• Journal of Korea Game Society
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• v.13 no.3
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• pp.141-152
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• 2013

This research aims at suggesting a case of designing theme-based integrated learning for usage smart media. New approach and direction for developing a gaming instructional design was suggested which can encourage learners to participate in. Quest-based learning, the learning environment design where learners conduct various learner-centered activities, plays an important role of reinforcing the motivation, promoting experiential and cooperative learning based on social interaction. The design using QR codes has been proved to be able to offer the learner-centered learning environment which includes social interaction strategy required for learners expanding their cognitive structure, motivation enhancing strategy encouraging their consistent participation in learning, complex problematic situation and scaffolding strategy emphasized by constructivism. And it is expected to contribute to promoting the design of theme-based integrated learning which is being demanded in the educational environment recently by combining systematic design process and strategies.

• Journal of Engineering Education Research
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• v.5 no.1
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• pp.50-58
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• 2002

The most important point in electronic learning(e-learning) is to gain the learning sympathy by improving interaction among the learners, instructors and operators around instruction contents. But it is necessary for the instructor to have active assistance of an administrator as a supporter and an operator because instructors do not accept all the learner's demands. So, operator's activity is very critical in success of e-learning. In this paper, wamine the theory of constructionism to effectively reflect the characteristic of WWW, and to build up a foundation of the web-based integrated e-learning circumstance. The circumstance is composed of 3 modules of the learner, instructor and the administrator. This aims to coordinate instruction functions in order to improve the effect of learning and to intensify the interaction. This paper presents the design and implementation of an e-learning system which is focused on the administrator's module to effectively support the operator's activity. As a result of this research, the system can be used in building up a variety of e-learning in university, that is, general training course and technical training course.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.109-122
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• 2018

This study investigates factors to disturb the e-Learning persistence of adult learners based on a case study of Cyber University students located in Seoul Korea. Main findings of our research show that economic burden, shortage of studying hours, digital literacy problem, perceived isolation, inefficient interaction between lecturer and student, and support of family are primary factors to influence the persistence of online education in a Cyber university. From our case study, we recommend to improve the scholarship system, and supplement the offline special lectures at weekends in order to alleviate perceived isolation. A novelty of this paper is that economic burden is highlighted to influence the persistence of adult learners.

• Journal of the Korea Society of Computer and Information
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• v.26 no.2
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• pp.193-199
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• 2021

The purpose of this study was to apply a teaching method that fits the characteristics of learners through the improvement and application of subjects for reinforcing SWP, and to seek ways to strengthen field practice. As a result of the study, first, as a method of applying learner motivation, it is necessary to conduct discussions by inviting practitioners in the field, and to watch the progress of projects by type of social welfare site. Second, as a way to participate in learners, it is necessary to analyze excellent proposals, participate in events held at welfare sites, present various dilemma cases in the field, and try to overcome ethical dilemmas by sharing cases overcoming dilemma, and to make efforts to list practical skills required in social welfare field practice. Third, it is necessary to apply such methods as phone calls, e-campus, Kakao Talk, Zoom, and counseling techniques that are conducted in the case management process as a way to apply interaction, and discuss issues that are important in the welfare field.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.164-170
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• 2010

This article explores the effects of the RBI(Robot Based Instruction) for promotion of students' interaction in elementary school. It was found that Cognitive Affective Metacognitive interaction is evenly spread in RBI. It was particularly high the ratio of metacognitive interaction. According to the analysis result of learner's activity by the detailing, it was observed that robot media promoted students' interaction. Also, metacognitive interaction about clarification and elaboration was promoted lively in the RBI situation. Therefore, RBI was helpful to promote of students' interaction in elementary school.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.522-534
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• 2019

The purpose of this study is to investigate the interaction factors(learning motivation, concrete feedback, learner's control) and affordance factors (aesthetics, playfulness, stability) that influence flow in e - learning. This study collected 236 survey data from e-learning users. The data was analyzed the statistical relationships among the variables using the SPSS21 and AMOS21. The measurement model was reliable and valid, and the structual model was good. The result shows that interaction factors (concrete feedback, learner's control) and affordance factor (playfulness) influence on flow. Flow has a significant effect on satisfaction. Especially the effect of playfulness on flow is meaningful. Playfulness is one of the most important factors leading to the flow state of humans. The contribution of this study is to find the factors influencing flow in the interaction between learners and computer in e-learning. It can be used to provide an entertainment experience that can enhance the satisfaction of consumers in the Internet environment by finding the antecedents that affect the flow in computer - human interaction.

• The Mathematical Education
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• v.41 no.3
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• pp.329-339
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• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.4
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• pp.18-27
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• 1998

Our gorvernment announced an educational reformation bill to establish the institutional foundation of educational system on May 31, in 1995. To secure the open education which is to foster students' creativity, individualization and personalization, it was requested that the past teacher-centered system should be changed to learner-centered system. To gurantee such a change, however, there are many conditions that has to be satisfied first. I think that the most important thing for the new system is a close interaction between teachers and students. To accomplish a successful interaction, the teachers' understanding and attitude toward their students must change at first. The purpose of this study is to examine what kind of understanding and attitude the teachers need, and what kind of roles teachers must take charge of. At the same time, I suggest that we need to establish a Teacher Center to give teachers a seperate place to learn new theories, and to exchange among themselves the informations they got from the actual field experience.

• Research in Mathematical Education
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• v.25 no.2
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• pp.117-133
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• 2022

Examining ways to interact with students in small groups is an important topic for researchers to understand. Existing studies pertaining to the topic have not shed light on knowing why teachers interact with students in small groups the way they do. Given that teacher identity shapes teaching practices, this study explores how teacher identity shapes teachers' interaction with students in small groups. Working with two beginning teachers, I conducted four interviews to collect the data related to reasons behind their interactions with students in small groups in the interview. I analyzed the interview transcripts using a thematic analysis. I found that one teacher's teacher identity was related to her personal experiences as a child and a learner and another teacher's teacher identity was related to her view of teachers' roles as a teacher. I provide discussion and implications of this study.

• Educational Technology International
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• v.18 no.2
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• pp.73-99
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• 2017

The learning analytics dashboard (LAD) is a supporting tool for teaching and learning in its personalized, automatic, and visual aspects. While several studies have focused on the effect of using dashboard on learning achievement, there is a research gap concerning the impacts of learners' characteristics on it. Accordingly, this study attempted to verify the differences in learning achievement depending on learning motivation level (high vs. low) and dashboard intervention (use vs. non-use). The final participants were 231 university students enrolled in a basic statistics course. As a research design, a 2 × 2 factorial design was employed. The results showed that learning achievement varied with dashboard intervention and the interaction effect was significant between learning motivation and dashboard intervention. The results imply that the impact of LAD may vary depending on learner characteristics. Consequently, this study suggests that the dashboard interventions should be offered after careful consideration of individual students' differences, particularly their learning motivation.