• 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 the Korean Data and Information Science Society
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• v.15 no.4
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• pp.707-716
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• 2004

Recently, many areas of application such as statistics and industrial engineering are interested in the effective education of databases. In this article we design and implement a database learning system based on learner management techniques. The system supports a personalized/ team-centered learning environment, monitoring the learning attitude of learners, and a method for the assessment.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.94-110
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• 2008

Recently environmental problem becomes such a big issue all over the world that the necessity and importance of the environmental education in school has been simultaneously emphasized. While diverse methods for the environmental education have been researched, this paper, especially focused on a teaching-learning model called GBS (Goal-based scenario), aims to provide a new learner-centered approach for the environmental education. For this purpose, this paper first briefly presents two theoretical backgrounds of GBS (i.e., constructivism and Schank's dynamic memory theory), which is followed by specific and concrete strategies and methods of how to apply GBS in class for the teacher. GBS(Goal-Based Scenario) is a learner-centered model in which learners are presented with a reality-based scenario (or task or problem) and go through several stages of 'missions' to get to a final solution of the given scenario. GBS, while completely resonant with other constructivist learning models in terms of learner-centered approaches, is distinctive from others, when it supplies more specific, structured guides of learning, called 'missions', to the students throughout the whole learning process. In a words, GBS ought to be recognized as an unique learner-centered model compromising the contradictory concepts of 'learner control' and 'structure and specifics' in learning environments still without any damage of constructivist learning principles.

• The Journal of the Korea Contents Association
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• v.5 no.2
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• pp.19-28
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• 2005

A web-based instructor-learner system has changed the form into a learner-centered environment. Especially a self-regulated learning which is a self-leading and a positive learning, is an ideal learning, and the interest on it is more increasing. In this research, learners can organize the individualized course based on the learner's demand and learning level after making a contract process with the system, The self-regulated learning system which can recognize a learning status and result by analyzed data, and which can lead to a learning goal effectively by establishing a learning strategy, is designed and implemented. The proposed system provides the learner-centered learning environment which can process the differentiated and flexible individualized-teaming service considering an individual characteristic.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.511-518
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• 2020

Preparing for the Fourth Industrial Revolution and Corona-19, our education is expanding a new chapter of learning to the era of AI education that incorporates software technology beyond software education. In this study, we will analyze the case of learner-centered assessment in software education and examine the assessment direction of artificial intelligence education through its effectiveness. Through the case of applying learner-centered assessment to non-computer subjects including computer subjects, we sought the effects on learners' learning, environmental conditions and assessment models of learner-centered evaluation, and through the case of applying the learner-centered assessment model to software education, we wanted to find out what the learner-centered assessment in artificial intelligence education suggests to the educational site. According to the analysis, the learner-centered assessment had a significant effect on the learner's achievement goal, and it is expected that the learner-centered assessment in artificial intelligence education will be carried out smoothly when an objective evaluation system and objective evaluation model are designed to help the learner's assessment, building digital environment conditions based on intelligent information technology.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.1-21
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• 2003

Learner-centered approach has been a recent research focus in the second language acquisition, but few studies have dealt with how to develop learner autonomy, particularly in a computer-assisted language learning environment. The paper first illustrates the importance of promoting learner autonomy in the EFL context and elaborates the three main factors contributing to its development. Then it focuses on how the CALL research project promotes autonomous learning through a small-scale study in Gyeongju University. Both quantitative and qualitative methods have been employed to examine whether in the CALL project learners exercise control over their own learning and evaluate the outcome. The results indicate that due to a flexible syllabus, highly motivating research topics and the network-assisted environment, learners do take responsibility for most aspects of learning and thus the CALL project proves to be a promising approach for autonomous learning.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.3-15
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• 2019

This study analyzed the evaluations of instructors and experts on flipped learning-based engineering in order to suggest improvement strategies. This study was conducted with 8 engineering courses which participated in the flipped learning course development project of C university from 2017-2018. As a result of the analysis, the instructors and experts pointed out that the pre-learning was not performed and checked effectively. In this regard, the instructors suggested the students' burden of pre-learning, the lack of understanding about flipped learning, and the experts suggested the lack of instructional strategies to facilitate pre-learning. In addition, the instructors and the experts pointed out that the courses were still instructor-centered. The instructors evaluated that they operated the instructor-led course by themselves. In addition, the experts suggested that there was not enough instructional strategies to activate the learner-centered activities. The number of the students and the lecture room environment that were not appropriate for the learner- centered class were the evaluation opinions of both the instructors and the experts. In addition, the professor suggested the lack of understanding and preparation of the flipped learning of the instructors and the learner as the main opinion, and the experts pointed out that the online learning system and classroom was not linked for pre-learning, classroom learning, and the post-learning. Based on these results, suggestions for improvement of flip learning based engineering course were suggested.

• Hwankyungkyoyuk
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• v.13 no.2
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• pp.103-113
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• 2000

The 7th national curriculum for environmental education in elementary and secondary school focuses on consideration of learner's ability, learner's activities, and learner's region of everyday life. The contents of environmental education are scattered subjects in elementary schools and an independent subject as 'Environment'in middle school and 'Environment and Ecology'in high school of the second school. With upgrading of schools, the aims and activities of environmental learning move up from value-centered, through activity-oriented and to cognition-centered.

• Knowledge Management Research
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• v.21 no.2
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• pp.119-135
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• 2020

Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.

• Journal of Korean Elementary Science Education
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• v.36 no.2
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• pp.163-179
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• 2017

This study is to examine whether elementary science textbooks in Korea and Singapore are applicable to flipped learning. By comparative study we sought to identifying appropriate features of science textbooks for learner-centered teaching. We analyzed text pages on the unit of 'Working of electricity' in Korean elementary science textbook for sixth grade and three chapters of 'Electric circuits, Using electricity, Conductors of electricity' in Singaporean elementary textbook, 'Science : My pals are here!'. We designed evaluating frameworks for science textbooks based on the four pillars of flipped learning. and applied it to 10 elementary teachers evaluate two textbooks. They evaluated textbooks with Likert Scale items and wrote detailed statements and exemplars about their choices. We analyzed the teachers' evaluative descriptions inductively and chose commonly mentioned characteristics. Based on the analysis, we got to the conclusion about specific features of two elementary science textbooks in terms of flexible environment, learning culture, intentional contents, and teachers' expertises. Implications for improving science textbooks towards flipped learning and learner-centered teaching through comparative study were discussed.