• Journal of Digital Convergence
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• v.14 no.10
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• pp.61-69
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• 2016

Recently, university education is changing from content- centered to learner - centered education not to deliver knowledge unilaterally but to help student to cultivate their skills to discover and apply knowledge for themselves. It means that students' cognitive or emotional development is being emphasized. Also, because of universities' quantitative expansion, more strict evaluation on professors' research result, or conversion to a departmental system in a university organization, it has become a crucial issue for undergraduates to adapt to college life successfully. Along with this trend of university education, an academic advising system is becoming one of the most important areas in it as in not only provides students with necessary academic information but also helps them adapt to college life by developing their potentials and integrating their career and life plans. Therefore this study is going to examine the status of academic advising systems in US universities, investigate how Dongguk University's Paramita college operates its academic advising system, and find out way to establish academic advising system in Korean universities.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.101-112
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• 2017

The purpose of this study is to find out what kind of experience and effect the learner - centered team - based learning (tbl)method has on pre - nursing learner's nursing English course. Participants were 12 preliminary nursing learner, it was analyzed through learning result recording, study observation, learning satisfaction, learner's report, peer evaluation. And described the meaning of the learning experience, individual and team scores were analyzed using frequency analysis, paired-t test. The results showed that the score of each team was higher than the score of individual in both. The tbl experience has been a form of intimacy with colleagues, a motivation for learning, self-study, easy to learn the medical terminology felt through repeated learning, to improve their score by having them secondary group test and they remembered it as a pleasant learning time.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.119-127
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• 2004

In spite of various good functionalities and merits of educational software products, they are generally not used widely in school and home. One of these reasons is which many of the educational software products are developed by educational professionals without adequate consideration to the requirement of learners. So, in this paper, in order to see the degree of how much learner's requirement have been met in educational software products, we survey and analyze the evaluation criteria based on the adoption frequencies which have been searched out from domestic and foreign educational software evaluation tools. And, by the learner-centered survey, we compare and analyze the difference of quality estimation criteria for educational software between the viewpoints of students and the selected evaluation criteria treated as important in educational software evaluation tools.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.271-283
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• 2017

The purpose of the study is to verify the effectiveness the preliminary Health Administrators' Social Problem Solving Competency(SPSC) through the application of the learner-centered program Convergence Design Thinking(CDT) conducted by undergraduate school of Intrapreneurship the integrated curriculum, and evaluation of SPSC improvement effect. A pre-post-questionnaire survey was carried out that started March to June 2016 among the forty-five second-year college students from the Health Administration Department who participated in the CDT during the 15 weeks training. The main results are as follows. CDT were positive influenced on the improvement of Negative problem orientation, Impulsive careless style(ICS) and Avoidance coping style of the preliminary Health Administrators' SPSC. Especially, female college student or the absence of working experience, it was effective on the improvement of ICS of the participants. This CDT program identified having positive effects on their participation, SPSC. To further improve SPSC, The development of integrated curriculum and application of creative teaching method like this CDT is highly recommended.

• The Journal of Korean Association of Computer Education
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• v.3 no.1
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• pp.127-134
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• 2000

Distance education, which emerged under the influence of both the rapid development of hi-tech information technology and the constructivism theory of learning, enables learners to acquire knowledge and skills needed by monitoring their learning process for themselves. Emphasis on web-based distance education and contructivism as a basis of learner-centered education does not mean that those education systems are performed without teachers or in noninterference. This study proposes a model of distance education system in which learners are taught in various levels of learning with the help of teacher agents. In the model teacher agents produce the learners' respective learning model considering the information on individual learners and also control the progress to the next step of learning with the result of the evaluation of learning accomplishment. The model of distance education system suggested in this study is able to help solve the problem that the learning resources web-based distance education provides were used only as objects of web search and to supply a basis of realizing learner-centered education.

• Journal of The Korean Association of Information Education
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• v.8 no.4
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• pp.471-480
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• 2004

Reading ability has been widely considered as one of the basic skills that every student should be conversant with because higher level of thinking power can be acquired through reading. Reading education allows students to build correct way of thinking as well as foster critical thinking ability. However, it can be observed that reading education has not been well addressed accordingly in schools mainly because teachers have only limited amount of time and ability to cope with. In this paper, we developed a Web-based peer evaluation system for improving reading and writing ability so that students are allowed to exchange ideas freely on the Web after reading books as well as evaluate other students' writings, which would facilitate reflective thinking through the computer-mediated communication activities. Students become graders of other students' writings so that they are exposed to different opinions and ideas through which deeper thoughts can be obtained. The learner-centered learning activity instead of teacher-centered may benefit students as well as teachers and the system implementing this idea shows that both students' attitudes and preferences were improved as the result of applying the system to a local elementary school.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.182-195
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• 2023

The purpose of this study was to analyze reports from research middle schools based on the criteria for process-focused assessment to find out how the characteristics of process-focused assessment were being implemented in middle school science classes. The analysis criteria for the characteristics of process-focused assessment (integration of lessons and assessments, evaluation elements and methods, content and timing of feedback, and learner growth management) were extracted. Using the analysis framework, the result reports of seven research middle schools for process-focused assessment were analyzed. In terms of integration of lessons and assessments, when the process-focused assessment was operated, the class and evaluation plan were well implemented based on the curriculum achievement standards, but the process-focused assessment was recognized as a performance evaluation. In terms of evaluation elements and methods, the evaluation element for knowledge was the main component, and competency was presented in the planning stage, but competency was not dealt with in class execution. The evaluation method was biased toward teacher-centered observation evaluation and written test, and the setting of scoring criteria for each evaluation element was insufficient. In terms of the content and timing of feedback, feedback was mainly provided based on achievement confirmation, but no case was found in which scaffolding was provided at an appropriate time for insufficient parts in the learning process. In terms of the learner's growth management, the competencies cultivated through science classes were included in the detailed subject specialties of the school record. However, little was shown in the report on how to systematically manage the process of developing learners' competencies and reflect the evaluation results to teachers' class improvement.

• Journal of Engineering Education Research
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• v.25 no.5
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• pp.75-84
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• 2022

In the post-Corona era, blended learning will be one of the most important instructional strategies for successful education. The purpose of this study is to examine reliability and validity of the instrument developed in the instructional aspect so that a successful blended learning can take place. This instrument consists of 31 items to evaluate class operation, online learning environment, online contents, offline class, interaction and overall satisfaction. For this study, a survey was conducted in LMS and the responses of 164 students were used for analysis. Confirmatory factor analysis was used to evaluate validation of this instrument and this analysis was run in R studio. As a result of CFA, the standardized factor loadings of all items were 0.930~0.754 and the reliability and validity of all constructs were adequate. The results of this instrument enable universities to manage the quality of their classes and instructors can use them as self-checklist to improve future classes in terms of instructional points. Finally, this instrument can be used in a variety of learner-centered learning environments.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.30-41
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• 2018

This phenomenological study aims to explore Nursing Students' Experiences who have experienced team-based learning (TBL). The purpose of this study is to contribute to fostering professional nurses required in the clinical field by improving the learning outcomes by applying the TBL classes. The study participants were seven students of the nursing department who took TBL classes in adult nursing classes. The data were collected through participating observations and in-depth interviews, and analyzed using Colaizzi's phenomenological methods. As a result of the study, nine conceptual descriptions and five theme clusters were derived. The major theme clusters for the experiences of students were 'Dedication to best results', 'Self-led learning attitudes are formed', 'Becoming a communal knowledge creator', 'Active class time', and 'Meaningless peer evaluation'. Nine conceptual descriptions were 'Doing one's best to fulfill one's role', 'Preparing for the class with the pre-learning', 'Forming confidence through pre-learning', 'Solving problems through interaction with friends', 'Becoming a mentor to each other', 'Working together to resolve issues', 'Intimacy formed', 'A lively class', and 'Peer evaluation with familiarity'. This study contributes to the improvement of the learning outcomes of the nursing students by enabling learner-centered classes and self-led learning, thereby contributing to fostering the professional nursing manpower required in the clinical field.