• Journal of KIISE:Software and Applications
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• v.30 no.10
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• pp.983-991
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• 2003

The Web-based instruction on the internet provides lots of learners with the related information and knowledge beyond time and space. But in the Web-based instruction, there is a problem that the teaming process statuses for learners can be known only through an exam. This paper introduces a web monitoring method to check whether the learner has some problems in learning process and to be able to find out the students with the problems. In the method this paper proposes a learning time prediction model for predicting the proper next study time intervals based on the learner`s learning times and grades on Previous learning units. This method provides the educator with the learning Process statuses for learners. The Loaming prediction model for web-based monitoring can be used to stimulate learners to take the good teaming processes by sending automatically alerting messages if their real teaming times exceeds on his predicted learning time interval. The results of the estimation through case study on the web-based monitoring to use the teaming time prediction model show that most of on-line learners with Poor teaming process statuses get poor grades. In addition, the results show that learner`s poor habits keep going on without change.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.108-115
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• 2011

The purpose of this study was to develop and apply a creative problem-solving(CPS) program of instruction for earth science. After the earth science sections of high school science textbooks were analyzed, a theme of instruction was selected from the first-year unit 'the origin and evolution of the universe', and a CPS model of instruction. 32 high school sophomores and juniors who were the members of an astronomy club in the city of Gimhae, South Gyeongsang Province, participated in the program, and they took a test in scientific creative problem-solving skills before and after the experiment to grasp the effect of the program on their creative problem-solving skills. Besides, a survey was conducted to find out their awareness of the program. As a result of implementing the CPS program based on the CPS model of instructional for the unit 'the origin and evolution of the universe', the program turned out effective at boosting the scientific creative problem-solving skills of the students. To be specific, they made a significant progress in validity and scientificity, but that's not the case for elaboration and originality. When their awareness of the CPS program was checked, they expected the program to spark their interest in astronomy and be beneficial to the improvement of their creative problem-solving skills, but they didn't rate group activities high on the ground that the group activities weren't performed smoothly. The findings of the study suggest that the CPS instructional program for the unit 'the origin and evolution of the universe' based on the CPS model of instruction had a good effect on the improvement of the scientific creative problem-solving skills of the students.

• Journal of Korean Library and Information Science Society
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• v.42 no.4
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• pp.31-50
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• 2011

In education, evaluation is an important element because instructor can judge the growth and development of students, it has been to bring about quality improvement in education. Performance assessment has emerged to overcome traditional evaluation such as paper test, multiple choice test. Performance assessment is an approach to measuring a student's status based on the way the student completes a specified task. Information literacy instruction is aimed at cultivating information literacy. Performance assessment suitable for measurement to status of Information literacy. In order to performance assessment, task should have the first. However, instructor is difficult to develop a good performance task to meet the assessment needs. Therefore, this research aims at suggesting the developmental tool of performance task applicable to Information literacy instruction. The proposed tool is a template type, consists of 4 steps, educational goals and learning objectives, knowledge and capabilities, task types, measurement and scoring criteria.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.343-357
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• 2008

Generally, schooling is implemented by instruction in the classroom. And instruction is made progress by concrete interaction through teacher's question and students' answer or presentation. According to a lot of researches on teacher-student interaction, student's opportunity of class presentation is influenced by students' self-esteem, learning attitude, academic achievement, and relationships. And students' opportunity of class presentation is very important not only students but also social equality and democracy. Therefore, teachers have to recognize the importance of students' opportunity of class presentation. However, according to many referential researches, students' opportunity of class presentation is differentiated by students' academic ability and social-economic status. The purpose of this study was to ascertain whether students' opportunity of class presentation was differentiated by students' academic ability and social-economic status or not. The method of this study was used checklist, interview, and class observation for a month. This study indicates that in spite of some exceptional cases, many students were taken the opportunity of class presentation differently by his/her academic ability and social-economic status. And teacher does not recognize that whether she gives student's opportunity of class presentation differently or not. To be a good teacher, teacher should reflect that teaching students is not easy, and teaching students is very important. And teacher should recognize that her speaking, action, and interaction with students including students' opportunity of class presentation influences students' self-esteem, learning attitude, academic achievement, and relationships.

• Journal of Korean society of Dental Hygiene
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• v.12 no.1
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• pp.189-200
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• 2012

Objectives : The purpose of this study was to examine what teaching behavior would have a good effect on learners in lecture-style instruction in the department of dental hygiene. Methods : The subjects in this study were 650 students who were in the three-year department of dental hygiene at four colleges in Gyeonggi Province and Chungcheong Province. After a survey was conducted, frequency analysis and ANOVA were utilized to analyze the collected data. The findings of the study were as follows. Results : The students put the highest value on knowledge among the factors of teaching behavior irrespective of their academic year, academic standing and learning style, followed by skills and attitude. Out of every subfactor, they set the highest value on a sense of humor regardless of their academic year, academic standing and learning style, and put the lowest value on the attitude factor such as enthusiasm. There were differences among the students in evaluation of the factors of teaching behavior according to academic year, and the students whose academic year was higher set a higher value on the factors of teaching behavior. There were no differences according to their academic standing and learning style. Conclusions : The dental hygiene students viewed the knowledge factor as the effective factor of teaching behavior, and regarded a sense of humor as the best subfactor. Although the attitude factor like enthusiasm is important, it seemed that the students hoped for the kind of instruction that would be delightful, intriguing and clearly convey what to learn.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.135-151
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• 2010

The purpose of this study is to investigate the effect of learner-centered instructions using instructional materials which are developed in the light of constructivism and implementing practices of the instruction. According to the result of Recall Test, experimental group and comparing group have not statistically meaningful difference. However, in the result of Generation Tests which include the contents not dealt with during the experiment treatments, the two groups have statistically meaningful difference. It can be drawn from the result that students who take learner-centered instruction are in a good readiness for learning of the contents which will be addressed in future.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.181-200
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• 2013

This study aimed at exploring how an instructor constructs meanings through content-based instruction (CBI) offered to pre-service teachers majoring in early childhood education. The course, early childhood mathematics education, was conducted during the spring semester in 2011. This study adopted a narrative inquiry, and data were collected through observations, interviews, and work samples. This study found that during the whole process from the preparation phase to the end-of-program evaluation, the instructor captured diverse challenging moments. During the preparation phase, she needed to have careful orchestration in designing lessons in order to overcome her feeling of pressure as a non-native speaker of English and design the integration of contents and English language learning to be truly powerful. In the phase of implementation, the lack of student motivation and building a good rapport between the instructor and the students were certainly challenges. The result of the student evaluations weakened her desire to implement CBI. The instructor incorporated diverse instructional strategies to overcome the obstacles. The instructor's experiences in this study will positively shape future educators' thinking and learning about meaningful and appropriate academic English instruction for content-area teaching of college students who were majoring in early childhood education.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.19 no.1
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• pp.37-49
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• 2019

Recently, most companies are using information technology and its importance is emphasized daily. In an environment where technology is changing rapidly, organizations focus on making good use of reasonable information technology. However, having excellent human resources and reducing turnover is a problem for most organizations. Accordingly, job satisfaction is a factor that can reduce negative factors and enhance positive factors. Therefore, this study explored the factors that can improve job satisfaction. In this regard, this study conducted an empirical analysis on employees who work in small and medium-sized Korean enterprises. We focused on mobile instruction and mobile information sharing as reasonable factors that improve employee job satisfaction. In addition, we examined the effects of employee self-efficacy to increase the influence of reasonable mobile task instruction and mobile information sharing on job satisfaction. Through the results, this research suggests ways to improve employee job satisfaction in the field of small and medium-sized Korean enterprises. It also provides practical implications and discusses future research directions.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.35-50
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• 2005

Thirty six EFL freshman students at the College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia were given a dictation, a listening comprehension test and a decoding test. The purpose of the study was to find out whether EFL freshmen students' spelling ability correlates with their listening comprehension and decoding skills. Data analysis showed that the typical EFL freshman student misspelled 41.5% of the words on the dictation, gave 49.5% correct responses on the listening comprehension test, and 52% correct responses on the decoding test. The median and mean scores showed that the subjects' spelling, listening and decoding achievement is low, which implied that the subjects were having spelling, listening comprehension and decoding difficulties. The students' spelling errors and correct listening comprehension and decoding responses revealed strong correlations between spelling ability, listening comprehension and decoding skills. This means that good spelling ability in EFL is related to good listening comprehension and good decoding skills. The better the listening comprehension and decoding abilities, the fewer the spelling errors. When listening comprehension and decoding skills are poor, spelling ability is also poor. Recommendations for spelling, listening and decoding instruction are given.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.203-212
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• 2005

The purpose of this study was to develop e-learning contents and to examine how ICT-powered instruction using the developed e-learning contents affects the science achievements of students and how the students respond to that. After an experiment in the 7th class of the weather condition unit in high school earth science, e-learning contents were prepared by using the videotaped material and flash animation to teach key learning points. The selected two different classes, experimental and control groups, shows almost the same final scores in the first semester. The experimental group received ICT-powered instruction with the contents developed in the study, and the control group received a typical expository lesson. And then the achievement test was done to these two groups, separately. The major findings of the study were as follows: As for the effects of ICT-powered instruction on the academic achievement, the average scores of the experimental group is higher than that of the control group, but the difference is insignificant. When each group was subdivided into the upper and lower groups, the upper group got higher average scores and the difference was significant. But there was no significant disparity between the lower groups. Therefore, the ICT-powered instruction using the e-learning contents gives a good effect on the students whose levels are higher than the average. In the questionaike about the ICT instruction, they generally had a positive opinion about its impact on learning interest and class participation and its learning effects.