• Educational Technology International
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• v.14 no.1
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• pp.27-40
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• 2013

Design-Based Research (DBR) focuses on developing key principles of interventions to advance both theory and practicalities of dissemination (Brown, 1992), yet its methodological details have not been quite established. Thus, the purpose of this paper is to address the pragmatics of DBR by sharing the researcher's reflections on conducting a longitudinal DBR project for five years. In an attempt to advance college teaching practices as well as theories related to student plagiarism, the project focused on refining "humble" theories on how and why college students engage in plagiarism to design classroom interventions for promoting academic integrity. Similar to the Integrative Learning Design (ILD) framework proposed by Bannan-Ritland (2003), but conducted in a much simpler and less formal format, this study followed DBR cycles from initial conceptualization to design and enact instructional interventions in authentic contexts while collecting both quantitative and qualitative data from each phase. Finally, the paper addresses some challenges encountered throughout the DBR project as well as the lessons learned from this experience. Like many previous DBR studies whose practical relevance is limited to local context, the findings from this study may not be easily generalized for other contexts.

• The Journal of Korean Association of Computer Education
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• v.5 no.3
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• pp.1-9
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• 2002

For teaching-learning activities to be effective, the teaching methods need to reflect the contents of instructional materials and the characteristics of the learners. The purpose of this paper is to investigate the effective ways of teaching computer programming languages. The main components of teaching computer programming languages might be the characteristics of the language itself, the function of design, and general problem-solving capacity. But the analysis of the Quality and environments of learners is much more important. To improve the Quality of teaching computer programming languages, the structured syllabus needs to be provided and a variety of teaching methods such as project-based approach, problem-based approach, cooperative learning, peer tutoring and case study should be applied selectively, depending upon the instructional situations. In addition, procedural and constructive evaluation process needs to be developed to monitor each stage of learning and to give the guidelines of completing the course projects.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.343-364
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• 2017

Despite the significance of functional thinking at the elementary school level there has been lack of research on teachers who play a major role in making students be engaged in functional thinking. This study surveyed 119 elementary school teachers to investigate their knowledge of functional thinking for teaching. A written assessment for this study was developed with a focus on the knowledge of mathematical tasks and instructional strategies to teach functional thinking. The results of this study showed that many teachers were able to design tasks corresponding to both the additive relationship and the multiplicative relationship, and to justify some strategies to promote functional thinking. However, some teachers had lack of understanding with regard to the core ideas of functional thinking. Based on these results this study is expected to suggest implications on what aspects of knowledge are further needed for elementary school teachers to promote students' functional thinking.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.14 no.5
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• pp.2101-2121
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• 2020

The rapid growth of instructional videos repositories and their widespread use as a tool to support education have raised the need of studies to assess the quality of those educational resources and their impact on the quality of learning process that depends on them. Khan Academy (KA) repository is one of the prominent educational videos' repositories. It is famous and widely used by different types of learners, students and teachers. To better understand its characteristics and the impact of such repositories on education, we gathered a huge amount of KA data using its API and different web scraping techniques, then we analyzed them. This paper reports the first quantitative and descriptive analysis of Khan Academy repository (KA repository) of open video lessons. First, we described the structure of repository. Then, we demonstrated some analyses highlighting content-based growth and evolution. Those descriptive analyses spotted the main important findings in KA repository. Finally, we focused on users' interactions with video lessons. Those interactions consisted of questions and answers posted on videos. We developed interaction profiles for those videos based on the number of users' interactions. We conducted regression analysis and statistical tests to mine the relation between those profiles and some quality related proposed metrics. The results of analysis showed that all interaction profiles are highly affected by video length and reuse rate in different subjects. We believe that our study demonstrated in this paper provides valuable information in understanding the logic and the learning mechanism inside learning repositories, which can have major impacts on the education field in general, and particularly on the informal learning process and the instructional design process. This study can be considered as one of the first quantitative studies to shed the light on Khan Academy as an open educational resources (OER) repository. The results presented in this paper are crucial in understanding KA videos repository, its characteristics and its impact on education.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.14-26
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• 2018

The goal of this study was to explore topic defining patterns of students in interdisciplinary Capstone Design Class. Thematic analysis methodology was used to examine 85 Korean college students' lived experience of project topic generation which is for interdisciplinary capstone design class and Individual open-ended survey for constituted the data sources. Findings show four contexts of student's topic defining patterns using thematic analysis including (a) one leader's directed problem representation, (b) team common decision making after brainstorming, (c) empathy with professor proposed issue, (d) problems offered to students by corporate or research competitions. Based on research result, I could suggest instructional strategies of Capstone Design Class of teacher for helping their students' topic defining. It was necessary to minimize the opinions of the instructors at the beginning of class and minimize the number of team members. And also it provided a lot of opportunities to collaborate with companies in the topic selection process, it will help to develop the students' ability to determine the valuable topic in project.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.241-248
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• 2006

Recently, as the importance of the information communication ethics education has increased, the research about new instructional method or contents have been progressed actively. On the other hand, due to the advance of e-learning technology, instead of teacher-centered instruction, the development of learning contents and learning method for satisfying students' requirements is proceeded actively. In this paper, in order to increase the learning effect for information communication ethics education for primary school students, we propose a new way to design an instruction which considers the characteristics and the requirements of students. We decompose instructional design features into 4 components such as goal, model, contents, and media, and then we pose questionnaire to the 5th grade students of a primary school. After that, we analyze data by using the conjoint analysis. Based on the result of the conjoint analysis, we give instructions to two classes in order to compare the learning achievement of the two classes. Finally, by evaluating the students and analyzing their satisfaction levels, we diagnose the effectiveness of the proposed method.

• The Journal of the Korea Contents Association
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• v.13 no.8
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• pp.474-481
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• 2013

The purpose of this study is that pre-service teacher are able to design creative instruction based on NFTM-TRIZ for building up their continuous creative thinking and promoting their creative instruction activities. NFTM-TRIZ is a educational technology system to form and develop creative thinking from child to adult continuously based on TRIZ theory. TRIZ is the thinking technique of creative problem solving that can be the tool of inventory solutions by finding and get over the key of contradiction that is necessary to obtain ideal final results of suggested problems. The subjects for this study were 90 pre-service teachers who are attending third and fourth graders of Teachers' College in G university and are taking 'Curriculum and Educational Evaluation'. The creativity program for this study was carried out for ten minutes at the end of lectures. The verification for this study results were performed two faces. First, pre-service teachers presented teaching and learning plan for one time used 8 Steps' Teaching and Learning Model based on NFTM-TRIZ. Second, researcher got feedback from them about this creative program.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.115-123
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• 2003

It's difficult to find efforts for individualization other than suggesting simple, branching level learning materials among the developed courseware. The reason is primarily attributed to the facts that the courseware itself is not flexible, a fixed structure which is not reusable, and numerous costs and time should be consumed to develop one. In the same context of the appearance of the object-oriented concept in the method of software development, the concept of 'learning object' has appeared in the development of courses and contents, paving the way toward the possibility of designing versatile courses through the learning object. In the learning object-based course design, however, it still has similar shape and structure to the existing courseware, and the effort to realize the individualized learning by utilizing the learning object is not sufficient, as well. In this study, I suggest a outlined learning object model which can support the individualized learning by expanding the existing learning object, and based on th is model. design a instructional model that can show an individualized learning path, based on the ADDIE model.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.21-44
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• 2008

The purpose of this study was to analyse the possibilities and legitimacies for using integrated essay on Home Economics Education, and to suggest the instructional design. Integrated Essay consisted with three composers, subject(students), object(texts), and strategy(thinking abilities). The results of theoretical analysis, socio-constructionalism by Vygotsky, the deconstructional literacy criticism by Derrida, and cognitive psychological approach by Beyer, Wood et al, Hayes were supported the integrated essay in instruction for Home Economics Education. Also, essay tests types of university entrance exams in Korea, previous researches of thinking ability in Home Economics Education, and essay questions in textbook were analysed. As results, theoretical framework, instruction process, and instruction design for integrated essay in Home Economics Education were developed. The possibility of integrated essay is high but it's real estimate will success when Home Economics Education realize it's nature.

• Journal of Practical Engineering Education
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• v.8 no.2
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• pp.83-89
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• 2016

Flip-learning enables an effective teaching and learning in accordance with the deepening degree of engineering education as a framework that enables learning according to the individual differences of the theoretical aspects, and solving real problems and practice of the learner-centered education through the application of this. The subject of basic fluid power practice which is used in various industries requiring factory automation aims at understanding of the composition and operating principles of pneumatic components and programming of electric sequential circuits, building the design ability of pneumatic system. This subject goes by 3 hour classes with theory and practice side by side. So it has not enough time to instruct students various contents related in this subject. In this study, the instructional design was performed according to the KOREATECH (Korea University of Technology and Education) flip-learning basic model for the effective teaching of 'Basic Fluid Power Practice' in basic engineering practice courses,. And the effectiveness of flip-learning is analyzed through the students survey after performing classes.