• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.183-190
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• 2017

This study is for analyzing the effect of smart blended instructional strategy in history class. The effectiveness of this strategy is set as students' academic achievement and learning interest. This study is applied to elementary school students who participated in history class by classifying the experiment group with smart blended instructional strategy and the comparison group with traditional teaching method. As a result of the t-test, the smart blended instructional strategy positively affected the students' academic achievement and learning interest. Through the qualitative analysis, the students' understanding of the class is improved and the concentration is also improved.

• Journal of the Korea Society of Computer and Information
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• v.23 no.6
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• pp.15-21
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• 2018

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content-based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content-based teaching method in Korean language education. It also suggests standards and principles of composition in Contents-based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content-based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher-centered teaching methods and lecture-teaching methods which are the dominant of present classroom environment.

• The Mathematical Education
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• v.48 no.4
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• pp.419-442
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• 2009

This study was to find the difficulties students faced in their mathematical learning and to identify the instructional dimensions a teacher provided for the students from multi-cultural background. Since the study was focused on the process of students' learning, the qualitative method was chosen through clinical interviews with 2 students in a total of 11 units which played a role of compensating their learning of mathematics as an extra curriculum. The students solved the computational problems relying on formal procedure without understanding of concepts and principles and solved the word problems based on own interpretation of certain words without semantic comprehension out of math sentences. As the instructional dimensions of teaching mathematics, tasks, a tool and classroom norm were found in the activities they performed. For the tasks, situated tasks, challenging tasks, tasks with lack of conditions, and open-ended exploratory tasks were used. As the tool, pictorial representations were very useful to describe their ideas. Finally, as the classroom norm, consider equity for everyone, and cooperate and encourage each other were found.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.101-108
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• 2016

Most of a courseware evaluated negatively by short of instructional strategy to improve learning effects. Designing a courseware is a time-taking and challenging task. Therefore, a method is required that helps to easily design courseware that is effective to learning. This study proposed a method for designing and management courseware by utilizing a metacognitive strategy. We made a design the coursewase efficiently using concrete instructional model frameworks as metacognitive stragety and tried to improve the quality of courseware for learning effects. We applied our proposed method to teacher's college students in Korea who were taking the "Courseware Development" course. After analyzing it's effects, the responds can design courseware easily and monitor the design direction while their designing. Also, they can design the courseware systematically and implement detail instructional strategy by using concrete instruction model frameworks as metacognitive strategy. However, they were not easy to develop concrete instructional model frameworks at first and we need sharing it among the designers.

• East Asian mathematical journal
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• v.40 no.2
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• pp.149-166
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• 2024

This study is to establish the domains and the standards of instructional evaluation on the teacher knowledge dealing with the knowledge of 'teaching and learning methods and assessment'. Especially, in this study, the instruction assessment standards are developed focused on the five types of mathematics competencies such as problem solving, communication, reasoning, connection, information and handling, which were emphasized in the mathematical curriculum revised in 2022. By the result, ten domains such as an instruction involving instruction goal and content, problem-solving competency, data treatment competency, learners' achievement level and attitude, communication competency, reasoning competency, connection competency, the assessment method and procedure based on the competency, the assessment tool development based on the competency, assessment result based on the competency were new established. According to those domains, the total 20 instructional evaluation standards were developed. This study is limited to consider the domain of 'teaching and learning methods and assessment' among the domains of teacher knowledge, while dealing with the elements of mathematics competencies in the standards. However, instructional evaluation standards reflecting these competencies should be developed in the other diverse domains of teacher knowledge.

• Educational Technology International
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• v.10 no.2
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• pp.63-83
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• 2009

The purpose of this study was to investigate the cognitive mechanism of e-Learning contents development projects on the basis of the Shared Mental Model theory perspective. To pursue the purpose, a theoretical model and several hypotheses were developed based on relevant literature. Thirty five (35) e-Learning contents development teams composed of 202 instructional designers from for-profit professional e-Learning companies in Korea were participated in this study. For the analyses of the fit of the Model and parameter estimations, Structural Equation Modeling (SEM) method was employed. As hypothesized, e-Learning contents development team members' interaction leads to higher SMMs which in turn facilitate member satisfaction within the team. Meanwhile, the frequency of interaction among team members decreases as projects progress.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.4
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• pp.1-10
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• 2019

This study investigates maker pedagogy as learning method with graduate students. The exemplary maker pedagogy instructional model in this study is intended to enhance student's research competence. This study examines how the teacher designs and implements maker pedagogy instructional model, and what students have experienced in conduction research project. students provide evidence that they have improved their competence to raise research questions, to make use of research methodology. Their learning experience depends on whether they are heterogeneously grouped or homogeneously grouped in terms of intellectual ability, research experience, etc. Additionally, students suggest that the teacher needs to administrate the learning process regularly, to build up an interdisciplinary network to provide students knowledge and methodologies needed for conducting research, and to create learning environment where each student is possibly enriched with individual accountability and responsibility on each own learning process. In conclusion, this study provides several suggestions for more valuable maker pedagogy instructional models in graduate class.

• Journal of Engineering Education Research
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• v.18 no.2
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• pp.77-88
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• 2015

Recently, there has been an increasing interest in 'Flipped Learning,' an IT-based learner-centered teaching-learning method corresponding to meet the paradigm of the future education. For smooth Flipped Learning, there are three steps in total: a pre-class should precede; then, in the structure of classes in the classroom, in-class learning among peer learners should be done; and lastly, the operation of a post-class should be done. For successful Flipped Learning, class elements in each step should be designed with a time difference, interconnected so as to achieve a single educational objective. However, it was found that there was a limitation in that the teaching-learning model of the preceding Flipped Learning consisted of the order of analysis, design, development, implementation and evaluation as general procedures, so it would not sufficiently consider the situations of Flipped Learning only. On this background, this thesis proposes a differentiated Flipped Learning model for mastery learning in a subject of an institute of technology as a model of systematic instructional design and presents a case of a class applied to an actual subject of computer engineering.

• The Journal of Korean Association of Computer Education
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• v.10 no.1
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• pp.31-40
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• 2007

The qualities that are commonly necessary in the occupation life and the abilities to cope with the changing job-world are getting more important. This study proposed the project-learning model and applied it to the homepage-developing learning of the computer course in the commercial high school. Then, this study conducted the nonrandomized controlgroup pretest - posttest design in order to verify how the model influence Information-skills of Key-competencies. At the posttest, the difference between the traditional learning group and project-learning was meaningful. Therefore, It can be confirmed that project-learning was more affirmative in enhancing information-skills of the students. Through this study, it can be concluded that the instructional method is very important and we propose there be a lot of studies about the instructional methods enhancing the various Key-competencies.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.269-277
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• 2016

Recently, there has been a dramatic increase in the number of cases that have formed and operated teachers' learning communities through cross-curricular consulting at the school level. The purpose of this study is to explore cross-curricular instructional consulting as an activity of teachers' learning communities at the school level, and investigate the effect of cross-curricular instructional consulting on middle school science teaching. We analyzed features and limitations of cross-curricular instructional consulting revealed in three case studies in middle school, including open classes and instructional consulting sessions, and conducted additional instructional consulting on the same videotaped science classes with science experts from outside. According to the results, science inquiry experiments are often replaced with text reading and interpreting, students' misconceptions and exact scientific representations are ignored, and the goal setting as well as class coverage has been questionable and disputable in science classes resulted from cross-curricular instructional consulting. Discussed in the conclusion are the necessity of cross-curricular instructional consulting in middle school, and ways to overcome limitations of the method of cross-curricular instructional consulting, including alternatives to a praise-only policy in cross-curricular instructional consulting, ways to use cross-curricular instructional consulting without compromising the subject's essence, and ways to improve the undue authority of consultants.