• Fashion, Industry and Education
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• v.14 no.1
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• pp.40-49
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• 2016

This study examined students' perceived importance of the benefits derived from an international multi-course collaborative (IMCC) project and how these perceptions impact students' extrinsic and intrinsic motivations for using the project Facebook (i.e., perceived usefulness and enjoyment), attitude toward the project, and intent to participate in future IMCC projects. The data were collected from 96 students who participated in the IMCC project and were enrolled in four different fashion merchandising courses in two different countries, the U.S. and South Korea. This study found that perceived enjoyment of the project Facebook influenced attitude toward the project and intent to participate in future IMCC projects. Perceived usefulness and enjoyment were predicted by the perceived importance of cultural understanding and feedback exchange among international group members. Attitude was influenced by the perceived importance of networking through the IMCC project, while intent to participate in future IMCC projects was predicted by perceived importance of cultural understanding and networking through the IMCC project. This study provides educators in the related disciplines insights about how to incorporate social network sites into course curricula to motivate students' project participation and learning.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.215-230
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• 2006

In this paper, we performed research about the successful and unsuccessful factors for college math education. In addition, on the basis of the results from the comparative study on the Korean/foreign students' attitude toward the role of computers in math study, we tried to find out the ways to reflect the results on college math education. As the ways to improve college math education we propose that the professors should emphasize the significance of math and explain the successful and unsuccessful factors for math learning during the initial period of each semester. Furthermore, the professors should recognize the importance of computers in math study and ask for the university authority's support to provide necessary softwares and establish computer labs.

• Journal of the Korea Society of Computer and Information
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• v.23 no.2
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• pp.117-123
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• 2018

This article is to investigate the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as they can encourage students to take active part in the classes to some extent. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, and commercial) and produce the video contents using a mobile phone for presentation made at the end of a semester. In the sense that the students are allowed to do video-based mobile phone projects, they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze students' responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introduction of a better mobile phone-based project classes.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.563-585
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• 2010

The major goals of this study are to find the factors that enhance self-directed math learning in college math classes and to provide the students with the opportunities to check and develop their self-directed math learning attitude. For these research goals, we prepared the questionnaires that asked about their learning motivations, basic learning ability, self-discipline strategies, and self-directed learning strategies. Another purpose of the questionnaires was to give them the chances to check and improve their attitude toward those learning strategies, motivation and ability. From the research results, we find that the important factors for self-directed learning are internal & external motivations, concentration ability, and the goal-setting and plan-making abilities. In addition, concentration ability, good habit, stress-control, recognition of math value, and self-directing ability are found to be necessary for the desirable learning environment. On the other hand, we find that the ability to perform note-taking, class preparation and review, time-control, and test-control is required for the selection and practice of self-fitting learning strategies. Finally, we provided our own self-directed math learning model. Our model, containing the necessary factors for self-directed math learning, is the revised and modified one of Knowles(1975)'s 5 stage self-directed learning model that comprises diagnosis of learning desire, setting learning goals, grasping human&material resources, selection and practice of proper learning strategies, and evaluation of learning results.

• English Language & Literature Teaching
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• v.13 no.2
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• pp.91-108
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• 2007

This study investigates learners' perception on their engagement in rating activities in the EFL essay-writing context. The current study aims to address the answers to the following research questions: 1) What attitude do students show about their participation in the rating tasks? and 2) which of three aspects (e.g. the degree of rating experience, the exposure to English composition instruction and learning, and proficiency level) significantly influences learners' rating activities? 104 EFL learners participated in the rater training session. After participants finished rater training session, they rated three sample essays and peer essays using the given scoring guide. Based on the analysis of survey responses that students made, students showed positive attitude toward their engagement in rating tasks. For research question 2, only L2 writing proficiency seriously affected students' perception on the rating tasks. Advanced level of subjects did not feel stressed by a grade of peers as low level of subjects did. They were also critical about the benefits of self- and peer-assessment, suggesting that a peer's feedback on their own essay was not so useful and that a self-rating does not fully help learners identify their writing proficiency.

• Journal of the Korea Convergence Society
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• v.12 no.7
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• pp.133-142
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• 2021

This study aims to expand the effect of online education into the aspect of active exploration and sharing of class-related issues by learners. Based on theoretical discussions, Two types of motivation (personal and social) to explore issues, engagement, attitude toward issue content, and eWOM model were verified. As a result of the study, it was found that the impact of personal and social motivations that online education has on engagement on specific issues, and the positive(+) influence on attitudes toward issue content and word of mouth intentions on SNS, considering engagement as a parameter. In this study, the role of engagement in inducing the next learning by oneself was confirmed, and it can be seen that social and personal motives for issues and class content should be utilized to increase engagement.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.203-215
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• 2019

The purpose of this study is to clarify the roles of laboratory work in school. Twenty-one literatures were identified about roles of laboratory work in school by applying criteria such as published in CI level journals or used as a reference over 100 times during 1960-2017. Twenty-one literatures were reviewed according to periods such as 1960-1989, 1990-2003, and 2004-2017, and identified the roles of laboratory work in school that commonly presented in more than two literature. Seven roles of laboratory work in school identified were as follows (a) learning scientific knowledge, (b) enhancing attitude toward science, (c) learning scientific inquiry methods, (d) acquiring skills to use specific laboratory instruments, (e) enhancing scientific attitude, (f) understanding the nature of science(NOS), and (g) providing opportunity to experience natural or scientific phenomena. The results of this study can be used to provide school teachers and students a clear meaning of the roles of laboratory work in school.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.85-108
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• 2009

The purposes of the study were to develop instructional materials based on Freudenthal's guided reinvention principle for teaching proofs and to investigate how the teaching method based on guided reinvention principle affects on 8th grade students' ability to write proofs and learning attitude toward proofs. Teaching based on guided reinvention principle placed emphasis on providing students opportunities to make a mathematical statement and prove the statement by themselves throughout various activities such as exploring, conjecturing, and testing the conjectures. The study found that students who studied proving with instructional materials developed by guided reinvention principle showed statistically higher mean scores on the posttest than students who studied by a traditional teaching method depending onteacher's explanation. Especially, on the posttest item which requested to prove a whole statement without presenting a picture corresponding to the statement, a big difference among students' responses was found. Many more students in the traditional group did not provide any response on the item. According to the results of the questionnaire regarding students' learning attitudes, the group who studied proving by guided reinvention principle indicated relatively more positive attitudes toward learning proofs than the counterparts.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.407-428
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• 2013

The purpose of this research is to develop an effective teaching-learning model and suggest efficient methods for improving the learning abilities in mathematics of the students of engineering college. For this purpose, we examined their learning styles and learning attitudes toward Mathematics, which are important factors in teaching-learning process, and analyzed the relation between them. As a result, we found that participants had a disposition of being dependent and highly participating, so we made an effort to develop a teaching-learning model which can make the students active and highly involved in. After applying the developed teaching-learning model to Engineering Mathematics class for one semester, we conducted survey of the participants' responses. In conclusion, we found that this model is very helpful for Engineering students to utilize a self-directed learning by diagnosing and adjusting their learning process in Meta-cognitive way. Also, it is confirmed that this model has a considerable influence in which students can actively participate in class and have positive attitude to Mathematics learning.

• Journal of the Korea Convergence Society
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• v.8 no.6
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• pp.209-218
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• 2017

Flipped Learning is being suggested which is well known as a teaching method which lets students learn the contents they will learn in advance through the advance online video and have a discussion through the team interaction in the main class for them to solve the assignment through the cooperation in a self-initiated way. Therefore, this study was intended to confirm if the flipped learning class could improve the students' learning ability and raising the interest in math by complementing the problem on the lecture-type class by applying the flipped learning class to the college basic math subject. As a result, in the unit test result, the average score of the experimental group was more than 20 higher than one of the control group indicating that Flipped Learning had a great effect on improving the learning ability, and as for the introspection journal analysis, many subjects from the experimental group showed the positive attitude toward math they felt difficult unlike ones from control group indicating that it was effective in improving the interest level.