• Educational Technology International
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• v.7 no.1
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• pp.39-57
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• 2006

Supporting individual or group learners through designing effective learning environment has been major concern for instructional technologists. In CSCL environment, the effectiveness of learning depends not only on the design of the learning incidences but also on that of psychological environment because in CSCL the learners encounter virtually a new environment deviate from the ordinary physical world. CSCL is one of the most demanding environment for learners and thus it requires a highly refined learner support mechanisms. The purpose of the research was to devise conceptual tools for supporting learners in CSCL environment. Especially, the researchers tried to develop special kinds of scaffolding that directly support the collaborative practice in the social and psychological dimension of the learner. Body of literature on scaffolding has been reviewed and effective CSCL environments were observed and analyzed. As a result of the study, the research proposes a new type of scaffolding, named as "collaboration scaffolding" as a conceptual tool for supporting learners in CSCL environment. Also the research suggests three subtypes of scaffolds as the most typical collaboration scaffolding; emotional scaffolds, facilitative scaffolds, and exploratory scaffolds.

• Proceedings of the Korean Society for the Gifted Conference
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• 1994.08b
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• pp.338-347
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• 1994

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.160-169
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• 2015

The purpose of this study was to search and analyze the realities and needs of life long education, the necessity and perception of life competencies and the difference of competencies on experiences of education to support life long education system for adult learners in Busan and Ulsan. In this study, we conducted a questionnaire survey of 234 adult learners living in Busan and Ulsan. The results of this study were summarized as follows. First, adult learners perceived that life long education was very important to adults and appreciated an educational institution being managed by government. Second, adult learners thought that basic literacy competency and basic work competency were important and late fifties perceived that professional job is in important. Third, adult learners perceived that self directed learning and capacity of management are poor competencies. And they perceived that the government support adult learners who has economical difficulty. Forth, adult learners perceived that it was normal that 'professional job' and 'job transition abilities', 'women', 'the middle aged and old','the unemployed' and' low incomers' perceived that they have poor level. Fifth, according to the results of ${\chi}^2$ test for determining the statistical significance of differences in experience in lifelong learning among adult learner groups divided by their individual background, significant differences were observed in a few competencies(p<.05, p<.01).

• English Language & Literature Teaching
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• v.15 no.3
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• pp.223-248
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• 2009

Previous research on the impact of pretask planning on subsequent second language (L2) production has mainly focused on the linguistic quality of planned production, while learners' thought processes and perceptions about planning have been relatively less explored. In addition, few previous planning studies have examined whether the learners did in fact follow the pretask instructions, thus leaving the role of pretask instructions in the planning process unexplored. Therefore, the present study investigated whether pretask instructions affect attentional allocation as well as what cognitive operations planners engage in and what their perceptions about planning are. Forty-three Korean EFL classroom learners were divided into two groups: before having time to plan for an oral story retelling task, one group received general instructions, while the other group received specific instructions. The findings, based on both quantitative and qualitative data analysis, indicated no large effects of pretask instructions on the planners' attentional focus. Rather, the qualitative analysis identified a number of other factors that influenced learners' decision making as well as their general processes and approaches to planning and their perceptions about planning and thinking aloud while planning. Implications for L2 teaching as well as limitations of the study are discussed.

• Hwankyungkyoyuk
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• v.16 no.1
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• pp.25-33
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• 2003

This study aimed to discern the educational meaning of nature experience activity in a nonformal educational program in Korea, focusing on the interaction between a teacher and learners. To achieve this objective, an ethnographic research method was employed using an environmental educational program for children in a nonformal setting. The results of study are as followings. Firstly, the teacher's belief-"young ecologist" shaped its own characteristics of the program. Secondly, the children had a understanding that they learn something about nature(e.g. learning by seeing, dlscovering, recollecting, and awakening). The analysis of teachers' ideas and learners' attitude toward nature experience shows that there exists a gap between the teachers' expectations and the actual ecological changes in the learners' ideas. However, the educational meaning of nature experience can be understood by the unique type of interaction between a teacher and learners. In conclusion, on the basis of this study, it is suggested that educators should be aware of the fact that nature experience can conttribute significantly to the education of children not just from the encounter with nature but also philosophically with regard to our connectedness with nature. Bringing nature into educational contexts can help children to take part in thoughtful perspectives of learning and to devise their own appropriate nature experience.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1209-1219
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• 2016

In knowledge based society, lifelong learning is increasing in order to meet educational needs of adult learners. Credit Bank system which is credited by individual experience, learning and qualifications are also emphasized for continuing learning participation. However, in spite of the importance of concern in the Credit Bank System, adult learners expectation and value are not high. The purpose of this study is to analyze participation valence and learning flow of adult learner in the Credit Bank System. The result of this study is summarized as follows: first, adult learners participated in the Credit Bank System to get new knowledge and skill based on internal and external motivation and requirement not involved with individual degree. Second, adult learners participating in the Credit Bank System are experiencing learning flow realizing that behavior of participation is compensated, adult learners are concentrating and feeling with satisfaction and pleasure to study. Third, participation in the Credit Bank System based on adult learner's own right learning requirement have been analyzed as it has a positive effect to the learning flow and have indicated that adult learners having high level of valence experience, recognition immersion, behavioral devotion, and egoistic immersion. Based on the conclusion, further studies are suggested.

• The Mathematical Education
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• v.49 no.3
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• pp.353-373
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• 2010

This research was to help slow learners to be motivated and to make their outcome productive, using GSP based on the mathematization theory for learning mathematics, as a way of encouraging the learner-centered approach. With 2 of the second graders in a high school, who had not yet understood trigonometric functions in their first grade period, 7 units of lesson plans were designed for the research. The results showed that first, understanding real life contexts and analyzing properties by observation, and experiment using GSP, to build the concept of trigonometric functions could be a foothold on which learner's organization and outcome from a horizontal mathematization led to vertical mathematization. Despite the delay during the level-up-stage for a while, the learners could attain the vertical mathematization stage and moreover the applicative mathematization through effective use of GSP and the interaction between the learners or a teacher and the learners. Second, using GSP was a vertical tool of connecting horizontal mathematization with vertical mathematization in forming the concept of trigonometric functions and its meaning could be understood by their verbalizing and presenting the outcomes through their active performance. Using GSP is helpful for slow learners to overcome learning difficulties, based on the instructional materials designed by Realistic Mathematics Education.

• Research in Mathematical Education
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• v.22 no.1
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• pp.19-33
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• 2019

While the field of mathematics education strives to promote equitable mathematics learning and identifies it as a core instructional practice, less is known about its effective enactment. As teachers' teaching practices are dependent on their views and beliefs, this study investigated 133 elementary pre-service teachers' (PSTs') interpretations of diverse learners' learning experiences and proposed accommodations for them as reflected in their lesson planning process. Findings showed that PSTs came up with some strategies that are often suggested in teacher education literature, such as using multiple modes of representation and various grouping strategies. However, their responses were generic in nature rather than specific to diverse learners. Also, it was noted that many PSTs' interchangeably referred to the English Language Learners (ELLs), struggling learners, and culturally diverse learners, inferring that they thought that culturally diverse students must have been ELLs and that ELLs or culturally diverse students must have been weaker students in math. We found that the PSTs used their own frames while filtering and discarding information about diverse student populations to develop instructional plans, rather than based on the results of assessments of learning. We suggest that it is the critical first step to unwrap PSTs' unproven assumptions to better equip them for working with all of their future students.

• Educational Technology International
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• v.10 no.1
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• pp.1-23
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• 2009

Learners are often posited in a paradoxical situation where they are not fully involved in decision making processes on how to learn, in designing their tools. Cognitive artifacts in e-learning are supposed to effectively support learner-centered e-learning. The purpose of the study is to analyze cases of cognitive artifacts and to inquire those design principles for facilitating the learner-centered e-learning. Four research questions are suggested: First, it will be analyzed the characteristics of learners with respect to design of cognitive artifacts for supporting the learner-centered e-learning. Second, characteristics of four cases to design cognitive artifacts in learner-centered e-learning environment are analyzed. Third, it will be suggested the appropriate design principles of cognitive artifacts to facilitating learner-centered learning in e-learning environment. Four cases of cognitive artifacts design in learner-centered e-learning was identified as follows: Wiki software as cognitive artifacts in computer-supported collaborative learning; 'Play Around Network (PAN)' as cognitive artifact to monitor learning activities in knowledge community; Knowledge Forum System (KFS) as a cognitive artifact in knowledge building; cognitive artifacts in Courses-as-seeds applied meta-design. Five design principles are concluded as follows: Promoting externalization of cognitive artifacts to private media; Helping learners to initiate their learning processes; Encouraging learners to make connections with other learners' knowledge building and their cognitive artifacts; Promoting monitoring of participants' contributions in collaborative knowledge building; Supporting learners to design their cognitive artifacts.

• Journal of Internet Computing and Services
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• v.10 no.3
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• pp.159-172
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• 2009

The purposes of this study were to identify factors affecting the quality of universities' e-learning contents from the perspectives of learners and to find out specific solutions for improving them. To achieve these goals, research questions were established as follows: 1) What factors were influencing the quality of universities' e-learning contents, and how were learners perceived about each factor(by its importance and satisfaction)? 2) Were there any differences on the learners' perceptions about each factor(by its importance and satisfaction)? 3) What were any specific ways to enhance the quality of universities' e-learning contents? The participants were of 543 university students who took at least one e-learning course and were living in the metropolitan areas(Seoul, Incheon, Gyeonggi). The survey questionnaire was consisted of 38 items developed through the literature review. To analyze the data collected, factor analysis and paired-sample t-test were conducted. The results were as follows: Five identified factors influencing the quality of universities' e-learning contents from the perspectives of learners were instructional strategies, learning contents, usability, evaluation/feedback, and interface design, and all identified factors were statistically significant differences among the learners' perceptions of its importance and satisfaction. The analysis results of importance-satisfaction matrix by each factor showed that 1) learning contents was the factor that current status should be at least continuously maintained, 2) usability, instructional strategies, and evaluation/feedback were the factors that learners' satisfactions still need to be increased although those importances were not relatively high, and 3) interface factor was important, while learners' satisfaction toward it was not much high so that solutions to increase the satisfaction need to be immediately considered. Based on the results, several suggestions to enhance universities' e-learning contents from the learners' perspectives were also recommended.