• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.7 no.7
• /
• pp.1491-1497
• /
• 2003

The improvement of abilities of utilizing information as well as the education of information is coming to the fore as a really significant matter for students living in knowledge and information-oriented society of the 21st century. In this respect, this study aims to develop a teaching and learning model for technical high school students who need mon desire and comprehensive faculty of their learning and to testify its efficiency by relating their abilities of using in with their curriculum. We propose a teaching and learning model, LT&T, which lets the students have academic interests and perform continuously learning activities by helping students themselves to find their achievements of learning and their learning ability. The LT&T teaching and learning model, proposed in this paper, is developed by combining LT and Tournaments, and it enhances individual several intellectual powers, and also activates the academic interests to increase the effects of learning. After we had a class using the LT and the LT&T, we conducted a sample survey of which results show that learning effects of LT&T is better than that of LT by students of more 80%.

• Proceedings of The KACE
• /
• 2017.08a
• /
• pp.227-230
• /
• 2017

전 세계적으로 과학, 기술, 공학, 예술, 수학이 융합된 STEAM교육이 강조되고 있는 가운데 우리나라도 STEAM교육의 효율성을 높여줄 수 있는 콘텐츠에 대한 관심과 적용이 늘어가고 있다. 본 논문은 "공업입지론" 내용을 바탕으로 개발된 에듀테인먼트 콘텐츠의 교육적 효과를 향상시키고자 분석 피드백 기능을 강화하였다. 강화된 분석 피드백 기능은 첫째, 학습자가 공장 선택 조건과 각 공장의 장점 확인, 둘째, 상품의 운송조건 제시, 셋째, 학습 결과에 대한 분석이다. 이에 학습자가 콘텐츠를 통해 학습하는 과정에서 분석 피드백을 제공 받아 학습에 대한 이해도 등 교육적 효과를 향상 시키고자 한다.

• Journal of The Korean Association For Science Education
• /
• v.21 no.2
• /
• pp.264-278
• /
• 2001

The purpose of this study was to develop the web based instruction(WBI) program, to examine its effects on the science achievement, the attitude toward science, and students' perceptions on the WBI learning. The WBI program on the content of oceanography unit in Earth Science for high schools was developed using Namo 4.0, JAVA-script, Flash 4, Video Capture of SnagIt, Animation Shop graphic tools. The treatment group consisted of students who participated in the WBI program developed in this study, and the control group consisted of students who participated in the module instruction using self-learning materials. The results from this study were as follows: First, the scores of science achievement of WBI group were significantly higher than those of module group. There was not interaction effect of treatment and students' learning ability. Second, there were no significant difference in the scores of the attitude towards science learning between WBI group and module group, and there was not interaction effect of treatment and students' learning ability. Third, in the perception questionnaire of WBI learning, many students showed the WBI learning were good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• Journal of the Korea Convergence Society
• /
• v.10 no.12
• /
• pp.503-510
• /
• 2019

This study aimed to analyze the effects of nursing students' learning motivation, learning attitude and academic self-efficacy on their application of reflective journal with teaching feedback. For this retrospective comparative study data from 190 undergraduate students in the health assessment skills course from 2018 to 2019. The collected data were analyzed by chi-square test, independent t-test, Ancova. After writing reflection journal with teaching feedback showed significant difference in learning motivation(t=2.10, p=.037) and learning attitude (t= 4.54, p=.034) compared to writing reflection journal without teaching feedback. However, no significant difference was found between reflection journal with teaching feedback and reflection journal without teaching feedback. These results suggest writing reflection with teaching feedback is an effective strategy for improving learning motivation and learning attitude.

• The Journal of the Korea Contents Association
• /
• v.5 no.5
• /
• pp.273-280
• /
• 2005

Teaching-learning activities in a school class is influenced by the development of a information science in the 21 century. Recently, the instruction in a school class use a multimedia teaching-learning contents chiefly. A great number of teachers don't recognize a foundation of the effects on teaching-learning contents utilizing multimedia. In this paper, I propose to analyze and verify the foundation of effects on cognitive psychology of multimedia teaching-learning contents. The principal method of this study is to synthesize and analyze researches of scholars or literature study largely. In this paper, the foundations of effects on multimedia teaching-learning contents are following: the dual encoding of information process, the skill on direction and speed-regulation of learning, and the others educational strength. The theoretical conviction in multimedia teaching-learning contents is operated as the confidence of education contents & media utilized by teachers and learners, and is anticipated as the growth of the quantitative and qualitative learning activities.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2004.11a
• /
• pp.493-496
• /
• 2004

본 연구에서는 신경망 학습의 중요한 평가 척도로써 고려될 수 있는 일반화 성능과 학습속도를 개선시키기 위한 방안으로써 초기 가중값과 학습률과 같은 주요 인자들을 이용한 신경망 학습 영향을 살펴본다. 특히 초기 가중값과 학습률을 고정시킨 후 새롭게 조정된 계수들을 점차적으로 변화시키는 새로운 인자 결합방법을 이용하여 신경망 학습량과 학습속도를 비교해 보고 계수조정을 통한 개선된 학습 영향을 살펴본다. 그리고 단순한 예제를 이용한 실증분석을 통하여 신경망 모형의 일반화 성능과 학습 속도 개선을 위한 각 인자들의 개별 효과와 결합 효과를 살펴보고 그 개선 방안을 제시한다.

• The Journal of the Korea Contents Association
• /
• v.11 no.2
• /
• pp.487-494
• /
• 2011

This paper is to investigate the efficacy of cyber education by self-assessment strategy. Self-assessment strategy contains self-monitoring function and self-control function. 202 students of online university attended and analyzed with frequency, correlation, t-test, Paired t-test. The major findings were as follows. The learners who experienced self-assessment in the initial stage of class had higher changes in social distance to the mentally disabled people positively than the learners who didn't experienced that. This self-assessment strategy can be assumed that it is effective strategy to improve e-learning efficacy and it will contribute to self-directed education for enhancement of on-line education.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2012.01a
• /
• pp.153-157
• /
• 2012

이 연구는 자기조절학습전략 활용 과제기반언어학습을 영어수업에 적용한 후 학업성취도와 영어 학습태도 차원에서 그 효과성을 규명하고자 하였다. 먼저 학습자의 능동적인 학습과정을 도울 수 있는 자기조절학습전략 활용 과제기반언어 교수 학습 모형을 도출하였다. 이어서 초등영어 5학년 정규교육과정운영 틀에서 자기조절학습전략 활용 과제기반언어학습 수업을 설계하고 실제 적용하였다. 연구결과 첫째, 자기조절학습전략 활용 과제기반언어학습은 학업성취 상위, 중위, 하위 집단에 따른 학업성취도 변화에 대한 분석 결과 학업성취 상위집단과 하위집단 간에 유의미한 차이를 보였다. 둘째, 자기조절학습전략 활용 과제기반언 어학습은 영어에 대한 자아개념, 영어에 대한 태도, 영어에 대한 학습 습관으로 정의된 영어 학습태도의 모든 영역에서 유의미한 차이가 있었다. 자기조절학습전략 활용 과제기반언어학습은 학습자 중심 교육이라는 초등영어교육 추세를 고려할 때 교육현장에 유용하므로 자기조절학습력과 실제적 의사소통능력에 초점을 둔 보다 다양한 교수설계 연구가 요청된다.

• The Journal of the Korea Contents Association
• /
• v.14 no.3
• /
• pp.490-499
• /
• 2014

This research was conducted to verify the moderating effect of gender, which impacts learning strategy, negative emotions, and influence that university life adjustment of undergraduates has on academic achievement. Therefore, this survey was conducted on learning strategy and negative emotion in February, targeting 654 freshmen of a university in Seoul on their academic and social adaptation and grades which has been measured and analyzed three months later at the end of the term. The moderating effect according to genders was analyzed through hierarchical regression analyses, and diagram was presented after conducting the simple gradient verification as a post analysis on interactive effect. As a result of analysis, although learning strategy and academic adaptation was appeared to be significantly affecting grades regardless of gender, the impact of negative emotions on academic achievement were significant only to females, and the impact of social adaptation on academic achievement was significant only to males, which enabled the researchers to confirm the regulation effects on different genders. The implications and proposal for a follow-up study about learning strategy, emotion, and adaptation based on the research resulted in the discussion of academic achievement in university.

• The Journal of Korean Association of Computer Education
• /
• v.19 no.2
• /
• pp.21-29
• /
• 2016

The introduction of educational programming language has changed programming learning environment to learn programming through various learning activities. We need to analyze how effective these learning activities could be in programming learning. We performed a meta analysis of the programming learning effects according to 8 types of learning activities. The 44 studies were collected from 1993 to 2015 for the meta analysis. The study data of 77 were extracted among 44 studies through several steps. The major results were as follows. The effect size of cognitive domain was shown to be mid-level with .595 and the effect size of affective domain was shown to be mid-level with .594. We analysed according to learning activities. The effect size were no significant difference between learning activities in the cognitive domain. But simulation, animation and mathematical activities was shown to be more consistent results and mid-level effect size. Although the effect size were no significant difference, the homogeneity was shown to be high in the affective domain. The implications were suggested from research findings. First, it is desirable that learners learn programming according to various learning activity themes. Second, instructors should pay attention to simulation, animation and mathmatics activities. Third, researchers need research to find another factors for effective learning.