• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.11-21
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• 1998

Portfolio assessment provides many opportunities to foster children's creativity and to increase their responsibility for learning. few research study has been conducted in this area, and this assessment method has scarcely been administered in primary science class, Proper and effective use of portfolio assessment in our primary science class requires basic research on how to design and administer the method. Based on the earlier study on typical structures and components of portfolio assessment, the assessment instrument was developed on various primary science topics, The development team was consisted of one science education specialist and nine pre-service elementary school teachers. It takes ten months to develop instruments for 27 class hours. The development process was reciprocal in that development and revision cycle was repeated more than 7 times. The portfolio assessment instruments consist of instructional objectives, developers' evidence for the objectives, and assessment criteria. Adopting a new way of assessment into science class inevitably causes lots of confusions to teachers and children. The absence of basic research studies must be a critical barrier for successful administration of a new assessment method such as portfolio assessment. further research is required in the preparation and administration of portfolio assessment in our primary science classroom.

• Journal of Korean Academy of Nursing
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• v.35 no.6
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• pp.1113-1124
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• 2005

Purpose: The purpose of this study was to develop an e-Learning program about medication for nurses to enhance nurses' medication performance ability and to analyze learners' responses after studying with this program. Method: For the development of the e-Learning program, the NBISD(Network Based Instructional Systems Design) model, suggested by Jung(I999) was applied as a basic model and the instruction design theory of Gagne & Briggs(1979) and ARCS theory of Keller(I983) were applied. After the operation of this program for one month to 34 new nurses, learners' responses were analyzed. Result: Learners' knowledge of medication was greatly improved after this program. In addition learners' satisfaction with the overall education program, help in field applicability, ease of screen shift and exploration, and tutor activities were high and the contents were regarded suitable for e-Learning. Many things were advantageous such as easy accessibility, easy understandability with pictures and flash animation, practical cases and feedback from a tutor. Provision of a supplementary handout and improvement of a tight time schedule were pointed out as things to be improved. Conclusion: This e-Learning program can be used effectively for medication education for registered nurses, student nurses, and new nurses.

• Journal of Engineering Education Research
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• v.17 no.4
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• pp.21-24
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• 2014

The purpose of this study is to develop the engineering students leadership program and evaluate the pilot test. To this end, literature reviews covering various leadership programs were studied and a needs analysis survey was conducted. The needs analysis survey found that student subjects believe leadership to be an important quality, but that the current availability of leadership training programs is lacking. Furthermore, results of the study are as follows, with respective results listed in descending order. The majority of students selected on-line learning as their preferred training method, followed by blended learning and in-person learning. Students also indicated their preferred instructional method to be through on-line courses. Based on these results, a preliminary pilot program was experimentally launched for only 1 class's use. This process of the development for the Engineering Leadership Program consists of 4 stages. The first stage is a needs analysis survey, followed by the design of the program based on results from the needs analysis survey. Afterwards comes the development stage, followed by the implementation stage, comprised of two parts; the pilot test and the distribution. The final stage is the overall evaluation step. We are currently in the first step of the third stage (the pilot test) and only the overall evaluation stage remains. After the distribution, a follow-up study will be conducted to analyze the effectiveness of the implemented program.

• Journal of Korean Home Economics Education Association
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• v.13 no.1
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• pp.39-53
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• 2001

The purpose of this study is to develop lesson plan and to evaluate its application for the chapter of 'family life and housing'in the class of Home Economics in the third grade of middle school through the application of the Universal Design. This study has been done in three phases : analysis. development. and evaluation phase. The results of this study were as follows : First. in the development of the concept of the Universal Design. the objective of learning aimed to build the housing and utilities for all family members. Moreover. the various learning materials such as computer program. video materials. and worksheets of the group work were utilized to enhance the effectiveness of the lesson plan. Second. the evaluation of the students was examined through the assessment of the concept of the design. and the degree of class participation of student at the end of class. The LT cooperative learning as an instructional method was perceived to be appropriate and the participation of the cooperative work was also enhanced. The use of the computer programs. and video tapes was considered to be useful. Third. the response of the teachers was found to be both positive and negative. Teachers'positive reactions indicated that the use of the Universal Design facilitated student's participation in class stimulating their motivations and creative ideas not only in the classroom but also in the real life as for the negative reactions. teachers perceived understanding of the concept of the Universal Design. the activities of the students and class hours were relatively shout. These should be added to by the further study with the teachers endeavor.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.21 no.5
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• pp.1042-1048
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• 2017

Recently rapid changes in the industrial environment require new talents in companies. Flipped learning is drawing attention as an effective teaching-learning method. The existing traditional lecture teaching-learning method have various problems that the dropout rates of the student is high and the creative problem solving ability is hindered. In the case of the IT engineering college, most of the major theoretical courses require prior learning of the prerequisite coursework subjects. Therefore, effective teaching-learning methods must be developed to improve student participation and academic achievement. This paper proposes the flipped learning model consisting of five sets that combine the flipped learning and practice to improve student motivation and self - directed learning. Also, this paper analyzes the learning effect by applying it to the algorithm lecture of computer engineering and presents problem and utilization plan according to the result.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.1-9
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• 2018

The purpose of this study is to examine the concepts and types of cross-cultural collaborative online learning that enhance the utilization of advanced ICT in education and contribute to the promotion of educational exchanges between countries, and suggest exchange learning design models necessary for the active introduction. For this study, previous studies related to cross-cultural collaborative online learning were examined. As a result, cross-cultural collaborative online learning is an educational method based on constructivism that explore and construct knowledge by interacting and collaborating with students, teachers, and field experts who are linguistically and culturally heterogeneous based on advanced ICT. The type of cross-cultural collaborative online learning could be divided into synchronous exchange learning centered on remote video classes and asynchronous exchange learning centered on website based tasks. A PPIE learning design model considering the characteristics of each type is presented.

• Journal of the Korea Society of Computer and Information
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• v.12 no.5
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• pp.303-311
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• 2007

The instruction based on mass production system has contributed to the materialistic abundance, but it caused the innate target of education, development of 'holistic human beings' to be lost. Accordingly, the mentoring has been highlighted as an alternative instructional method because it can support learners in the aspect of cognitive and affective domain. On the other hand, as an effort of overcoming time and place constraints of face-to-face mentoring, e-mentoring is being required. This research aims to propose the e-mentoring system design plan for guiding learning after school, which may support face-to-face mentoring. Based on literature reviews, the direction of design was set and the necessary functions were drawn. e-Mentoring system design plan proposed in this article may be helpful to practitioners who are interested in the enhancement of effectiveness and efficiency of mentoring programs. Also it is required that more practical study should be performed for developing the system and testing its effectiveness.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.19-33
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• 2008

The purpose of this study is to find out the effects of the use of Chatting Method(with AI Chatting robot: Chatterbot) and Computer Interest Levels on Teaching & Learning. The major findings of the study are as follows. Firstly, the chatting activities using the chatterbot method and computer Interest Levels were not effective in the academic achievement. Secondly, the chatting activities using the chatterbot method and computer Interest Levels were effective in improving the learning motivation. Thirdly, According to the result of post-feedback analysis, the benefits of chatterbot method was 'the new', 'transcends time and space', 'drill and practice learning' and was some of the drawbacks 'response fixed', lack of emotional transactions. and the proposal 'PBL' was reached(1. strength: new experience, 2. weakness: be tired, 3. proposal: PBL approach). Fourthly, the relationship between the academic achievement, learning motivation, post-feedback was no correlation. Based on these results, the study suggests that the chatterbot method was need for multiple instructional design strategy.

• Korean Journal of Health Education and Promotion
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• v.20 no.2
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• pp.35-61
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• 2003

Background： The purpose of this study was to develop a structured and individualized smoking prevention program for adolescents by utilizing a multimedia computer-assisted instruction model and to empirically assess its effect. Method： For the purpose of this study, a guide book of smoking prevention program for middle and high school students was developed as the first step. The contents of this book were summarized and developed into an actual multimedia CAI smoking prevention program according to the Gane ＆ Briggs instructional design and Keller's ARCS motivation design models as the second step. At the final step, the short-tenn effects of this program were examined by an experiment. This experiment were made for middle school and high school students and the quasi experimental design was the pretest - intervention - posttest. The measured data was attitude, belief, and knowledge about smoking, interest in the program, and learning motivation. Result： The results of this study were as follows： First, the guide book of a smoking prevention program was developed and the existing literature on adolescent smoking was analyzed to develop the content of the guide book. Then the curriculum was divided into three main domains on tobacco and smoking history, smoking and health, adolescent smoking and each main domain was divided into sub-domains. Second, the contents of the guide book were translated into a multimedia CAI program of smoking prevention througn Powerpoint software according to the instructional design theory. The characteristics of this program were interactive, learner controllable, and structured The program contents consisted of entrance(5.6％), history of tobacco(30％), smoking and health(38.9％), adolescent smoking(22.2％), video(4.7％), and exit(1.6％). Multimedia materials consisted of text(121), sound and music, image(still 84, dynamic 32), and videogram(6). The program took about 40 minutes to complete. Third, the results on analysis of the program effects were as follows： 1) There was significant knowledge increase between the pre-test and post-test with total mean difference 3.44, and the highest increase was in the 1st grade students of high school(p＜0.001). 2) There was significant decrease in general belief on smoking between the pre-test and post-test with total mean difference 0.28. In subgroup analysis, the difference was significantly higher in the 1st grade of high school (p<0.001), low income class (p<0.001), and daily smokers (p<0.01). 3) There was no significant difference in attitudes on his personal smoking between the pre-test and post-test. 4) The interest in the program seemed to lower as students got older. The score of motivation toward this prevention program was the highest in the middle school 3rd grade. Among sub-domains of motivation, the confidence score was the highest. Conclusion： To be most effective, the smoking prevention program for adolescents should utilize the most up-to-date and accurate information on smoking, and then instructional material should be developed so that the learners can approach the program with enjoyment. Through this study, a guide book with the most up-to-date information was developed and the multimedia CAI smoking prevention program was also developed based on the guide book. The program showed positive effect on the students' knowledge and belief in smoking.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.185-191
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• 2021

The purpose of this study is to develop middle school English classes using Problem-Based Learning(PBL) based on flipped learning and to examine its effects. Recently, various attempts to combine flipped learning and PBL have been made; however, many studies have not been applied to middle and high school curriculums yet. The attempt of this study is expected to have theoretical and practical significance. The instructional model was derived from the review of previous studies, and the development of instructional program followed the general design procedure(analysis-design-development-implement-evaluation), and its validity was secured with the advice of related experts. To verify the effectiveness of the program, the English academic achievement test and the English key competency test were conducted before and after the program. Changes in English academic achievement were analyzed by the paired-sample t-test, and the effect of key competency and the level of achievement test performance (high vs, low) on the pre-post score change was analyzed by the mixed effects repeated measures ANOVA. As a result of the analysis, both academic achievement and key competencies increased, and the low-level students in the pre-academic achievement test showed more improvements. In conclusion, the PBL class based on flipped learning is effective in improving the English academic achievement and key competencies of middle school students, and in particular, it is shown to be an effective teaching method for students with low academic achievement.