• Journal of Korean language education
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• v.25 no.1
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• pp.145-167
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• 2014

The purpose of this study is to investigate the involvement strategies in presentation discourse of Korean native speakers and to compare strategies in presentation of Korean learners and international graduate students with that. For this study, the presentation discourse of 13 Korean undergraduates, 21 Korean graduate students, 6 Korean advanced learners, 8 international graduate students was analyzed. The results of the study showed that Korean native speakers used many types of involvement strategies such as conversing, expressing solidarity, expressing closeness. Asking questions to audience was a representative type of conversing. And expressing solidarity was divided using 'we' and sharing experience. expressing closeness was also divided insertion of personal cases and joking. On the other hand, Korean learners and international graduate students used simple types of involvement strategies. Based on these results, I have proposed a few teaching ways for involvement strategies.

• The Journal of Korean Association of Computer Education
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• v.11 no.4
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• pp.37-46
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• 2008

Using robots in the programming classes may help to induce learners' interest and motivation. However, simple introduction of new media, such as robots, may cause to increase learners' interest level temporarily, but also may give cognitive overload and offense against learning motivation. We developed a robot programming course to induce intrinsic motivation and to reduce cognitive load for learners in the programming education. And then, we implemented the developed course in college programming classes and analysed the educational effects of robot programming learning on novice learners' flow level. We found that robot programming course was helpful in enhancing novice learners' flow level. Especially, the element of 'autotelic experience', which explains an intrinsic motivation, was higher than conventional programming course group. It means that the developed strategies for robot programming course provides positive effects on learners' intrinsic motivation.

• 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 the Korea Contents Association
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• v.14 no.2
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• pp.517-526
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• 2014

This study tried to analyze the effects of culture and arts activities as educational method in the classroom. Compared with other activities, the culture and arts activity enables learners to have unique aesthetic experience differentiated from scientific and logical experience. This study analyzed the effects largely into three aspects (intellectual, emotional, and practical aspects) in case learners have such aesthetic experience in the field of education. Through this, the study will become an opportunity to propose practical data concerning the educational effects of the culture and arts activity, and further to confirm the possibility and necessity of utilizing such activity as an education method.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.215-222
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• 2019

The purpose of this study is to investigate the change of students' perceptions by comparing factors affecting e-learning intention before and after e-learning experience based on longitudinal data. For this purpose, a research study was conducted targeting university students at Y and K universities in Gyeongsangbuk-do. As a result, first, the convenience of learning time, the ease of learning process, and the usefulness of e-learning had an effect on e-learning intention regardless of the learning experience. Second, the convenience of the learning space was different in the perception before and after the learning experience, and it was found to affect the intention to use after the e-learning experience. Third, college students who have experienced e-learning have shown that the ease of learning process has the most influence on their intention to use. The results of this study can provide an effective direction of e-learning activation and provide basic data for longitudinal research on e-learning learners.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.443-448
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• 2012

This study aims to investigate the relationship between various motivational factors and to identify other causative components affecting English learners' learning motivation(From March to Jun, 2012). In case of integrative motivation and instrumental motivation, there was a statistically significant difference among those who have studied in other countries. However, in the case of negative motivation, there was a statistically significant difference among those who have no learning experience in other countries. English learners' learning motivation between the students majoring in Liberal Arts and Others, learning contents and teaching methods were significant factors.

• Journal of Agricultural Extension & Community Development
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• v.17 no.3
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• pp.419-446
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• 2010

This study is the purpose to analyze the satisfaction of training course for the village lifelong education leader who will act as the village lifelong education leaders in the future. The data were collected from 197 the participants who have learned the training course for village lifelong education leaders among 7 local governments. The collected questionnaires were statistically treated by using SPSS (Version 17.0) program and frequency, T-test, and ANOVA. The major findings of this study were as follow; 1) the satisfaction of women's learners to the training course of village lifelong education leaders is high. 2) the satisfaction of low ages to training course for village lifelong education leaders is high. 3) the satisfaction of high educational background learners to training course for village lifelong education leaders is high. 4) the satisfaction of high income background learners to training course for village lifelong education leaders is high. 5) the satisfaction of much learning experience learners to lifelong education is high. 6) the highest among the satisfaction level of the program participants for village lifelong education is the staff service of lifelong education organization.

• Philosophy of Education
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• no.52
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• pp.81-108
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• 2014

The purpose of this study was to investigate critically the existing educational contents and methods on knowledge uncombined with our lives and to explore directions for the integration of educational contents and methods on practical knowledge. For this, firstly, this study selected and analyzed Traditionalism and Progressivism as exclusively opposite approach to education, in particular, the aspect of contents and methods. Next, it explored to define Dewey's activity-based inquiry process. Finally, it showed that the educational contents and methods could not be separated in Dewey's activity-based inquiry process. As a result, educational contents and methods in educational practice were experiences as things integrated. Therefore, knowledge for education has been emphasized as meaningful results that learners have experienced. Once the learners recognize the value and meaning of knowledge, they will be able to internalize the genuine knowledge, moreover they will be self-directed learners. In other words, if learners could discovered their own meaning and value of knowledge in the inquiry process, they have sustainable needs, trying to be involved in the new process based on the knowledge they earned.

• Educational Technology International
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• v.20 no.2
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• pp.195-221
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• 2019

This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.

• Education of Primary School Mathematics
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• v.9 no.2 s.18
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• pp.89-105
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• 2005

The purposes of this study were to develop an effective teaching material for slow learners in mathematics and to investigate its effect. To achieve the first goal, several pre-used teaching material and the 7th national curriculum for elementary school mathematics were analyzed to set up a framework fur developing new teaching material. Using these developed framework and curriculum data, 370 units of lesson were developed from the 3rd grade to the 6th grade. To investigate the effect of the material, 3 slow learners (2 from the 5th and 1 from the 6th grade) were selected through diagnostic tests. Then supplementary lessons were administered after school to relieve their disability accordingly for seven months. During the lessons(lasted about 40 minutes), teacher observed the subjects in detail and .judged the teaming sequence and the learning pace. Through this observation and the test administered after the treatment, several conclusions were drawn as follow: First, the supplementary lessons using the developed teaching material helped slow learners understand mathematics and solve problems. Especially, the test scores gained on formative evaluation became higher. This might be caused by the material that enabled to relieve the disablement and the teaching method that aimed to give a meaningful mathematical experience. Second, the supplementary lessons affected positively to the affective domain of the slow learners. They convinced themselves to their mathematical ability and became active in their mathematics class. This was observed by researcher and the class teacher in their lessons. Positive attitude toward mathematics and their ability is quite important for mathematics learning especially fur slow learners in mathematics.