• Title/Summary/Keyword: Learner

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Effects of Teaching and Learning Strategies of Learner-Centered Learning for Improving Computational Thinking (Computational Thinking 증진을 위한 학습자 중심의 교수학습 전략의 효과)

  • Kim, Soohwan
    • Journal of The Korean Association of Information Education
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    • v.19 no.3
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    • pp.323-332
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    • 2015
  • The purpose of this study is to verify the effectiveness of teaching and learning strategies of learner-centered learning for the computational thinking that is the educational purpose of SW education. For improving computational thinking, funny and easy educational contents and appropriate teaching and learning strategies are needed. In this study, I applied and verified the learner-centered strategies for non-computer major learners in computational thinking education: collaboration, sharing, self-directed learning. As the result, the teaching and learning of learner-centered learning affects the pleasure and the interest of learners; they affect computational thinking efficacy; it affects intention to use. It is able to apply this learner-centered learning strategies to computational thinking education as an effective educational strategies.

Design and Implementation of the Differential Contents Organization System based on Each Learner's Level (학습자 수준에 맞는 차별적 콘텐츠 구성 시스템의 설계 및 구현)

  • Heo, Sun-Young;Kim, Eun-Gyung
    • The KIPS Transactions:PartA
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    • v.18A no.6
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    • pp.241-248
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    • 2011
  • Many learning systems are applying Self-Directed Learning to improve learning efficiency. The degree of understanding of the same learning contents can be different even if the learner's level is same. Therefore, it is difficult to represent an effective learning experience because the learning is progressed by the determined difficulty of learning and the learning process even thought the provided content is difficult to understand. In this paper, we augmented SCORM to reconstruct the learning contents which are suitable for the changed level of each learner in real-time. Also, we designed and implemented this augmented SCORM based DCOS(Differential Contents Organization System). In order to provide the suitable contents for each learner, DCOS reorganizes learning contents based on the learner's level, the learner's achievement of learning objectives, and the correlation between learning objects, that is the component of the learning content. Each 30 Each 30 students studied e-learning contents, which are constructed based on the existing System and DCOS respectively. And the average score and system's satisfaction of the students who studied DCOS based e-learning contents was higher.

Teaching-learning interaction effects and management in internet based practice instruction - a case study (인터넷기반 실습수업에서의 교수-학습 상호작용 효과 및 운영안 - 사례연구)

  • 김재생
    • Journal of the Korea Computer Industry Society
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    • v.5 no.2
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    • pp.193-202
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    • 2004
  • In this paper, we studied about method that instructor and learner execute teaching-learning activities and about the educational effects of a web based practice instruction. And, in practice instruction, we examined about role and influence of instructor, learner and manager. This study shows the method that instructor and learner execute teaching-learning activities and interaction activities in a "construction of e-business system" curriculum to support the informational education for an industrial workers. The research subject was the 15 industrial workers who enrolled a informational instruction coulee provided for two weeks by kimpo college, As a research method, workers survey, interview, and profile analysis were used for this study. The result of this study show that interaction between instructor, learner and manager was not executed actively, but the manner of lecturing about interest of learner, usage of email, question and answer of bulletin board, online-practice were brought an effect on interaction of learner activities and the educational effects.l effects.

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Effects of Mathematical Instructions Based on Constructivism on Learners' Reasoning Ability - With Focus on the Area of Multiplication for 2nd Graders - (구성주의 수학 수업이 추론능력에 미치는 영향 - 초등학교 2학년 곱셈을 중심으로 -)

  • Jung, Hyunsil;Kim, Jinho
    • Journal of the Korean School Mathematics Society
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    • v.16 no.1
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    • pp.31-61
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    • 2013
  • The purpose of this study is to confirm constructivists' assumption that when a little low level learners are taken in learner-centered instruction based on a constructivism they can also construct knowledge by themselves. To achieve this purpose, the researchers compare the effects of learner-centered instruction based on the constructivism and teacher-centered instruction based on the objective epistemology where second graders learn multiplication facts through the each treatment on learners' reasoning ability and achievement. Some conclusions are drawn from results as follows. First, learner-centered instruction based on a constructivism has significant effect on learners' reasoning ability. Second, learner-centered instruction has slightly positive effect on learners' deductive reasoning ability. Third, learner-centered instruction has more an positive influence on understanding concepts and principles of not-presented mathematical knowledge than teacher-centered instruction when implementing it with a little low level learners.

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An Adaptive Evaluation System Using Fuzzy Reasoning Rule (퍼지추론규칙을 이용한 적응형 평가시스템)

  • Um, Myoung-Yong;Jung, Soon-Young;Lee, Won-Gyu
    • The Journal of Korean Association of Computer Education
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    • v.6 no.4
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    • pp.95-113
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    • 2003
  • We introduce an AFES(Adaptive Fuzzy Evaluation System) that applies an evaluation system used to existing LCMS(Learning Contents Management System) to a fuzzy reasoning rule. The AFES confers a course level on the learner through a fuzzy diagnostic evaluation before the learner enters a learning course. After the learner completes a learning course through the tailored learning path that is suitable for the learner's level, the AFES confers a final grade on the learner by means of fuzzy final evaluation. The biggest characteristic of the AFES is a grade rule of the final grade. Although different learners get the same number of correct answers to the same number of Questions, AFES flexibly confers the different final grade on the learner by means of the number of 125's fuzzy reasoning rules.

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Genetic Algorithm Based Attribute Value Taxonomy Generation for Learning Classifiers with Missing Data (유전자 알고리즘 기반의 불완전 데이터 학습을 위한 속성값계층구조의 생성)

  • Joo Jin-U;Yang Ji-Hoon
    • The KIPS Transactions:PartB
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    • v.13B no.2 s.105
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    • pp.133-138
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    • 2006
  • Learning with Attribute Value Taxonomies (AVT) has shown that it is possible to construct accurate, compact and robust classifiers from a partially missing dataset (dataset that contains attribute values specified with different level of precision). Yet, in many cases AVTs are generated from experts or people with specialized knowledge in their domain. Unfortunately these user-provided AVTs can be time-consuming to construct and misguided during the AVT building process. Moreover experts are occasionally unavailable to provide an AVT for a particular domain. Against these backgrounds, this paper introduces an AVT generating method called GA-AVT-Learner, which finds a near optimal AVT with a given training dataset using a genetic algorithm. This paper conducted experiments generating AVTs through GA-AVT-Learner with a variety of real world datasets. We compared these AVTs with other types of AVTs such as HAC-AVTs and user-provided AVTs. Through the experiments we have proved that GA-AVT-Learner provides AVTs that yield more accurate and compact classifiers and improve performance in learning missing data.

Design and implementation of a web-based learner-oriented project system (웹 기반 학습자 중심의 프로젝트 시스템의 설계 및 구현)

  • Jung, Yong-Ki;Choi, Eun-Man
    • The KIPS Transactions:PartA
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    • v.9A no.4
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    • pp.621-630
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    • 2002
  • Web based lecture & learning system has changed the conventional learner-oriented educational environment by adding mutual interactions. From the learner competency-based education. the necessity of the learner-oriented education and the mutual cooperation among the learners has been increased. A project-based education system will achieve a progressive development in understanding and the competency for the job to be performed by the mutual interactions between the learners and between the learners and the lecturer. This paper presents the project-based learning system in order to facilitate and achieve the goals of the industrial business processing system implementations in the ongoing popular Internet environments. In the proposed project-based system, the lecturer presents a problem to be solved and leads the education as a supervisor The learner can maximize the efficiency for study by taking advantage of the learner-oriented comparison study and the patterning.

Research on Development and Operation of Flipped Learning Based Learner-Centered Science Gifted Education Program (플립드 러닝 기반 학습자 주도형 과학영재 교육 프로그램 개발 및 운영 연구)

  • Lee, Dong Yub;Kim, Dong Hyun;Jo, Soo Jin;Kang, Hyun Syug
    • Journal of Digital Convergence
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    • v.17 no.11
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    • pp.81-89
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    • 2019
  • In order to foster talented people needed for the 4th Industrial Revolution, learner-centered classes that meet the characteristics and needs of students are needed. In particular, the learner-centered student-active class is more meaningful for gifted students who have diverse needs and interests. In order to meet these demands, this study developed a learner-centered science gifted education teaching-learning model based on flipped learning, and analyzed various results revealed after applying the developed program to the gifted class. Based on the results, we proposed a plan for more efficient operation of future learner-centered science gifted education programs.

An Inquiry into Prediction of Learner's Academic Performance through Learner Characteristics and Recommended Items with AI Tutors in Adaptive Learning (적응형 온라인 학습환경에서 학습자 특성 및 AI튜터 추천문항 학습활동의 학업성취도 예측력 탐색)

  • Choi, Minseon;Chung, Jaesam
    • Journal of Information Technology Services
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    • v.20 no.4
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    • pp.129-140
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    • 2021
  • Recently, interest in AI tutors is rising as a way to bridge the educational gap in school settings. However, research confirming the effectiveness of AI tutors is lacking. The purpose of this study is to explore how effective learner characteristics and recommended item learning activities are in predicting learner's academic performance in an adaptive online learning environment. This study proposed the hypothesis that learner characteristics (prior knowledge, midterm evaluation) and recommended item learning activities (learning time, correct answer check, incorrect answer correction, satisfaction, correct answer rate) predict academic achievement. In order to verify the hypothesis, the data of 362 learners were analyzed by collecting data from the learning management system (LMS) from the perspective of learning analytics. For data analysis, regression analysis was performed using the regsubset function provided by the leaps package of the R program. The results of analyses showed that prior knowledge, midterm evaluation, correct answer confirmation, incorrect answer correction, and satisfaction had a positive effect on academic performance, but learning time had a negative effect on academic performance. On the other hand, the percentage of correct answers did not have a significant effect on academic performance. The results of this study suggest that recommended item learning activities, which mean behavioral indicators of interaction with AI tutors, are important in the learning process stage to increase academic performance in an adaptive online learning environment.

The Effects of Leaner-Centered Mathematical Instructions on Students' Reasoning Ability and Achievement (학습자 중심 수학 수업이 학생의 추론 능력과 학업성취도에 미치는 영향: 초등학교 4학년 분수 및 다각형 단원을 중심으로)

  • Cha, So-Jeong;Kim, Jinho
    • Education of Primary School Mathematics
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    • v.24 no.1
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    • pp.43-69
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    • 2021
  • The purpose of this study is to confirm the influences of learner-centered instruction on learners' achievement and reason ability. In order to accomplish them, the fraction unit and the polygonal unit in the fourth grade were implemented with teaching methods and materials suitable for learner-centered mathematics instruction. Some conclusions could be drawn from the results as follows: First, learner-centered mathematics instruction has a more positive effect on learning of learned knowledge and generating unlearned knowledge in the experimental period than teacher-centered instructions. Second, learner-centered instruction makes an influence of low learning ability on getting achievement positively. Third, as the experimental treatment is repeated, learner-centered instruction has a positive effect on students' reasoning ability. The reasoning ability of students showed a difference in the comparison between the experimental group and the comparative group, and within the experimental group, there was a positive effect of the extension of the positive reasoning ability. Fourth, it can be estimated that the development of students' reasoning ability interchangeably affected their generation test results.