• Educational Technology International
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• v.10 no.1
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• pp.137-155
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• 2009

The purpose of this research is to develop Blended-TBL(Team Based Learning) model that emphasizes the active participation and teamwork of students in on-off blended learning environment, and apply it into the college course and explore whether self-regulated learning between one group pretest and posttest is different. For this, this research investigated the concept and the characteristics of Team Based Learning, and developed the Blended-TBL Model to apply it into the college course, and finally prove effects of Blended-TBL model on self-regulated learning using Motivated Strategies for Learning Questionnaire (MSLQ). The participants in this study were 57 college students. They participated in on-off blended-TBL course for 15weeks. Participants followed the content grounded and the problem solving steps in collaborative team-based learning. This research practiced a quantitative research to find out the statistical difference of the self-regulated learning between pretest and posttest using SPSS. The result revealed that Blended-TBL students improved self-regulated learning including motivation, cognitive, metacognitive, and resource management. Based on this result, this research discussed the effects of Blended-TBL on Self-Regulated Learning and suggested the further study.

• Educational Technology International
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• v.15 no.2
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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.

• 대한공업교육학회지
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• v.30 no.1
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• pp.19-36
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• 2005

The purpose of this study is to develop the Public Practice Center's teaching-learning model by applying blended learning strategies which is complementary to the expected problems such as expansion of the educational object and diversity of the curriculum to maximize the educational effect and to analyze activation types of the Practical Practice Center to expand the Public Practice Center's function and role by studying the document. Blended Learning Strategies are established in consideration of the following eight (8) factors ; learning environment, learning purpose, learning contents, learning time, learning place, learning type, learning media, type of interaction. It is redesigned and amended to the KEDI's individual confirmation instruction model for skill learning (1975) which is considered to be effective in the filed of education by applying features, educational contents of the Public Practice Center's teaching and merit of Blended Learning Strategies simultaneous. This model is composed of six (6) steps as shown below; 1. Understanding on the purpose and orientation 2. Observation for demonstration of fundamental skill 3. Ex on-line learning 4. Acquirement of element skill 5. Confirmation for acquirement of fundamental skill 6. After on-line learning. Further to this, this model is designed so that the above eight factors will be applied to the students effectively and the merit of e-learning and off-line practice will be mixed to the learner's expectation and satisfaction.

• 대한공업교육학회지
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• v.34 no.2
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• pp.267-285
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• 2009

The collaborative learning has been considered as an efficient teaching model and under the recent basic learning environment, even face-to-face classroom circumstance rapidly increases the courses of blended learning which utilize the merits of e-learning environment. Nonetheless, the study on the strategy for systematic blended learning is quite scarce. In this study, the survey was done for developing the blended learning strategy, based on the collaborative learning model at the face-to-face environment and judging the satisfaction on the courses which the model was applied to. The survey consists of demographic questions, satisfaction in the whole courses, satisfaction in the collaborative learning under the blended learning environment and satisfaction in the blended learning strategy and support tools applied to each step of the learning. The result of this study is as follows. First, in response to the question that the blended learning can complement the face-to-face classroom courses, the respondents represented average 4.09 at 5-point Likert scale. And to the question whether the collaborative learning is more efficient under the blended learning environment than the face-to-face classroom, the response corresponds to 4.06 scale on the average. Second, as for the satisfaction in the blended learning strategy and support tools applied to the each step of the blended learning, the satisfaction degree is analyzed as high as over 4.0 on the average toward all the questions. Third, regarding the support tools used for the blended learning strategy, the learners consider the tools as most helpful in order of chatting, team community, mail & note and archive. Lastly, I would like to suggest that the study result should be highly reflected in constructing the collaborative learning module of learning control system in the future.

• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.463-471
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• 2010

The purpose of this study is to articulate learning model based on achievement level in blended learning environment. In order to investigate the variables and mechanisms in the blended learning environment, we started by attempt to develop two questionnaires using the components of web-based instruction and self-regulated learning. And its results were implemented to represent the topology and directed merging path within components. 154 students at a high school were required to take each web course respectively for two weeks. And questionnaires data, achievement levels data were collected and analyzed. Various statistical analysis methods such as correlation analysis, classical multidimensional scaling, multiple regression analysis, were applied to the data. As an result, the topology and directed path within factors of blended learning process were derived and revised as a final model.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.1-17
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• 2006

This thesis analyzed the effects of cooperative learning blended with TAI(Team Assisted Individualization) and STAD(Student Team Achievement Division) models on the students' ability of problem solving in mathematics in order to discover what kind of effects would give to their ability of that, and would promote their disposition and attitude to learn mathematics. The results of this study were as follows : First, the learning method blended with TAI and STAD models was more effective in the students' ability of problem solving in mathematics than traditional learning method because of the blended model's characteristics; positive interdependence, individual accountability, team recognition, curriculum materials. Second, the learning method blended with TAI and STAD models was more effective in sub-elements - self-confidence, adaptability, will, curiosity and value - of mathematical disposition than traditional learning method. And the learning method blended with TAI and STAD models was more effective in sub-elements - self-consciousness of mathematics and interests - of mathematical attitude than traditional learning method. In conclusion, the learning method blended with TAI and STAD models could affect to not only the students' ability of problem solving in mathematics but also the students' several affective factors.

• The Journal of Korean Association of Computer Education
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• v.12 no.5
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• pp.49-62
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• 2009

The Extra-Curriculum in The Air and Correspondence High School(ACHS), which play a role as an organization of lifelong learning, has not been operating properly for lack of appropriate circumstances and also educational research. So this research applied the Extra-Curriculum on-line contents to ACHS as an example to search for the effective operation solution in ACHS Extra-Curriculum, and derived the implications which are necessary to class operation. According to the implications which are obtained by the analysis of the application result, selected the five main areas in Blended-Learning which are necessary to the operation of ACHS Extra-Curriculum, and developed the direct instruction model by blending the teaching-learning method and strategy which is suitable for the ACHS Extra-Curriculum. Finally, based on these research results, this research developed the Blended-Learning Teaching Model for ACHS Extra-Curriculum by reflecting the peculiarity of ACHS student and characteristics of Extra-Curriculum contents.

• Cross-Cultural Studies
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• v.29
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• pp.413-452
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• 2012

The purpose of this study is to examine and apply Blended Learning to Chinese reading class and give some suggestions for Chinese reading class for realizing the interactive model for reading. For learner's improvement in Chinese reading level, various teaching methods need to be applied to Chinese reading class. Among teaching methods, this article tried to apply Blened Learning in terms of interaction, because Blended Learning can follow the general trend that all of people use laptop, smartphone, etc., and also can be contribution to reading as performance in foreign language learning. As a result, Blended Learning can make learner prepare class for giving online contents, and can make teacher and learner have more chances of interaction in class for improving reading competence.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.12-28
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• 2013

The purpose of this study was to develop storytelling Instructional model for promote problem-solving in a Blended learning Environment. To achieve the purpose, the study was performed by dividing into two stages. First, the draft of storytelling Instructional model was proposed by performing a literature survey and a case study. Second, the draft model was applied to the actual work. And the draft was modified and developed to the final model on the basis of the draft model's strength and implemented to 28 students who were the sophomore of child care education department and enrolled the profession class of at S University for 6 weeks. From the implementation result of the model, it was obtained that there was the positive reaction on applying storytelling technique to the beginning stage of learning. Instructional model storytelling consists phases Preparing to perform Storytelling, Building the team and role sharing team, Problem providing, Planning for problem solving, Brend Story structuralization, Cooperative Learning and Problem solving, announcement of the results and evaluating and reflection of general. And then learning supporting components for a facilitator and a learner were prepared for each process. Established in a Blended learning Environment was created based on all-line, how to teach and learning supporting organization. Final Model was suggested as a blueprint for stages actual learning which was consisted of a introductory storytelling part, an main storytelling part and a post storytelling part.

• Journal of Multimedia Information System
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• v.4 no.3
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• pp.115-122
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• 2017

Over the years, there has been much research in blended learning. However, research regarding its use and evaluation is inconsistent, not following any specific evaluation method, and may not be applicable to local students. In this research, a case study was conducted to evaluate the environment based on three levels of Kirkpatrick's model. Methodological triangulation was the principle of data collection used in which multiple sources of evidence were triangulated to provide insights into this study. Instruments used include surveys, interviews, questionnaires and pre- and post-tests that are guided by Kirkpatrick's model. The results revealed that students were positive with the learning environment. Students enjoyed learning with multimedia and motivated to learn as well as engaged in the environment. The tests showed significant difference in their learning. Students also perceived that they have transferred their learning from face-to-face lecture into problem-based learning and learning outcome. This research contributes to the field by providing deeper insights into assessments in multimedia-based blended learning environment and empirical evidence on views, attitudes, learning and knowledge transfer of students in higher education.