• Communications of Mathematical Education
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• v.29 no.2
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• pp.197-214
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• 2015

This study is to design Flipped Learning classrooms of learner-centered education on the pre-service math teachers education. The study aims to explore the feasibility of teaching and learning method. To achieve the objectives of the study was to explore the teaching and learning model. Flipped learing classroom design includes a main step of a typical process of teaching system. And we designed the model based on the ADDIE Model. This model contains the design steps and the Flipped learning component of the teaching and learning design model. Designed classroom presented in three steps that are before classroom, during classroom and after classroom.

• The Research Journal of the Costume Culture
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• v.30 no.3
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• pp.444-454
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• 2022

Flipped learning research has been applied in various educational fields since 2015 and the educational effects have been discussed in previous literature. In the beauty field, flipped learning research is insufficient; in particular, it is difficult to find research on flipped learning specifically concerning nail beauty education. The purpose of this study is to develop a model for applying flipped learning to nail beauty education which should involve practical training based on theory. Such an approach is considered effective. Data were collected and analyzed focusing on previous studies with flipped learning applied as a research method. The subject of the research is "Nail Color Design 1", a common nail major elective subject at J college. The "Nail Color Design 1" course is a practice-oriented course in the form of theory and practical classes. Consequently, the flipped learning education model for nail beauty was designed by reflecting learners' needs through the ADDIE instructional design model. It was applied based on the education structure of the Pre-class, In-class, and Post-class of the PARTNER instructional learning model. This study deviates from the traditional practical education model, and has educational significance as a practical model in which flipped learning is applied to nail beauty subjects and self-reflection is derived through project practice.

• Journal of Digital Contents Society
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• v.13 no.3
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• pp.459-467
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• 2012

In this work, we develop an instructional method in which students create 3D animations based on problem-solving techniques and computational thinking. The educational, easy-to-learn programming environment/language called "Alice 2.3", which supports story-telling, is used for the delivery of the instructional method. Unlike typical 3D animation instructional methods using command-based demonstrations and/or 3D animation tools, learners engage in a group project in which they develop a story and solve problems by creativity, computational thinking and reasoning skills. Then they develop animations based on the story by programming with Alice. The analysis based on the collected data showed that learners had to put much effort while working on the project, but their critical-thinking skills were improved. It also showed they were more involved and their interests were heightened in developing animation through programming.

• 대한공업교육학회지
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• v.43 no.1
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• pp.94-113
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• 2018

The purpose of this study is to develop a using various convex lenses 'VR glasses' instructional materials for area of communication technology of the 2015 Revision Curriculum in middle school. This study was progressed depend on ADDIE model. In the analysis step, a necessity of developing the instructional materials was confirmed through social needs and leaner's needs and literature researches were reviewed about the 2015 Revision Curriculum and virtual reality and confirmed the area of communication technology related to VR glasses. The communication process of information was selected as a communication technology area related to VR glass. In the design step, Based on the analysis stage, instructional objectives were set and instructional method and medium were selected. In the development step was developed instructional materials, what are teaching-learning guidance, power-point presentations, the paper for group learning activities, Individual portfolio, and using various convex lenses VR glasses example. As a result of 'VR glasses' using various convex lenses, the viewing angle was enlarged when the diameter of the convex lens was large, but it was difficult to quantify it. In the implementation step, the instructional materials developed for middle school students was applied. In the evaluation step, instructional materials were modified and improved through a students evaluation, experts evaluation.

• Journal of Agricultural Extension & Community Development
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• v.18 no.1
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• pp.101-128
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• 2011

The purpose of this study is to find out the effectiveness of instructional method using by a motion picture at cognitive and affective learning domain, and students' preferences for instructional methods in middle school career education. The nonequivalent control group pretest-posttest research design was applied to an experimental group and to a control group. A pair of 75students from four classes participated in an experiment. The results show higher learning achievements both of cognitive and affective domains in experimental group than in control group. Higher students' preferences for instructional methods were found in experimental group than in control group. It is concluded that a motion picture could give a more concrete experience and a more pleasure to students than traditional lecture. Higher learning achievements in cognitive and affective learning domain of career education and higher preferences were came out in consequence of using a motion picture.

• Journal of National Security and Military Science
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• s.15
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• 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.

• Journal of Practical Engineering Education
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• v.8 no.2
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• pp.75-81
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• 2016

This research proposes to design a flipped classroom with strategic questioning to enhance engineering student's creative problem-solving competency on the basis of the subject knowledge. By applying the designed flipped classroom to both of college and dual system engineering courses during one semester, this study explores to find the meaning and effects of the flipped learning method. The case study analyzed the influences of the flipped learning with the use of strategic questioning on student's problem-solving performance, and also investigated student satisfaction and evaluation of the learning in order to draw out the factors to consider further in the instructional design.

• International Journal of Contents
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• v.8 no.1
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• pp.1-9
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• 2012

The present study explores how the stress of online learners is related to Korean cultural norms and social expectation and presents the criteria online education should aim at when designing instructional approaches. A sample of 176 students from a Korean online university participated in a study investigating the patterns in the academic and personal stressors they face. This study also examines stressor types in relation to sample characteristics, analyzed with a categorization method developed by extant researchers on the stress faced by U.S. college students. Unlike the findings of previous studies on college student stress, this study's results reveal that nontraditional Korean online students were faced with (1) taking on the multiple roles at work and home prescribed by cultural and social norms, and (2) challenges in regulating study habits and the learning environment as adult learners. The relevant implications for the design of online learning are discussed.

• 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.