• Journal of Internet Computing and Services
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• v.11 no.2
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• pp.165-172
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• 2010

In Web-based learning systems, the techniques, as self-regulated learning, self-directed learning, are used to improve the effect of learner's study. These techniques are methods considering learner's study level but to consider the learner's study ability properly, the tailored course for learner should be applied. In this research, the learning system considering learner's study ability was proposed. To decide a learner's study ability, IRT(Item Response Theory) was applied and learning contents and question items were developed and applied by the degree of difficulty.

• The Journal of the Korea Contents Association
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• v.9 no.7
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• pp.371-378
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• 2009

A lot of learning systems are applying and verify evaluating the item difficulty to increase learner's learning effect. But most of this methods ware calculated the item difficulty when it analyze the learning result before or after learning. So, it is hard to support learning contents with changing item difficulty during learning to learner. In this research, we proposed the method that system can support learning contents to next learning to fit leaner's level immediately as apply to calculate item difficulty during the proceed learning. Through this method, learner could supported learning contents by calculated difficulty through pre-test and it caused this method was helped learner to increase learning effect.

• Science of Emotion and Sensibility
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• v.15 no.1
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• pp.47-56
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• 2012

The purpose of this study is to test the effect of pedagogical agent realism and expertise on persona effect. There were two perspectives of the pedagogical agents' social interaction. Self-identification hypothesis argues that complexity of agent image is better to increase social interaction. Subjective identification insists that simplified image is more helpful to facilitate social interaction. However, from the cognitive load theory perspective, learners' expertise can be a major factor to determine persona effect. Sixty-eight college students (male=19 and female=49) participated. The independent variables were the degree of realism of pedagogical agent (detailed vs. simplified image) and the expertise (high prior knowledge group vs. low prior knowledge group). The dependant variables were comprehension test and the agent persona instrument (API). There was no significant difference in comprehension test score; however, there were significant interaction effect on the most constructs of API: 1) facilitating of learning, 2) credible, and 3) human-like. The follow-up analysis of simple main effect revealed that high expertise group showed significantly higher perception of the three construct with high realism of pedagogical agent. The results of study show that learners' expertise plays a key role of perception of persona effect.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.141-161
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• 2009

Mathematical Communication ability can be more developed through sharing thoughts with others. Therefore when we instruct students in math, it is very important for teachers to provide them with opportunity to communicate mathematically. So this study provided open-ended problems in small-group collaborative learning. And we analyzed students' mathematical communication focused on the student's level of understanding. Furthermore, to improve students' mathematical communication ability, this study tries to attract the factors that we should consider the exact date for inserting the open-ended problems into a course of math and the student's level of understanding for selecting suitable open-ended problems.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.71-81
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• 2013

This study was executed to give a help in planning and implementing online learning. For this purpose this study investigated the effect of contents presentation types, levels and metacognition on concept map composition and learning process in online learning. Learning contents types were two, meaning-centered or context-centered. Contents levels were divided into two; basic or deficient. Metacognition was divided into two levels according to the scores of scale. Results showed that meaning-centered type(M=45.00, SE=1.97) got better scores in concept map than context-centered(M=34.71, SE=1.98), Presentation levels and metacognition had no significant influence on concept map. There were interaction effect(F=.002, p>.05) between presentation levels and metacogntion levels. The upper group in metacognition got higher score in deficient types whereas the lower group got higher score in basic type. In online learning process, learner's metacognition was an important factor to complement the contents' defect and lack.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.553-560
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• 2022

The research of course-embedded learning evaluation method, which can be used to measure the competency of learners by evaluation of learning outcomes, has been performed for competency-based education in the university. In this paper, we propose an learning evaluation and adaptive feedback model based on learning outcomes, learning subjects, learning concepts graph, and an evaluation matrix. Firstly, we define the layered learning outcomes, a graph of learning subjects and concepts, and two association matric. Secondly, we define algorithms to calculate the level of learning achievement and the learning feedback to learners. We applied the proposed method to a specific course, "Java Programing", to validate the effectiveness of our method. The experimental results show that our proposed method can be useful to measure the learning achievement of learners and provide adaptive feedbacks to them.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.04a
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• pp.1437-1440
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• 2011

현재 학교수업에서 학습자간 학습 능력의 차이를 해결하기위해 개별 학습과 수준별 학습을 이용한다. 그러나 수업시간 중에 수준별, 개별학습을 진행하기에는 어려움이 따른다. 이에 해결방법으로 동료 지도학습 방법, 웹기반 개별지도 학습방법 등이 적용되고 있으나 이 또한 동료끼리의 열등감 문제, 즉각적 피드백 부족 등으로 많은 문제점들이 발생하고 있다. 따라서 본 연구에서는 효율적인 동료지도학습 방법을 적용하는 방법으로 SNS를 기반으로한 학습지원시스템을 제안한다. 본 시스템을 적용함으로써 기존의 동료지도학습 방법에서의 시.공간적인 제약 문제를 해결하였고, 개별학습과 수준별 학습이 가능하며, 자기주도적 학습이 효과적으로 이루어질 수 있다. 또한, 누구나 학습자와 교수자의 입장이 될 수 있으므로 동료끼리의 열등감 문제를 해결할 수 있다. 교수자로서의 역할 경험은 자아성취감을 고취시켜 학습의 흥미도를 높일 수 있다.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.11-19
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• 2011

The purpose of this study was to identify learning strategies by learning style of first-year engineering students in order to find implications for teaching and learning strategies in engineering education. This study was conducted with 273 first-year students in two universities in Korea. Following were the results: First, there were Sensing learners(72.2%), Visual learners(84.6%), Reflective learners(64.8%), and Sequential learners(58.2%) and the level of learning strategies was 3.28(SD=0.38). Secondly, the finding revealed that there was only significant difference in learning strategies on Information processing dimension and Active students demonstrated higher level of learning strategies than Reflective students. To be more specific, there were significant differences in cognitive, meta-cognitive, and internal and external management. For engineering education, implications for teaching strategies in classroom and self-regulated learning strategies were discussed.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.108-113
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• 2007

온라인 학습 환경을 효율적으로 구성하는 것은 학습자의 학습 성공을 촉진할 뿐만 아니라 학습과정의 이해에 절대적으로 필요한 일이다. 만일 학습자와 교수자가 효율적으로 교류하면 학습자가 느끼는 심리적 거리감은 상당히 최소화될 수 있을 것이다. 이 연구는 학습자들의 온라인 학습에서 교류적 거리의 구조 지각은 성별에 따라 달라지는가를 알아보고 온라인 환경에서의 수업만족도, 지속성, 학업성취도에 가장 큰 영향을 미치는 구조의 하위영역이 무엇인지를 밝혀 학습자들의 학습효과를 체계적으로 높일 수 있는 온라인 환경의 요소를 탐색하는데 있다. 설문을 통해 수집된 자료는 연구 목적에 따라 다양한 분석을 실시하였다. 이 연구 결과 학습자의 일반적 특성인 성별에 따른 교류적 거리의 구조 지각수준은 의의있는 차이가 없었다(p>.05). 교류적 거리의 구조 지각수준과 학습자가 지각하는 수업만족도간에 의의있는 상관이 있었으며, 학습자의 학습 지속성과도 통계적으로 의의있는 상관이 있는 것으로 나타났다. 그러나 학업성취도와 교류적 거리의 구조 지각수준 간에는 유의의한 차이가 발견되지 않았다(p>.05). 교류적 거리의 구조 하위영역 중 수업만족도에 대한 영향력이 큰 하위영역은 과정 상호 작용이며, 학습 지속성에 대한 영향력이 큰 하위영역은 내용 구성요인으로 나타났다.

• Journal of Science Education
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• v.34 no.1
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• pp.124-139
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• 2010

The purpose of this study was to develop and apply a framework for progression in the professional development and learning of secondary science teachers' teaching practice. The progression in the professional development was modified Pilhee Woo's framework(2010), and in the learning was developed by the researchers. The former included 6 elements and 36 aspects. The progression of each aspect was composed of five level criteria. The content validity is 96.4% and the reliability is .96. The latter was composed of another five level criteria. The content validity is 96.0% and the reliability is .95. Internet-online test and the questionnaire were administered to 203 secondary science teachers who were selected by convenience sampling. The mean level of the progression in the professional development and learning were 2.21 and 2.95. ANOVA, t-test and correlation analysis were conducted to compare differences by the characteristics of teachers. The level of the progression in the professional development and learning was significant difference according to almost all of teachers' characteristics. The level of the progression in the professional development was significantly correlated with the level of the progression in the learning.