• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.161-174
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• 1994

In this study, among the cognitive learning models for information process, Taba’s inductive thinking model and Joyce&Weil’s concept attainment model, which help to obtain and study the concepts, can be applied to the ranges of consumer-education. Considering this, a new teaching-paln can be made. Applying the plan to the present teaching environments. I will do the research possibilities of applying the concept-learning teaching-plan to the consumer education. In the method of this research, many books, related to home economics & consumer-education, characters of concept-learning, and concept teaching-learning models, were studied. Also, on the basis of theoretical evidence, the teaching-plan, that apply the concept teaching model, were made. In addition, experimental research was done to find out the possibilities that the plan focusing on concept learning was applied or not. As a result of this study, two points are briefly summarized : 1. The teaching plan using Taba’s and Joyce & Weil’s concept-attainment model was made. 2. Concept-learning in consumer-education didn’t have a great a great influence to the changes of consumer-roles and attitudes, but had a great influence to the effects of consumer concept-knowledge(p<0.01) The effects of consumer-knowledge had much relation to consumer-roles and attitudes. The learners whose grade is higher in attainments of consumer-knowledge, also have a high grade in consumer-roles and attitudes.

• Journal of Families and Better Life
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• v.22 no.2
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• pp.59-67
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• 2004

As we enter into the 21C, it is important to reassess the knowledge and skills that are necessary for individual consumers and consumer professionals to be able to function efficiently in the rapidly changing society, and also to develop teaching tools fit to enhance the teaming of such knowledge and skills. The Purpose of this study is three-folds: 1) to identify key competencies necessary in the 21C consumer education, especially in higher education institutions, 2) to suggest 'experiential learning' as an ideal pedagogical tool for consumer education in the 21C century, and 3) to provide an example from an undergraduate classroom in the U.S. that applies 'service learning' as a teaching tool in a consumer studies curriculum. Discussions about the potentials for expanding this learning strategy are also provided.

• International Journal of Human Ecology
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• v.9 no.1
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• pp.71-79
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• 2008

Service-Learning pedagogy includes community service and reflection as main components. Students can learn integration and application of knowledge beyond specific fields through experiences and reflection. The purpose of family and Consumer Sciences Education is related to connect theory and practice to improve individual, family, and community life. The curriculum focuses not only on content mastery in subjects, but also application of that knowledge to the real lives of students. Considering the purpose of service-learning as integration and application of knowledge, service- learning pedagogy can contribute to rethink family and Consumer Sciences Education. Reflection as a key component is examined for service-learning pedagogy. Exploring a deeper meaning of reflection in aspects of community connection, critical thinking, and transformative learning would extend the value of it and provide implications for implementing reflection in service-learning pedagogy in Family and Consumer Sciences Education.

• Journal of the Korean Society of Clothing and Textiles
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• v.16 no.1 s.41
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• pp.137-146
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• 1992

As a preliminary work for the interrelations between individuals' learning style and their consumer decision-making styles in purchasing apparel, its theoretical backgrounds were reviewed. Several major approaches to measuring and characterizing learning styles were theories of Hunt, Schroder, Kolb, and sproles. - Relevant literature suggests several consumer decision-making styles including Morchis' and Sproles'. Researches on the practical' implication of theoretical learning styles model in the area of consumer decision-making styles were also explored.

• Journal of the Korean Home Economics Association
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• v.50 no.7
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• pp.1-12
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• 2012

The purpose of this study was to identify the factor structure of self-efficacy, consumer behavior, and the learning effects of the unit 'Consumption Life' and to study the effects of self-efficacy on the consumer behavior, and the learning effects of the unit 'Consumption Life'. Questionnaires were administered to 370 female middle school students living in the Metropolitan City of Daegu. The data was analyzed by using the frequency, descriptive statistics, factor analysis, reliability analysis, multiple regression, and t-test. The findings are as follow. Self-efficacy was composed of five factors such as the capability in work performance, rational performance, fear, anxiety, and the ability to challenge oneself. Consumer behavior was composed of five factors such as emphasis on product display, emphasis on information, emphasis on fashion, emphasis on appearance, and the products/information exchange. The learning effects of the unit 'Consumption Life' was composed of two factors in the economical consumption, and rational consumption. The effects of consumer behavior and the learning effects of the unit 'Consumption Life' on each of the self-efficacy factors like the capability in work performance, rational performance, fear, anxiety, the ability to challenge oneself were explained by factors such as emphasis on product display, emphasis on information, emphasis on fashion, emphasis on appearance and products/information exchange, and economical consumption and rational consumption.

• Journal of Fashion Business
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• v.16 no.2
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• pp.1-11
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• 2012

The purpose of this study was to examine the effects of UBL (Ubiquitous basedlearning) on fashion and consumer behavior course. Thirty-one undergraduate university students completed a 15-week capstone course in a clothing and textiles department. About sixteen percent students were majoring in liberal arts and sixty-three percent of the participants were majoring in the clothing and textiles. Mainly, the participants were junior and senior undergraduate students. The participants demonstrated positive attitude toward the UBL (Ubiquitous based-learning) on fashion and consumer behavior course. The results showed that seventy-seven percent of the participants have more opportunities to handle multi-media resources using social network and social media. Eighty percent of the participants have been developed of communication skills. Seventy-one percent of the participants were helped to learn foreign language skills. Overall, most of the participants were satisfied that their presentation skill was improved in class and they had willing to recommend the class to other students for the future.

• Asia Marketing Journal
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• v.15 no.3
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• pp.159-172
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• 2013

In the present study, we apply the multiple cue probability learning (MCPL) paradigm to examine consumer learning from feedback in repeated trials. This paradigm is useful in investigating consumer learning, especially learning the relationships between the overall quality and attributes. With this paradigm, we can analyze what people learn from repeated trials by using the lens model, i.e., whether it is knowledge or consistency. In addition to introducing this paradigm, we aim to demonstrate that knowledge people gain from repeated trials with feedback is robust enough to weaken one of the most often examined contextual effects, the asymmetric dominance effect. The experiment consists of learning session and a choice task and stimuli are sport rafting boats with motor engines. During the learning session, the participants are shown an option with three attributes and are asked to evaluate its overall quality and type in a number between 0 and 100. Then an expert's evaluation, a number between 0 and 100, is provided as feedback. This trial is repeated fifteen times with different sets of attributes, which comprises one learning session. Depending on the conditions, the participants do one (low) or three (high) learning sessions or do not go through any learning session (no learning). After learning session, the participants then are provided with either a core or an extended choice set to make a choice to examine if learning from feedback would weaken the asymmetric dominance effect. The experiment uses a between-subjects experimental design (2 × 3; core set vs. extended set; no vs. low vs. high learning). The results show that the participants evaluate the overall qualities more accurately with learning. They learn the true trade-off rule between attributes (increase in knowledge) and become more consistent in their evaluations. Regarding the choice task, there is a significant decrease in the percentage of choosing the target option in the extended sets with learning, which clearly demonstrates that learning decreases the magnitude of the asymmetric dominance effect. However, these results are significant only when no learning condition is compared either to low or high learning condition. There is no significant result between low and high learning conditions, which may be due to fatigue or reflect the characteristics of learning curve. The present study introduces the MCPL paradigm in examining consumer learning and demonstrates that learning from feedback increases both knowledge and consistency and weakens the asymmetric dominance effect. The latter result may suggest that the previous demonstrations of the asymmetric dominance effect are somewhat exaggerated. In a single choice setting, people do not have enough information or experience about the stimuli, which may lead them to depend mostly on the contextual structure among options. In the future, more realistic stimuli and real experts' judgments can be used to increase the external validity of study results. In addition, consumers often learn through repeated choices in real consumer settings. Therefore, what consumers learn from feedback in repeated choices would be an interesting topic to investigate.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.147-160
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• 2001

The purpose of this study is to suggest one of teaching methods through developing a new guideline of the teaching-learning applied the Problem-Based Learning which is derived from the Constructionism. And then we apply this guideline to the class of Home Economics. especially the unit of the Consumption life for investigating the effect of this method in the aspect of improving man-power development as a consumer The results of this study are summarized as follows : First. the class applied a new method of Problem-Based Learning turn out to be more improved in the aspect of consumer consciousness than the untested class going through explanation-based teaching(P< .01). This is, the former result more positive than the latter because the former could be given chances to handle faced problems in class. Second there is no significant difference between the tested class and the untested class in the aspect of consumer skill. This is the fact that the research was conducted in a short Period of time and that the researcher failed to show the suitable stimulation or materials. even though the researcher was well aware of what Problem-Based Learning is. Third students\` evaluation after the test indicates that the tested class not only increase interest in home economics but also help them to take an active Part in class as the main of the class. and that the learning atmosphere is improved and that the effect of learning was also enhanced. Although the aspect of consumer skill is not statistically significant. the result show that adolescents try to Practice their learning from the class in their life.

• The Journal of Information Technology
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• v.6 no.3
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• pp.137-150
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• 2003

Recently, developing information technology and increasing internet usage, e-Learning service industry is rapidly growing. However institutions and regulations related e-Learning service are insufficient. Users of e-Learning service were lower grade in school relatively, spent average 40,000won/month and used other private education service. Users answered that they were generally satisfied at e-Learning service but were not satisfied at e-Learning 'fee'and 'the contract process'. Specially, the result suggest that consumer's satisfaction is affect by experience of demage and complains related e-Learning usage.

• Korean Journal of Human Ecology
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• v.19 no.2
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• pp.295-310
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• 2010

This study measured college students' levels of satisfaction with their cyber learning through an online survey of students who had taken one or more cyber learning before. 500 returned and usable questionnaires were analyzed and SPSS WIN 12.0 was used for the descriptive statistics, t-test, factor analysis and analysis of covariance structures. The results are as follows; First, college students were very interested in their cyber learning. Their decision to take the cyber learning was initiated more by emotional motives (m=3.13) than by rational motives (m=3.35). Second, the consumers' expectations for the cyber learning were divided into the 'Expectation for service quality' and the 'Expectation for economy,' and their 'Expectation for economy'(m=4.02) was higher than their 'Expectations for service quality'(m=3.60). Third, the consumers' expectations for the cyber learning and the results of the cyber learning were analyzed, and a discrepancy between these two were also analyzed. The analysis of discrepancy between the two showed that the average of the results was lower than that of the expectations, which means that the cyber learning did not meet the consumers' expectations in every aspect, However, the average satisfaction level was 3.20, which means consumers were satisfied with the cyber learning overall. Fourth, causes of dissatisfaction with the cyber learning were divided into internal factors due to personal matters and external factors due to classes and other factors. It was found that dissatisfaction due to internal factors was greater than that due to external factors. Lastly, the factors affecting satisfaction/dissatisfaction with the cyber learning and willingness to use it again were analyzed. The results showed that the motive for its use affected the formation of expectation but it did not affect the results. Satisfaction with the cyber learning affected the willingness to use it again positively. However, the effect of dissatisfaction on the willingness to use it again was not statistically significant.