• 교육공학연구
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• v.33 no.4
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• pp.1001-1024
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• 2017

Flipped classroom has used widely in university in that its unique structure can facilitate learners' higher-thinking skills and promote competencies. Learners are expected to extend knowledge through performing online and offline, but they have difficulty in understanding their roles and specific behaviors to achieve the learning goals in the flipped learning. Therefore, a guidance for students has been required to support learners' mastery learning. The purpose of this study is to identify successful learners' characteristics in terms of "competency". For this, three-phased competency modeling was employed. In Phase I, Behavioral Event Interviews were conducted with eight learners of the flipped classroom. In Phase II for identifying competencies and developing a competency model, the data was coded, followed by testing reliability of the coding. Based on the meaning codes, competencies and behavioral indexes were developed. The final competencies consist of learning orientation, learning management, feedback seeking, peer interaction, and knowledge extension. In Phase III, validation of the competency model was conducted by explanatory factor analysis. As last, competencies were aligned by the two-phase of the flipped classroom. The finding will be used as the guidance for the learners and instructors in the flipped classroom.

• Korean Journal of Cognitive Science
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• v.31 no.4
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• pp.137-154
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• 2020

Psychological properties of learners have influence on learning behaviors in various ways. The purpose of this study was to examine how the goal orientation of learners affected the learning time distribution method. Regulatory focus and theories of intelligence were measured and manipulated in order to differentiate participants' goal-oriented state. Two variables are known to be key variables influencing learner's goal orientation, inducing the approach-avoidance strategy and mastery-performance oriented attitude. In the experiment, the control focus was divided into two groups based on the inclination test score (regulatory Focus Questionnaire, RFQ), and TOI(theory of intelligence) was temporally induced through manipulation to confirm the interaction between the two variables. Participants were able to determine the order of learning freely by learning a set of Spanish-Korean word pairs and then selecting the items they would like to re-learn. Word pairs consisted of difficult or easy items, and learners could learn the same word many times if they wanted to. In the results, promotion-incremental group showed allocating difficult word-pairs in early time.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.261-268
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• 2021

After developing literacy education programs using coaching techniques, applying them to literacy learners, in order to see how they have an impact on improving learning achievement, we selected 13 senior literacy learners in U city and chose qualitative research method based on in-depth interviews, observation journals, and learning materials. Literature education programs using coaching techniques are a process-oriented model consisting of four stages of mind-opening, introducing positivity, strengthening learning competence and assistance, confidence and persistence. You can find the results as following. Firstly, communication between teachers and learners was expanded in the first stage, and secondly, self-directed learning ability was strengthened in the second stage by forming a positive mind. Thirdly, the results of utilizing the three-stage balanced literacy teaching method and interaction teaching method resulted in confidence in reading and writing, leading to an increase in self-efficacy. Fourthly, the fourth stage showed the results of improving learning achievement, which overcame the fear of learning with active praise and continuous encouragement and implied hope for higher courses. As a result of the above-mentioned research, I think literacy education programs using coaching techniques can be useful as an educational method for learners in the field of literacy education.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.175-181
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• 2021

The purpose of this study is to improve and develop the quality of non-face-to-face classes according to the types of presence by analyzing the effects of teaching presence and learning presence on the learning satisfaction of the non-face-to-face classes that have been suddenly conducted due to COVID-19. For this purpose, a survey on online classes of H University in Gwangju Metropolitan City was conducted to analyze learning satisfaction, teaching presence (learning design, direct promotion), and learning presence (cognitive presence, social presence). The results of the analysis showed that the learning contents of cognitive presence, which is a sub-factor of learning presence, were understood (=.589, p<.001), the direct promotion (=.420, p<.001), and the learning design (=.397, p<.01), which are the sub-factors of teaching presence, were influential in order.This means that the suddenly changed teaching method should have an attitude to improve the intimacy between the instructor and the fellow learners with positive emotional exchange or interaction. The instructor should try to overcome the limitations of time and space through blended learning that is both online and offline for high quality learning design, but the learning medium and learning method considering the physical fatigue of the learner should be developed.

• Knowledge Management Research
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• v.25 no.1
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• pp.155-172
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• 2024

This study investigates the effectiveness of foreign language learning through diverse treatments in virtual settings, particularly by differentiating virtual environments with three textual enhancement techniques. A 2 × 3 mixed-factorial design was used, treating virtual environments as within-subject factors and textual enhancement techniques as between-subject factors. Participants experienced two videos, each in different virtual learning environments with one of the random textual enhancement techniques. The results showed that the interaction between different virtual environments and textual enhancement techniques had a statistically significant impact on presence among groups. In examining main effects of virtual environments, significant differences were observed in flow and attitude toward pre-post learning. Also, main effects of textual enhancements notably influenced flow, intention to use, learning satisfaction, and learning confidence. This study highlights the potential of Metaverse in foreign language learning, suggesting that learner experiences and effects vary with different virtual environments.

• Journal of the Korean earth science society
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• v.31 no.4
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• pp.392-402
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• 2010

The purpose of this study is to analyze and evaluate the self-directed learning contents of Earth science area in the basic course of the 7th grade. For this purpose, we applied the 'Cyber Home Study Content Quality Control Tool' presented in 'Elementary Secondary Education e-Learning Quality Management Guidelines (Ver.2.0)' of Korea Education & Research Information Service (2008). The results of contents analysis are as follow: First, it was presented that the study guide introduced the contents which should be studied for one class, properly. And it was not analyzed that the diagnosis assesment was not completed in the initiative study; Second, it was possible to study choosing the contents fitting the learner's level of learning in the main study, it was comprised of about 15 minutes. Third, it was performed without feedback for incorrect answers in the learning assessment, just the number of wrong questions. And the learning arrangement present the important contents learned in that class, summarizing and arranging again. The results of content evaluation are as follows: First, a big difference was not showed against the needs analysis, instructional design, interaction in each class. And the evaluation of the ethics was not included a word or sentence not suitable. The evaluation of copyright, it was analyzed that Work within the content display in compliance with international copyright Second, the evaluation of instructional design presented mainly the description of a simple picture based, the visible resources like flash card were poor. And in the evaluation of Supporting System, it was presented that the contents were installed so that it was freely available for learners. But it was analyzed that there was no memo-function learners were able to jot down something during the studying contents. And in the evaluation for evaluation, the clear valuation basis about the described content was not presented. So there were slightly differences for each class. Third, in the evaluation and analysis for learning content, it was presented that there were some big differences for each class because it was not composed of the latest information, not corrected and complementary.

• Journal of Science Education
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• v.38 no.3
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• pp.718-736
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• 2014

This study was intended to determine PCK of the middle school science teachers on Mendelian genetics and factors influenced to form their PCKs. Two science teachers with biology major with a teaching experience over 5 years were chosen as the subject. Data were collected by class observation, semi-structured interview, teacher questionnaire survey, Content Representation and Pedagogical and Professional-experience Repertoire. The collected data were analyzed based on Magnusson's PCK for science teaching consisting of five components: (a) the orientation toward teaching science, (b) the knowledge of science curriculum, (c) the knowledge of students' understanding, (d) the knowledge of assessment, and (e) the knowledge and belief in the instructional strategies to teach science. Teachers could have the orientation toward teaching science served as an assisting role to support students' abilities. Both subject teachers seemed to focus on giving lectures. Their efforts to improve students' exploration methods and abilities were not expressed enough in their real classes and they found that students struggled to understand Mendelian genetics. Therefore, they should have explained them in an easier way and worked harder to make their students understood accurately and applied basic and advanced concepts of Mendelian genetics. They found students' preconception and misconception regarding Mendelian genetics and wished to enhance their learning effects by various teaching strategies such as correcting misconception, adding the history of science and simply assessing students' affirmative domains. It was also found that factors influenced to form PCK regarding Mendelian genetics by both teachers were as follows: teacher's personality and endeavor, textbooks and guidance books, schools and their circumstances, teaching experience, experience as a learner, interaction with their colleagues, and university curriculum. Both teachers said that it was important for teachers to make every efforts to give better classes.

• Journal of Science Education
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• v.34 no.2
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• pp.225-236
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• 2010

The purpose of this study is to analyze and evaluate the Cyber Home Learning contents of Earth science area in the basic course of the $10^{th}$ grade. For this purpose, we applied the 'Cyber Home Study Content Quality Control Tool' presented in Elementary Secondary Education e-Learning Quality Management Guidelines (Ver.2.0)' of Korea Education & Research Information Service(2008). The results of Cyber home learning contents analysis are as follow: First, it was presented that the study guide introduced the contents which should be studied for one class, properly. And it was not analyzed that the diagnosis assesment was not completed in the initiative study; Second, it was possible to study choosing the contents fitting the learner's level of learning in the main study, it was comprised of about 10 minutes. Third, it was performed without feedback for incorrect answers in the learning assessment, just the number of wrong questions. And the learning arrangement present the important contents learned in that class, summarizing and arranging again. The results of evaluating the contents in Cyber Home Learning are as follows: First, in evaluation section of instructional design, many text materials which were so difficult for learners to read were explained, being provided. Besides, the systematic structures leaves much to be desired, in view of learners' learning experience, contents, and environment. And in evaluation section of learning contents, the error of contents caused the learning contents not to appear, the amount of learning in each section was found too much. Second, in evaluation section of the strategy for Teaching and Learning, when we mention the strategy of Self Directed Learning, the environment to make learners search for information free and self-study possible was not possessed well. And in evaluation section of interaction, it was found that a simple click caused the learning to go on. Third, in evaluation section of evaluating, it was evaluated that there was wanting in consistency in learning aims, contents, evaluation contents.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.363-377
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• 2019

This study reveals the aspects of subjectivity in the test results in a science-specific aspect when assessing science-related affective characteristic through self-report items. The science-specific response was defined as the response that appear due to student's recognition of nature or characteristics of science when his or her concepts or perceptions about science were attempted to measure. We have searched for cases where science-specific responses especially interfere with the measurement objective or accurate self-reports. The results of the error due to the science-specific factors were derived from the quantitative data of 649 students in the 1st and 2nd grade of high school and the qualitative data of 44 students interviewed. The perspective of science and the characteristics of science that students internalize from everyday life and science learning experiences interact with the items that form the test tool. As a result, it was found that there were obstacles to accurate self-report in three aspects: characteristics of science, personal science experience, and science in tool. In terms of the characteristic of science in relation to the essential aspect of science, students respond to items regardless of the measuring constructs, because of their views and perceived characteristics of science based on subjective recognition. The personal science experience factor representing the learner side consists of student's science motivation, interaction with science experience, and perception of science and life. Finally, from the instrumental point of view, science in tool leads to terminological confusion due to the uncertainty of science concepts and results in a distance from accurate self-report eventually. Implications from the results of the study are as follows: review of inclusion of science-specific factors, precaution to clarify the concept of measurement, check of science specificity factors at the development stage, and efforts to cross the boundaries between everyday science and school science.

• Journal of the Society of Disaster Information
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• v.17 no.3
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• pp.640-654
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• 2021

Purpose: Normal education operation was difficult in the national disaster situation of Coronavirus Infection-19. Non-face-to-face education can be an alternative to face to face education, but it is not easy to provide the same level of education. In this study, the professor of disaster management field will identify problems that can occur in the overall operation and progress of non-face-to-face education and seek ways to improve non-face-to-face education. Method: Non-face-to-face real-time education was largely categorized into pre-class, in-class, post-class, and evaluation, and case studies were conducted through the professor's case studies. Result&Conclusion: The results of the survey are as follows: First, pre-class, it was worth considering providing a non-face-to-face educational place for professors, and the need for prior education on non-face-to-face educational equipment and systems was required. In addition, it seems necessary to make sure that education is operated smoothly by giving enough notice on classes and to make efforts to develop non-face-to-face education programs for practical class. Second, communication between professor and learner, and among learners can be an important factor in non-face-to-face mid classes. To this end, it is necessary to actively utilize debate-type classes to lead learners to participate in education and enhance the educational effect through constant interaction. Third, non-face-to-face post classes, policies on the protection of privacy due to video records should be prepared to protect the privacy of professors in advance, and copyright infringement on educational materials should also be considered. In addition, it is necessary to devise various methods for fair and objective evaluation. According to the results of the interview, in the contents, which are components of non-face-to-face education, non-face-to-face education requires detailed plans on the number of students, contents, and curriculum suitable for non-face-to-face education from the design of the education. In the system, it is necessary to give the professor enough time to fully learn and familiarize with the function of the program through pre-education on the program before the professor gives non-face-to-face classes, and to operate the helpdesk, which can thoroughly check the pre-examination before non-face-to-face education and quickly resolve the problem in case of a problem.