• Journal of Engineering Education Research
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• v.21 no.4
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• pp.10-19
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• 2018

This study introduces an engineering design class which is experimental in a sense that it is planned and implemented with three key concepts such as learner-centered education, living lab and community based learning. With the class run in being connected with one regional community in Seoul, it focuses on its educational effects acquired through the living lab-based approach. And this research investigates the student's experiences of when, what and how they learn in a learner-centered class. It shows that, rather than taking professor's one dimensional lectures in classroom, the students learn actively when they face with the problem in the field. Students have come to carry out engineering design from the perspective of stakeholders, not from the supplier or producer's perspective in the process of meeting with the problem in reality. Team based collaborative activities are crucial in the entire design process. More importantly, students' design products have been transformed into more useful and meaningful ones as stakeholders of the local community have participated into the students' works. However, we need to recognize that there are some important issues that need to be solved institutionally and systematically in order for such educations to spread. This study suggests several educational arrangements for those issues.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.244-262
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• 2019

The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students' construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students' interest diaries, post interviews with students, video recordings in science classes, and students' personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students' construction of positive emotion. Three images of an elementary science teacher's practical knowledge emerged and can be categorized under the following headings: 1) 'From science classroom to science $caf{\acute{e}}$', 2) 'Pleasant experiment class for all students and the teacher', and 3) 'A science class for students who were marginalized'. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher's practical knowledge on students' construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students' expectation from lab activities, and meeting the specific needs of marginalized students in a science class.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.293-299
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• 2020

This study is intend to define learning driving force for learner-centered education and to derive it's components(IDEA : degree of Interest, Dynamics of learning process, degree of self-Effectiveness, expectation level of Academic achievement). To validate the concept of driving force, we analyzed the instructional design techniques, operating procedures, result reports, professor's comments of flipped learning courses which were conducted systematically in K-university during last 4years. As a result, I suggest the directives and guidances required for effective flipped learning based on driving force.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.96-103
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• 2016

The aim of this study was to confirm the effectiveness of learner-centered teaching models to reduce the dental anxiety. 18 children with age of 10 at the case group and 22 children with age of 10 at the control group was completed. Children from case group were participated in learner-centered oral health education, while those from control group were participated in instructor-led oral health education. Dental Anxiety Scale (DAS) at each groups were measured before oral health education, after then, oral health education of two types at each groups were separately conducted during 1-hour, 2 times. Learner-centered oral health education adapted the systematic desensitization (Tell-Show-Do) was conducted for case groups. Instructor-led oral health education was performed by using the presentation file (PPT). The change of Dental Anxiety Scale (DAS) were compare between case and control groups to evaluate the effect of learner-centered teaching type. After oral health education, DAS of the case and control groups at the baseline were 9.61 and 11.14, respectively, and the average DAS decline of case and control groups after oral health education were 2.48 and 0.55, respectively. These findings show that a learner-centered teaching type is an effective oral health program to reduce of dental anxiety in childhood.

• Journal of Korea Entertainment Industry Association
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• v.15 no.5
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• pp.163-173
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• 2021

This study tried to develop and implement a class model that can apply the teaching method that can operate learner-centered classes in university education to the class operation of the entire university, not individuals. For the development of the instructional model, the final model was derived through analysis of prior research, expert review, derivation of instructional model and design principles, pilot operation, primary questionnaire analysis, model and design strategy revision, and secondary questionnaire analysis. Shift_N⁺¹ class consists of 6 models, and each model was divided into 3 parts. It was a preliminary learning using video, a face-to-face class for question-and-answer and in-depth learning on the core content, and feedback and process evaluation for individual student. We have built our own computer system so that we can implement this every week. The teaching method model that can apply the learner-centered curriculum to all classes at the university was standardized. The Shift_N⁺¹ teaching method seeks to maximize the learner-centered learning effect by reflecting the characteristics of the subject, and to improve the quality of education by identifying students' achievements by week.

• 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 Practical Engineering Education
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• v.16 no.2
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• pp.159-165
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• 2024

This study investigates the comprehensive system for collecting intelligent learning activity data tailored to learner-centered personalized education. We compared and analyzed the characteristics of xAPI, Caliper analytics, and cmi5, which are learning activity data collection standards, and established a system that allows not only standardized data but also non-standardized learning activity data to be stored as big data for artificial intelligence learning analysis. As a result, the system was structured into five stages: defining data types, standardizing learning data using xAPI, storing big data, conducting learning analysis (statistical and AI-based), and providing learner-tailored services. The aim was to establish a foundation for analyzing learning data using artificial intelligence technology. In future research, we will divide the entire system into three stages, implement and execute it, and correct and supplement any shortcomings in the design.

• 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 Information Technology Services
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• v.20 no.6
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• pp.107-123
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• 2021

Recently, there have been a number of researchers in the field of education who are actively exploring the educational applications of Blockchain technology, even though it is still in its infancy. Some researchers have been investigating its application in educational administration to issue academic credentials' or maintain student records with distributed ledger, which is the basis of Blockchain technology. Whereas, others have been examining its application in redesigning learning systems that are being used in various contexts, including online learning and lifelong education. In that vein, this paper aims to discuss a liberal arts education system which will be supported by Blockchain-based 'smart contracts'. At present, active efforts are being made to innovate liberal arts education in Korea, centered around government-funded university innovation projects and there have been reports of great achievements. However, if the Blockchain technology is applied to innovating the liberal arts education, we will innovate not only the liberal arts education but also university education as a whole. In this paper, there are suggestions on how to build a learner-centered educational environment where a liberal arts education system is supported by Blockchain-based smart contracts. First of all, the current innovation in liberal arts education and its limitations are discussed, followed by ways in which Blockchain-based smart contracts can reframe the liberal arts education system. Last but not least, the paper addresses implications of the Blockchain technology applications in liberal arts education, along with their future prospects.

• Journal of Korean society of Dental Hygiene
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• v.15 no.5
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• pp.841-847
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• 2015

Objectives: The purpose of the study was to investigate the satisfaction with instruction medium according to learner attitude and lecture mode in the dental hygiene students. Methods: A web-based self-reported questionnaire was complected by 155 dental hygiene students in Cheonan from May 26 to June 5, 2015. The questionnaire consisted of general characteristics of the subjects, school adaptation, interest to learn, effort to learn, faculty centered lecture, learner centered lecture, self-directed learning, motivation to learn, characteristics of each subject, and satisfaction with lecture mode. The study was approved by institutional review board (IRB) by Baekseok University. Chi-square test and multivariate logistic regression were used to evaluate the satisfaction to medium of instruction according to explanation factors. Results: The lecture mode, opportunity and motivation to learn, interest to learn and effort to learn were the significant factors to satisfaction with instruction medium. In multivariate logistic regression model, the adjusted odds ratio was 6.28 for the opportunity to learn and 4.87 for the interesting to learn. Conclusions: The satisfaction with instruction medium is the most important factor that decides the lecture mode and learner attitude including opportunity to learn and concern to learn.