• The Journal of the Korea Contents Association
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• v.7 no.10
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• pp.59-68
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• 2007

This study examined the analyses of students and teachers' perceptions on learning style in IBL. This study analyzed 386 elementary school (ES) and 627 middle school (MS) students and 130 cyber teachers how they perceived learning styles in IBL. They filled out the 15 items questionnaire about three different learning styles (self-directed preference style, cooperative preference style, and dependent style) in IBL, and were compared their perceptions in terms of students comparisons (ES vs. MS) and students and teachers comparisons. The results showed that the students and teachers preferred the self-directed preference learning style rather than cooperative preference style and dependent styles. However, the teachers judged the students more likely self-directed and dependent style than the students judged themselves. Also, there were statistically significant differences between ES and MS students on the dependent learning style and ES and MS teachers as well. In conclusion, this study suggests the different design and development strategies in IBL contents for ES and MS students preferred teaming styles. Tutoring strategies for cyber teachers should be also developed to understand learners' different loaming styles in IBL.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.51-72
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• 2015

This study aimed to analyze the characteristic of undergraduate students' perception and preference for mathematics. For this purpose, I surveyed 124 undergraduate students' metaphorical expressions about mathematics. I classified the expressions as four categories: a positive form, a negative form, a mixed form, an undecidable form. I investigated the proportion and characteristic of the metaphorical expressions according to the above four categories. Also, I surveyed the students' preference and nonpreference moments for mathematics and categorized them into 6-cases: elementary school, middle school, high school, university, always, and none. In addition, I examined the students' preference and nonpreference reasons for mathematics and classified them according to the 5-factors: grade factor, affective factor, content factor, teacher factor, and other factors. The results of this study as follows: First, the 27% of university students expressed their metaphorical expressions for mathematics as a positive form, 42% as a negative form, and 27% as a mixed form. Also, the preference rate for mathematics was higher as their school years increase and the main reasons of preference were grade and affective factors. The result of nonpreference rate was also higher as their school year increased. Students said that the contents and grade factor were the main factors among the 5-factors.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2005.10a
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• pp.165-174
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• 2005

본 논문에서는 2개의 오프라인 기반의 사이버대학과 2개의 순수 온라인 기반의 사이버대학을 대상으로, 각 대학의 이동성매체 도입의 차이점과 해당 대학의 학습자와, 교수자의 이동성매체를 통한 서비스 요구사항들이 정보제공자와 어떠한 격차를 보이는지에 대한 요구격차분석을 수행하였다. 이를 통해서, 이동성매체 도입에 따른 서비스 요구를 범주화하고 사이버대학의 이동성매체 도입 유형모델을 제시 하였다. 심층면담에 근거한 질적 연구 방법을 통해서, 사이버대학의 이동성매체 도입에 대한 교수-학습자와 정보제공자 간의 서비스 요구를 9가지 범주(컨텐츠 품질, 적시적 인포메이션 서비스, 교수학습자간 커뮤니케이션, 저작권 문제, 서비스 접근성, 서비스이해도, 서비스 선호도, 서비스 표준화, 교수-학습자와 정보제공자간의 컨센서스)로 도출하였다. 또한 인터뷰 결과의 분석을 통해서, 4개의 사이버대학이 중요시 하는 서비스 요구의 범주가 상이한 것을 확인할 수 있었다. 이를 토대로 사이버대학의 이동성매체 도입의 유형을 '요구적극 반영형', '신중도입 검토형', '경쟁적 도입 반영형', '요구소극적 반영형'으로 분석하였다.

• Proceedings of the Korea Contents Association Conference
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• 2005.05a
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• pp.19-30
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• 2005

This study examined student's and teachers' perceptions of learning style on internet-based learning. Many research have studied student's learning style both in traditional learning settings and inter-based learning settings. These studies emphasized that student's learning style is one of the important indicators of establishing learning strategies and expecting positive learning outcomes. However, it has been rare to find the comparative analyses between learners and teachers to see how differently they perceive the learning style on internet-based learning. This study analyzed 386 elementary and 627 middle school students and 130 cyber teachers. They filled out the 15 items questionnaire on internet-based learning style. The results showed that the student's and teachers preferred the self-directed internet learning style rather than cooperative and dependent styles. However, the teachers judged the students more self-directed and dependent style preferred than the students self perception. In conclusion, this study suggests the differentiated teaching-learning design and development strategies on internet learning, especially based on subject matter. Also, there should be advanced tutor strategies considering learners' different learning styles. Finally, many research on internet learning styles should be conducted in various learning areas and learner ages and characteristics.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.491-508
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• 2020

In this study, by measuring and analyzing the motivation of prospective mathematics teachers in learning mathematics, we tried to understand the features of prospective teachers' learning motivation and find the implications of developing expertise in terms of learning motivation. Prior research related to learning motivation identifies the three elements that consist of learning motivation as values, self-efficacy, and interest. Based on these elements, a survey tool was developed to investigate the learning motivation of prospective mathematics teachers. This survey was then carried out for 120 students in the mathematics education department of a local college. In addition, the survey asked what methods prospective teachers would choose for motivating their future students. According to the results of this study, the overall motivation of prospective mathematics teachers differed by grade (academic year) and there were significant differences between grades in self-efficacy and interest factors. In addition, the prospective teachers preferred to use interesting materials rather than inform the value of learning mathematics to induce learning motivation. Therefore, it is necessary to enhance this self-efficacy and interest in learning and to provide various material to strengthen this motivation for learning.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.641-643
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• 2022

COVID-19로 인해 대학 수업 운영에도 많은 변화가 생겼고 현재도 다양한 수업 방식이 시도되고 있다. 특히 컴퓨터 프로그래밍과 같이 실습이 중요한 비중을 차지하는 교과목들은 대면수업이 더 효과적일 것이라고 많은 교수자들이 생각하고 있다. 본 연구진 역시 사전에 그런 인식을 가지고 연구를 진행하게 되었다. 그러나 예상했던 것보다 비 대면이나 혼합 방식의 수업을 선호하는 학생들의 비중이 꽤 컸으며 그 이유도 매우 구체적이고 다양하였다. 본 연구에서는 대면, 비대면, 혼합 방식의 수업을 모두 경험한 컴퓨터공학과 전공 수업 참여 학생들을 대상으로 효과적인 프로그래밍 수업 방식에 관한 설문을 실시하고 그 결과를 분석해보았다. 이 연구의 결과는 post COVID 19의 시대를 살아가면서 COVID 19으로 인해 생긴 대학 수업의 변화와 요구들을 수업 운영에 좀 더 긍정적으로 활용하는 기초가 될 것으로 생각한다.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.141-161
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• 2006

In this study, we classified word problems related to real life presented in elementary mathematics textbooks into five types of context problems(location, story, project, scrap, theme) suggested by Freudenthal(1991), and applied context problems to mathematics class to analyze the influence on students' mathematical belief and attitude. Also, we examined the types of context problems preferred according to academic performance and the reasons of preference within a group experiencing context problems. The results of the study are as follows. First, almost lessons in the mathematics textbook presents word problems related to real life, but the presenting method is inclined to a story type. Also, the problems with a story type are presented fragmentarily. Therefore, although these word problems are familiar to the students, they don't include contextual meanings and cannot induce enough mathematical motives and interests. Second, a lesson using context problems give a positive influence on their mathematics belief and attitude. It is also expected to give a positive influence on students' mathematics learning in the long run. Third, the preferred types of context problems and the reasons of preference are different according to the level of academic performance within the experimental group.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.113-139
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• 2013

The purpose of this study is to provide informations about cause of failures when students solve word problems by analyzing what errors students made in solving word problems and types of error and features of error according to problem solving strategy. The results of this study can be summarized as follows: First, $5^{th}$ grade students preferred the expressions, estimate and verify, finding rules in order when solving word problems. But the majority of students couldn't use simplifying. Second, the types of error encountered according to the problem solving strategy on problem based learning are as follows; In the case of 'expression', the most common error when using expression was the error of question understanding. The second most common was the error of concept principle, followed by the error of solving procedure. In 'estimate and verify' strategy, there was a low proportion of errors and students understood estimate and verify well. When students use 'drawing diagram', they made errors because they misunderstood the problems, made mistakes in calculations and in transforming key-words of data into expressions. In 'making table' strategy, there were a lot of errors in question understanding because students misunderstood the relationship between information. Finally, we suggest that problem solving ability can be developed through an analysis of error types according to the problem strategy and a correct teaching about these error types.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.1
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• pp.140-150
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• 2006

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of clinical nurses. Method: Data were collected from 735 nurses at one university hospital in Seoul. Learning style inventory, a self-report questionnaire was completed by the subjects. Result: Learning styles of nurses were accommodator 35.9%, diverger 30.4%, converger 18.2%, assimilator 15.5%. Learning styles varied significantly with clinical practice area and academic background. Furthermore, RO(reflective observation) learning mode varied significantly according to the clinical practice area. AC(abstractive conceptualization) learning mode varied significantly with job position. AC and AE(active experimentation) learning modes varied significantly according to the academic background and preferred learning method. Preferred learning methods were lecture 24.8%, clinical practice 23.1%, self-directed learning 21.5%, audiovisual education 16.7%, and group discussion 13.9%. Preferred learning methods varied significantly with learning styles and career. Lecture was preferred in diverger and self-directed learning was preferred in assimilator. Clinical practice was preferred in accommodator and converger. Conclusions: This study suggested that clinical education should be applied to nurses after examining learning styles and preferred learning methods. In conclusion, to identify the nurses' learning styles could be helpful for developing the effective educational skill.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.13-22
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• 2007

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of undergraduate nursing students in Korea. Method: Data was collected from 724 nursing students at five universities in Seoul, Busan, Daegu, Daejeon, and Gwangju. Kolb's Learning Style Inventory, a self-report questionnaire was completed. Result: Learning styles of nursing students were diverger 43.5%, accommodator 36.7%, assimilator 10.8%, or converger 9.0% Learning styles were significantly different related to preferred future clinical practice area and grade. Furthermore, active experimentation(AE) learning mode was significantly different by grade. Concrete experience(CE), conceptualization(AC), and active experimentation(AE) learning modes were significantly different preferred future clinical practice area. preferred learning methods were lecture 40.7%, clinical practice 37.2%, self-directed learning 8.7%, laboratory practice 8.0%, and group discussion 5.4%. Preferred learning methods were significantly different by learning styles and grade. Lecture was preferred in diverger and assimilator. Clinical practice was preferred in accommodator and converger. Styles Conclusion: This study suggested that nursing education should be applied to nursing students after examining learning styles and preferred learning methods. In conclusion, nursing educators should help to develop various learning modes for student's balanced learning capabilities.