceptions and beliefs contribute to not only intrinsic motivation but also academic stress. Furthermore, it is suggested that learners need to change their learning environments in positive ways.

An Analysis on a Teacher's Questioning in the Learner-Centered Mathematics Lessons (학습자 중심의 수학 수업에서 교사의 발문 분석)

  • Park, Man-Goo;Kim, Jin-Ho
    • Journal of the Korean School Mathematics Society
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    • v.9 no.4
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    • pp.425-457
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    • 2006
  • The purpose of this paper was to analyze a teacher's questioning in the learner-centered mathematics lessons and investigate its effects on the construction of learner's knowledge. For this study, it is analysed that the teacher's questioning in the 3 observed learner-centered lessons concerning elementary division topic. The study results showed that the characteristics of the teacher's questioning were respecting of learner's informal mathematical thinking, open-ended questioning for divergent thinking, appropriate questioning at every group, and respecting classroom norm. Teacher's questioning affects the quality of learner's mathematical thinking and his or her attitude toward mathematics.

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A Design of Learner-oriented Item Bank System Considering Type of Content (문제 유형을 고려한 학습자 중심의 문제은행 시스템 설계)

  • Oh, Won-Wook;Kim, Yong-Soo
    • Proceedings of the Korea Information Processing Society Conference
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    • 2009.04a
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    • pp.558-561
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    • 2009
  • 본 논문에서는 웹기반 문제은행의 발전된 모형으로 문제 유형에 따른 학습자의 맞춤형 문제를 제공하는 시스템을 설계하였다. 본 시스템의 최종 목표는 능동적, 자기 주도적 학습을 실현할 수 있는 맞춤형 이러닝을 통해 학습자의 학업 성취도 향상에 있다. 교수자 및 개발자 중심의 이러닝 서비스가 아닌 학습자의 학습 결과에 능동적으로 반영하고 유연한 서비스를 제공하기 위해 문제 유형에 따른 적합한 다음 단계의 문제를 제공함으로써 이러닝의 효율을 극대화 한다. 기존의 고정 출제 또는 무작위 출제 방식에서 탈피하여 개별 학습자의 오답과 문제 유형을 고려하여 문제의 키워드, 선택된 보기의 키워드, 유동적 난이도에 따른 문제 추출 방식을 설계하였다. 이 모델은 보조 학습의 수단으로 문제은행 시스템을 학습자 중심에 근접하여, 융통적이고 효과적으로 개인화된 서비스를 제공한다.

Design and Implementation of an Web-based Stepwise Learning System for Solving of Mathematical Problems oriented by the Learner (웹 기반 학습자 중심의 수학 문제풀이 단계학습 시스템 설계 및 구현)

  • 조우제;이중화;김태석
    • Proceedings of the Korea Multimedia Society Conference
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    • 2002.05d
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    • pp.786-791
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    • 2002
  • 본 논문은 웹 상에서 학습자 중심의 문제풀이 단계학습을 통하여 학습자가 자기 주도적으로 학습할 수학 교과의 학습목표 및 내용, 관련된 학습자료를 탐색하고, 교수자나 다른 학습자와 서로 상호작용을 하여 문제를 해결하기 위한 원격강의 프로그램을 개발하고자 일반적인 멀티미디어 체계적 교수설계 모형을 기초로 웹 기반 코스웨어 설계모형을 제시하고 학습자 중심의 실시간 수학 문제풀이 원격학습 시스템을 구현하였다. 이는 웹 기반의 수학 코스웨어 및 텍스트 모드로 제작 설계되었으며 웹 기반 학습자 중심의 수학 문제풀이 단계학습을 목적으로 한다.

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Effects of Mathematical Instructions Based on Constructivism on Learners' Reasoning Ability - With Focus on the Area of Multiplication for 2nd Graders - (구성주의 수학 수업이 추론능력에 미치는 영향 - 초등학교 2학년 곱셈을 중심으로 -)

  • Jung, Hyunsil;Kim, Jinho
    • Journal of the Korean School Mathematics Society
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    • v.16 no.1
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    • pp.31-61
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    • 2013
  • The purpose of this study is to confirm constructivists' assumption that when a little low level learners are taken in learner-centered instruction based on a constructivism they can also construct knowledge by themselves. To achieve this purpose, the researchers compare the effects of learner-centered instruction based on the constructivism and teacher-centered instruction based on the objective epistemology where second graders learn multiplication facts through the each treatment on learners' reasoning ability and achievement. Some conclusions are drawn from results as follows. First, learner-centered instruction based on a constructivism has significant effect on learners' reasoning ability. Second, learner-centered instruction has slightly positive effect on learners' deductive reasoning ability. Third, learner-centered instruction has more an positive influence on understanding concepts and principles of not-presented mathematical knowledge than teacher-centered instruction when implementing it with a little low level learners.

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Achievement of Students who have Learner-Centered Instruction for Multiplication Units (학습자 중심 수업이 학습자들의 성취도에 미치는 영향 -곱셈단원을 중심으로-)

  • Kim, Jin-Ho;Lee, So-Min;Kim, Sang-Lyong
    • Journal of Elementary Mathematics Education in Korea
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    • v.14 no.1
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    • pp.135-151
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    • 2010
  • The purpose of this study is to investigate the effect of learner-centered instructions using instructional materials which are developed in the light of constructivism and implementing practices of the instruction. According to the result of Recall Test, experimental group and comparing group have not statistically meaningful difference. However, in the result of Generation Tests which include the contents not dealt with during the experiment treatments, the two groups have statistically meaningful difference. It can be drawn from the result that students who take learner-centered instruction are in a good readiness for learning of the contents which will be addressed in future.

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Effect of Mathematics Instruction Based on Constructivism on Learners' Knowledge Generation Level and Reasoning Ability - Focusing on 4th Grade Fraction (구성주의를 반영한 수학 수업이 학생의 지식 생성 수준 및 추론능력에 미치는 영향 - 초등학교 4학년 분수를 중심으로 -)

  • Lee, Eungsuk;Kim, Jinho
    • Education of Primary School Mathematics
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    • v.19 no.1
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    • pp.79-112
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    • 2016
  • The purpose of this research is to find the effects of learner-centered instruction based on constructivism (LCIC) on their knowledge generation level and reasoning ability. To look for them, after fraction units are re-planed for implementing LCIC, instructions using it provide students in a class. From the data, some conclusions can be drawn as follows: LCIC has more positive influence of students on recall ability, generation ability, and reasoning ability than tractional instruction method. With the data it can be said that the interaction exists between learners' reasoning ability and generation level.

The Development of the Web-Based Project Learning System Focusing on the Learner (학습자 중심의 웹 기반 프로젝트 학습 시스템 개발)

  • Lm, Byung-Min;Kim, Hyun-Bae
    • Journal of The Korean Association of Information Education
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    • v.6 no.2
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    • pp.131-140
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    • 2002
  • In this study, we will explain the concept of an organized and collective web based project learning system and suggest a basic structure concentrating on the learners. The web-based project learning system enables learners to use the diverse information on the internet any where, any time. Also the project system aims to go beyond classroom education and achieve learner-focused education with a project based on the students' tastes.

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Analysis on the Effectiveness of Learner-centered Evaluation in Software Education (소프트웨어 교육에서 학습자 중심 평가의 효과 분석)

  • Sung, Jaeho;Ahn, Sung Hun
    • Journal of Creative Information Culture
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    • v.5 no.2
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    • pp.165-171
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    • 2019
  • As the interest in software education grew, the Ministry of Education was also required to provide software education for practical course of grades 5-6. In this study, learner-centered evaluation was applied to software education to analyze its effectiveness. It is hoped that many teachers will apply learner-centered evaluation to software education to become more effective software education in school. In a learner-centered evaluation, students can expect positive effects by actively participating in classes and engaging in active learning activities. Through learner-centered evaluation, we have taken into account the various background variables to see how students' three aspects, creativity, problem-solving ability and information-use ability change, and how learner-centered evaluation affects these abilities in software education. The result of research have shown that in software education, learner-centered evaluations have all had significant effects on creativity, problem-solving ability and information-use ability, as well as the existence of entry/scratch study experience.