• Title/Summary/Keyword: Experience-Based Learning

Search Result 1,213, Processing Time 0.038 seconds

The Learning Styles and Curriculum for Environmental Experience-Based Learning in Classroom of the Small Scale (소규모 학급의 환경 체험 학습을 위한 학습 유형화와 그 교육 과정)

  • Kwak, Hong-Tak;Lee, Ok-Hee
    • Hwankyungkyoyuk
    • /
    • v.19 no.3
    • /
    • pp.40-56
    • /
    • 2006
  • The purpose of this study is to enhance elementary students' awareness of environment-friendly life and help them to prepare for a better life in the future. To achieve this purpose we examined the effect typical environmental experience-based learning activities, which were based on the local circumstances with high environmental-educational potential, have on the attitudes toward environment-friendly life. This study was carried out on the basis of typical environmental experience-based learning in the small class size. The research group used was composed of one sixth grade elementary school class called Sangroksu, whose total students were 9. The research period lasted from March 2005 to February 2006. To analyze the result of this study, two research methods were applied simultaneously : quantitative research methods and qualitative research methods. Especially statistical analysis in quantitative research methods by self-administrated questionnaire was done with SAS program. Qualitative research methods were analyzed in a cyclic pattern, including the processes of domain analysis, classification analysis, and factor analysis which continued to be associated with data-collecting methods. This research shows the following results. First of all, students have shown meaningful differences after typical environmental experience-based learning activities.(p<.05). Followings are fields of the differences - students‘ interest on the subject, their understanding levels of necessity for basic environmental facilities around us as well as for the kinds of environmental experience-based learning, awareness levels of various environmental problems, consciousness on environment conservation, and the practicing ability of environment - friendly lifestyles. Secondly, We have discovered improvements in the following fields after this study - the knowledge and understanding levels on our environment and human relationships, students' fundamental abilities to work out environmental problems, right ideas and appropriate attitudes on environment protection, the practicing ability of environment-friendly life styles, and their parents' understanding levels on the education related to environment. In conclusion, typical environmental experience-based learning activities have a positive effect on the improvement of elementary school students' environment-friendly life styles.

  • PDF

Effects of Nursing Simulation-Based Practice Education on Learning Outcome and Classes Experience in Nursing Students (간호시뮬레이션 실습교육이 간호대학생의 학습성과와 수업경험에 미치는 효과)

  • Han, Young-In
    • The Korean Journal of Health Service Management
    • /
    • v.8 no.1
    • /
    • pp.135-150
    • /
    • 2014
  • The purpose of this study was to identify the effects of nursing simulation-based practice education on learning outcome and teaching experience in nursing students. Pretest-posttest design with nonequivalent control group was utilized to analyze the effects of nursing simulation-based practice education. The subjects were 96 students of a nursing college. All subjects participated in 6 week. The data were analyzed by the SPSS win 17.0 program. The results were as follows; There were statistically significant differences in learning outcome and teaching experience effects of nursing simulation-based practice education in nursing students. In conclusion, we required nursing simulation-based practice education and small group discussion analysis of factors are associated with goal-setting skills and self-presentation skills, goal setting skills. We required nursing simulation-based practice education training to strengthen the ability of self-directed learning program utilizing the repeated study.

An Exploratory Case Study on Types of Teaching and Learning with Digital Textbook in Primary Schools

  • SUNG, Eunmo;JUNG, Hyojung
    • Educational Technology International
    • /
    • v.19 no.1
    • /
    • pp.35-60
    • /
    • 2018
  • The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.

A Preliminary Study for Developing an Authoring Tool for Field-Experience Learning using Mobile Device (모바일 현장체험학습 저작도구 개발을 위한 기초연구)

  • Kang, Young Ok;Cho, Na Hye
    • Spatial Information Research
    • /
    • v.23 no.3
    • /
    • pp.123-132
    • /
    • 2015
  • Recently both the importance and the interests of field-experience learning have kept increasing since the Education of Ministry encourages students to take a field-experience learning with the self-driven and creative education as the main issue in the 7th revised education curriculum in 2009. As the importance of field-experience learning goes up continuously, not only the release of its related mobile applications is increasing, but also a variety of researches for supporting the field-experience learning are ongoing. In this research we perform two things. First, we define the basic concept of authoring tool for which support the field-experience learning based on its characteristics and user requirements analysis. We confirmed that the authoring tool for the field-experience learning has to 1) support all activities that happen in pre-field, field-experience and post-field phases, 2) be possible to write the location-based field work, 3) have the authoring function which reflects the characteristics of curriculum such as history, science and geography, etc. that the field learning can be realized, 4) be designed as the structure that the results of inquiring activity after the field experience activity can be reused. Second, we create a conceptual design after confirming the authoring tool.

Effect of Flow Experience, Self-directed Learning Readiness and Internet Addiction on Academic Achievement in Web-based Computer Education (몰입경험, 자기주도학습 준비도, 인터넷 중독이 웹기반 컴퓨터교육의 학업 성취도에 미치는 영향)

  • Jang, Phil-Sik
    • Journal of Digital Convergence
    • /
    • v.10 no.1
    • /
    • pp.293-300
    • /
    • 2012
  • This study investigates the causal relationships among flow experience, self-directed learning readiness, internet addiction and academic achievement in web-based computer education. The gender differences in path models were also examined. The results indicated that, self-directed learning readiness has positive and direct influence on flow experience and academic achievement. And self-directed learning readiness has a negative and direct influence on internet addiction. For female students, academic achievement was positively and directly influenced by flow experience and indirectly by self-directed learning readiness. However, the mediating effect of flow experience and indirect effect of self-directed learning readiness were not significant for male students.

The Impacts of Media Richness, Media Usefulness, and Media Experience on the Leaner's Satisfaction with e-Learning Systems (이러닝시스템의 매체풍부성, 매체유용성, 매체경험이 학습자 만족에 미치는 영향)

  • Choi, Su-Jeong;Kang, Kyung-Jun;Ko, Il-Sang
    • Journal of Information Technology Applications and Management
    • /
    • v.14 no.2
    • /
    • pp.27-47
    • /
    • 2007
  • In an effort to apply IT to practices of learning, universities are trying to implement e-Learning systems and expanding the extent of their usage. Nowadays, e-Learning systems are not only used for conducting web-based distance learning, but also used for supporting traditional classes education by encouraging communication and information sharing between instructors and learners or among the learners. There is relatively lack of studies on the exploitation of e-Learning systems in the traditional classes, in comparison with a distance education. Specifically, howe-Learning systems could support the traditional class and/or which benefits e-Learning systems could offer in the classes are among the important issues. In this study, we suggest that e-Learning systems would be the rich media to communicate and exchange information among people who participate in a class. We derive key variables like media richness and media experience from Media Richness Theory and from Channel Expansion Theory. Moreover, Media usefulness and Satisfaction of a learner with e-Learning system is drawn from the literature on IS success. We examine the effects of perceived media richness, media usefulness, and media experience on leaner's satisfaction with e-Learning systems. In addition, we also investigate learner's media usefulness perception which is positively related to media richness and media experience. Finally, learner's experience with e-Learning systems affects perceived media richness. Based on the results of an empirical test. we first suggest that perceived media richness with e-Learning systems contributes to increase media usefulness and satisfaction of a learner. Second, media experience is an important predictor of media richness and media usefulness perception. Consequently, the result can support Channel Expansion Theory. Finally, media usefulness perception affects learner's satisfaction with e-Learning systems.

  • PDF

A P2P-Based Experience Learning Support System for U-Learning (U-러닝을 위한 P2P 기반 체험학습 시스템)

  • Choi Seung-Kwon;Hwang Thomas;Cho Yong-Hwan;Lee Jun-Hee
    • The Journal of the Korea Contents Association
    • /
    • v.5 no.6
    • /
    • pp.309-318
    • /
    • 2005
  • Learners show lower cooperation and responsibility at e-Learning(Electronic Learning) than face-to-face learners in class. Accordingly the LMS(Learning Management System) focus on collaborative learning design in order to promote the learner's interaction. In this paper, the Experience Learning Support System with JXTA-based P2P(Peer-to-Peer) architecture is proposed for an effective collaborative learning and a blended learning. It intends learners to develop a self-leading learning ability and a creative problem-solving ability through experience learning object's sharing. The experimental results described that the proposed system was more effective in an enhancing learner's learning ability and a cooperative learning than existing system.

  • PDF

The Implementation and Evaluation of Learning Experience-Based Professionalism Program in Medical School (의과대학의 학습경험 중심 전문직업성 프로그램 운영 및 평가)

  • Yoo, Hyo Hyun;Kim, Young Jon
    • The Journal of the Korea Contents Association
    • /
    • v.18 no.1
    • /
    • pp.164-172
    • /
    • 2018
  • This study explores how to implement a learning experience-based professionalism program for a medical students and evaluates its program through effectiveness and usability test. This study aims to provide practical implications for experience-based learning in an undergraduate level. Seventy four first-year medical students enrolled in PDS1(Patient-Doctor-Society 1): professionalism, one-week block (30 hours), one-credit program based on a experience-based learning model. All of the students were given six learning themes and learning resources and supporting tools, and conducted stepwise learning activities; preparation, organization, sharing, reflection and evaluation of experiences. The effectiveness of learning was evaluated by comparing the pre and post results of student's self-assessment on 24 questionnaire items about professionalism. After the course, the students and instructors conducted a usability evaluation of the program through questionnaires or group interviews. Learners' self-assessment results of professionalism such as leadership, self-directed learning, professional attitude, and social accountability all showed significant differences between the pre- and post-test. Satisfaction of the program was distributed to 3.58~3.78 according to items. Instructors and learner interviews confirmed practical usability throughout the course design, implementation and students evaluation. The results of the study showed the feasibility of implementing learning experience-based professionalism program in medical school. This study provides practical implications to develope and evaluate the learning experience-based professionalism program in medical education.

Study of u-PBL Support System Core Value and Design Strategy based on Field Experience Learning (현장체험에 터한 u-PBL 교수지원시스템의 핵심가치 및 설계전략 연구)

  • Kim, Du-Guy;Park, Su-Hong
    • Journal of Fisheries and Marine Sciences Education
    • /
    • v.24 no.2
    • /
    • pp.180-202
    • /
    • 2012
  • The purpose of this study was to extract an u-PBL support system core value and design strategy based upon field experience learning. To accomplish this the study, first of all, analyzed the core values, design strategy which was selected after needs analysis and literature review of theories and cases regarding the PBL, e-PBL, blended-PBL, Field experience learning based on ubiquitous environment, and learning model based on ubiquitous technology. This study identified the three core values as; systemic support for instructional activity, just in time support for instructional activity and support for interaction facilitation. As further research areas, it might be useful to develop u-PBL instructional support system based upon the model designed from this study. Also, research concerning the verification of the model based upon implementation of the program case might be necessary.

Research and Implementation of U-Learning System Based on Experience API

  • Sun, Xinghua;Ye, Yongfei;Yang, Jie;Hao, Li;Ding, Lihua;Song, Haomin
    • Journal of Information Processing Systems
    • /
    • v.16 no.3
    • /
    • pp.572-587
    • /
    • 2020
  • Experience API provides a learner-centered model for learning data collection and learning process recording. In particular, it can record learning data from multiple data sources. Therefore, Experience API provides very good support for ubiquitous learning. In this paper, we put forward the architecture of ubiquitous learning system and the method of reading the learning record from the ubiquitous learning system. We analyze students' learning behavior from two aspects: horizontal and vertical, and give the analysis results. The system can provide personalized suggestions for learners according to the results of learning analysis. According to the feedback from learners, we can see that this u-learning system can greatly improve learning interest and quality of learners.