• 공학교육연구
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• 제22권3호
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• pp.41-48
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• 2019

The purpose of this study is to examine how academic achievement in college math courses differ depending on when the course takes place. As a result, based on years of data analyses on students' academic achievement, it was affirmed that achievement levels differ due to environmental factors despite the diverse efforts of instructors and students. By further analyzing the causes of these differences, this study suggests solutions for improving the different academic achievement levels.

• 한국도서관정보학회지
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• 제28권
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• pp.93-135
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• 1998

The purpose of this study was to compare the effectiveness of programmed instruction versus lecture and discussion method on the knowledge of basic reference sources among undergraduate library and information science students. The hypotheses of the study were: 1. Programmed instruction will be more effective than the lecture/discussion method with regard to academic achievement. 2. There will be a significant difference in learning time between the experimental and the control groups. Seventy-eight library and information science students were participated m the study from the two universities in Chungchong Province. A programmed instruction manual, including 4-types of reference sources-dictionary, encyclopaedia, bibliography, indexes and abstracts, 40-item multiple choice post-test, and a questionnaire for the students' attitude toward programmed instruction were developed specifically for this research. The post-test only control-group design was selected for this experimental study. Students were given instruction on the specific reference titles in dictionary, encyclopedia, bibliography, indexes and abstracts. The control group was instructed by the lecture and discussion method while the experimental group completed a programmed instruction manual by themselves. Both the control and the experimental group were tested right after the instruction of 4-types of reference sources. In addition, a questionnaire asking students' attitude toward programmed instruction was administered to the experimental group. The findings from this study are summarized as follows: 1. The results showed that there were no significant difference in the mean of the post test score between the two groups. Therefore, programmed instruction is viable as an alternative method of instruction in the teaching of reference sources. 2. There was a significant difference in the mean of time spending for the leaning of bibliography, indexes and abstracts between the two groups. Accordingly, programmed instruction proved to be more efficient than the conventional lecture/discussion method in terms of learning time. 3. Students showed positive response to programmed instruction and evaluated it very interesting and challenging. In conclusion, the programmed instruction method was just as effective as the lecture/discussion method in the teaching of reference sources. And students' attitude toward the programmed instruction was favorable enough to secure a continued use of this method for the teaching of reference sources.

• 정보교육학회논문지
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• 제17권4호
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• pp.433-447
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• 2013

본 연구는 실습 중심의 컴퓨터 교양과목에서의 학생들의 학업성취에 영향을 미치는 요인을 발견하기 위한 것이다. 교과목 운영을 통한 교육성과 즉 학생들의 학업성취도를 향상시키기 위해서는 학업성취도에 영향을 미치는 요인들을 분석하고 그 결과를 교육에 반영하여 개선하는 순환 과정이 필요하다. 특히 컴퓨터 실습을 중심으로 하는 실용 교과목은 이론 중심의 과목들과 특성이 다르므로 그 요인에 대한 연구가 요구된다. 본 연구에서는 요인을 발견하기 위한 분석으로 로지스틱 회귀분석과 데이터마이닝 분야의 결정트리 분석을 수행하였다. 실험을 위한 데이터로는 서울소재 S대학의 교양필수과목에서 시행된 MOS 자격증 시험결과를 사용하였다. 로지스틱 회귀분석을 통해서는 담당교수, 수강인원, 수업시간, 그룹(강의기간) 순으로 중요성을 파악할 수 있었다. 데이터마이닝의 의사결정트리 분석을 통해서는 그 외에 학번, 재수강 여부, 강의실 환경의 추가 요인을 발견할 수 있었고, 특히 다양한 요인들이 학업성취에 복합적으로 영향을 미치는 것을 트리 모형을 통해 파악할 수 있었다. 분석 결과의 트리모형을 결과로 제시하였으며, 수식을 제안하여 여러개의 트리 모형으로부터 요인의 중요도를 수치화하여 제시하였다.

• 대한간호학회지
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• 제35권1호
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• pp.65-76
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• 2005

Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.

• 공학교육연구
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• 제15권6호
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• pp.34-42
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• 2012

Problem solving by homework assignment is a process of practicing what were discussed in classrooms and thus is considered as an essential part of learning procedure in engineering education. We introduced the concept of cooperative learning, Student Teams-Achievement Division(STAD), to improve the students' learning efficiency by in-class problem solving. The instructor explained fundamental concepts, and lecture materials were handed out to compensate for the time of in-class team activity. Brief tests were given after every chapter, and team-based additional credits were given for the improvement comparing the average of previous tests of each student. This attempt of modified STAD was evaluated to have brought about a significant improvement in students' academic achievement, in addition to activating classroom atmosphere.

• 디지털산업정보학회논문지
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• 제17권3호
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• pp.121-132
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• 2021

The purpose of this study is to explore ways to improve the quality of real-time video lectures in a non-face-to-face environment using IPA (Importance-Performance Analysis). Recently, due to the impact of COVID-19 in universities, all remote classes are being implemented, so research is needed to raise learner awareness. Accordingly, factor analysis, mean analysis, correspondence analysis, and IPA analysis were performed based on the data of 632 students who responded from March 21 to June 30, 2021 for learners of K University in Chungbuk. First, overall satisfaction was low compared to importance, and the difference in system perception was the largest. Second, the difference in learner perception of real-time video lectures through the IPA matrix showed that the system error and screen cutoff were the largest. Third, the difficulty of lecture content, task and test feedback, etc. are classified. Accordingly, the satisfaction of real-time video lectures in non-face-to-face environments is low, suggesting that school-level support for quality improvement to improve learner satisfaction in non-face-to-face environments and the role of instructors are needed to improve learners' academic achievement.

• Educational Technology International
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• 제15권2호
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• pp.71-88
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• 2014

A variety of studies to predict students' performance have been conducted since educational data such as web-log files traced from Learning Management System (LMS) are increasingly used to analyze students' learning behaviors. However, it is still challenging to predict students' learning achievement in blended learning environment where online and offline learning are combined. In higher education, diverse cases of blended learning can be formed from simple use of LMS for administrative purposes to full usages of functions in LMS for online distance learning class. As a result, a generalized model to predict students' academic success does not fulfill diverse cases of blended learning. This study compares two blended learning classes with each prediction model. The first blended class which involves online discussion-based learning revealed a linear regression model, which explained 70% of the variance in total score through six variables including total log-in time, log-in frequencies, log-in regularities, visits on boards, visits on repositories, and the number of postings. However, the second case, a lecture-based class providing regular basis online lecture notes in Moodle show weaker results from the same linear regression model mainly due to non-linearity of variables. To investigate the non-linear relations between online activities and total score, RF (Random Forest) was utilized. The results indicate that there are different set of important variables for the two distinctive types of blended learning cases. Results suggest that the prediction models and data-mining technique should be based on the considerations of diverse pedagogical characteristics of blended learning classes.

• 만화애니메이션 연구
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• 통권40호
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• pp.443-476
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• 2015

미술 디자인계열 학과를 개설한 대학의 이러닝 강의는 실습중심의 전공 교과목조차 대부분 이론중심 강의로 운영되고 있다. 심지어 완전 사이버교육을 제공하는 사이버대학교들 조차 실습과목에 대한 사이버학습 운영에 많은 어려움과 한계점을 토로하면서 이론위주로 운영하고 있는 상황이다. 많은 사이버대학교들이 이러한 실습교육의 한계를 극복하기 위해 특강형식으로 일정기간 오프라인에서의 실습교육을 진행하고 있어 결과적으로 학습에 있어서 시간적 공간적 제약을 갖게 되는 학생들의 중도탈락 비율이 점차 증가되고 있다. 본 연구는 대학의 이러닝 환경에서 실습이 필요한 과목의 효율적인 이러닝 실습환경을 제공하는 것에 목표를 두고 증강현실 기반의 실습교육이 기존 강의실 기반의 실습교육에 비해 어느 정도의 학업성취도를 이루어 내는지 알아보는 실험을 수행하였다. 연구대상은 2년제 일반대학교 디자인학부 1학년 84명을 선정하였으며, 3개 분반으로 나뉘어진 전공실습 수업 중 1개 분반에서 증강현실 기반 이러닝 수업을, 2개 분반에서는 강의실기반 실습수업을 각 7주간 처치하였다. 본 연구를 통하여 얻은 결과는 첫째, 이러닝 환경에서 증강현실 기반의 실습수업은 강의실 기반 실습수업보다 학업성취도 면에서 더 효과적이었다. 둘째, 학습 흥미도에 있어서는 증강현실기반의 실습이 수업자체에 대한 흥미를 유발하는 것으로 나타냈다. 셋째, 학습몰입에 있어서 증강현실기반의 실습수업 집단이 더 높은 수준의 몰입을 보였다. 본 연구가 실제 대학교육의 정규과정에서 수행되었다는 점을 고려해 볼 때, 이러한 연구결과는 증강현실기반의 전공 실습교육이 기존의 이론중심 이러닝 강의나 이러닝 환경이지만 별도로 강의실에서 실습을 진행했던 대학들의 수업방식을 보완할 수 있는 대안적 수업방법임을 시사한다.

• 공학교육연구
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• 제24권3호
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• pp.21-31
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• 2021

Flipped learning, which involves listening to lectures at home and performing dynamic group-based problem-solving activities in the classroom, is recently evaluated as a learner-centered teaching method, and interest and applications in engineering education are increasing. Therefore, this study aims to provide practical guidelines for successful application through empirical research analysis on the use of flipped learning in domestic engineering education. Through the selection criteria and keyword search, a systematic review of 36 articles was conducted. As a result of the analysis, flipped learning research in engineering education has increased sharply since 2016, focusing on academic journals and reporting its application cases and effects. Most of the research supported that flipped learning was effective not only for learners' learning activities(e.g., academic achievement, satisfaction, engagement, learning-flow, interaction), but also for individualized learning and securing sufficient practice time. It was often used in major classes with 15 to less than 50 students, especially in computer-related major courses. Most of them consisted of watching lecture videos, active learning activities, and lectures by instructors, and showed differences in management strategies for each class type. Based on the analysis results, suggestions for effective flipped learning management in future engineering education were presented.

• 한국컴퓨터정보학회논문지
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• 제13권1호
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• pp.233-241
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• 2008

학습자의 수준을 적은 시간에 크게 높일 수 있는 방법은 강의 내용을 학습자 수준에 맞도록 스스로 조절하는 것이 효과적이다. 그러나 전문대학과 같은 수업 환경은 한 과에 수 개의 반과 각 반에 해당하는 교수와 많은 학생들이 수업을 수강하게 되며 학생들의 수준과 욕구도 매우 다양하다. 따라서 학생들의 다양한 요구에 따른 각 교수들의 강의 내용을 해당 반 학생들 이외의 같은 과목을 수강하는 다른 반 학생들에게 다른 반 교수들의 강의한 학생들의 첨삭지도내용을 볼 수 있다면 학생들이 타 학습자의 내용과 수준을 활용한다면 학업 성취도는 향상될 것이라는 가정 하에 시스템을 만들었다. 또한 학습의 효과를 높이기 위해 유 무선에서 첨삭지도 내용과 결과를 볼 수 있도록 했으며 비용과 시간을 절약하는 방법의 하나로 e-catalog 개념을 활용하였다.