• International Journal of Contents
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• v.10 no.3
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• pp.26-34
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• 2014

Mobile learning is a practical learning method for busy adult learners because the mobility of digital devices can overcome the drawbacks of e-learning. However, research is strongly lacking in the theoretical exploration of mobile learning effects and functions and its empirical research. Moreover, the research of learning characteristics and learners' requirements must be considered before applying and disseminating mobile learning into the educational field. To address this shortcoming, this study conducted an online survey with 1,542 officers of the Ministry of Health and Welfare Affairs (MHWA) regarding learner recognition to mobile learning. The analysis of learners' attitudes toward mobile learning, based on age and position, indicated that subordinate workers appeared to place more value on mobile learning. Many participants preferred mobile learning because of its mobility and the effectiveness of anywhere and anytime. However, some participants continue to misunderstand mobile learning and its necessity. Therefore, consideration of learning effectiveness, the form of the content, and learner-centered learning must be reviewed in advance. This study could lead to practical implications of mobile learning.

• Journal of Internet Computing and Services
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• v.9 no.6
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• pp.109-115
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• 2008

A lot of methods to improve the learning effect of learners in E-learning have been researched and applied. In roost E-learning systems, the learning navigation presenting the learning course and progress to learners is applied. But roost learning course and progress are designed by teacher beforehand and learners study the learning course and progress already fixed. In this research, a learning navigation which can change the learning course and progress dynamically according to learner's learning effect is presented. For this purpose, the factors which define the learning course and progress by learning chapters, contents and item difficulties were classified and each process logic was analyzed through CSP.

• Journal of Technologic Dentistry
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• v.42 no.3
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• pp.248-253
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• 2020

Purpose: This study aimed to verify whether blended learning is worth alternating with traditional face-to-face learning for some dental technology students in practice teaching. Methods: A total of 68 students were included in this study. They were divided into two groups to compare blended learning and traditional face-to-face learning. The experiment had been carried out over 15 weeks. The following tests were performed: test of instructional quality, test of learning satisfaction, test of perceived usefulness, and test of learning flow. The IBM SPSS software was used to analyze the data. Results: The learning satisfaction and the perceived useful of blended learning by students appeared to be higher than that of traditional face-to-face learning. However, there was no significant difference in the variables of traditional face-to-face learning and those of blended learning (p<0.05). Conclusion: Blended learning is an alternative to traditional face-to-face learning for some dental technology students in practice teaching.

• Journal of Korean Clinical Health Science
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• v.8 no.1
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• pp.1369-1376
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• 2020

Purpose: This research was conducted to the comparison of flipped learning on nursing students' learning motivation, learning attitude and problem solving ability. Method: Flipped learning was a learner-centered learning method. This study was conducted on 93 nursing students and 4th grade students taking community nursing. This study was a comparative experimental study of single group. The collected data were analyzed using SPSS Win 20.0 program. Results: The results of this study showed that the instruction of the flip learning application was statistically different from that before the test in the learning motivation (t=-2.149, p=.034) and problem solving ability (t=2.210, p=.030). However, there was no statistically significant difference in learning attitude. It is thought that the flipped-learning classes was progressed with the learner-centered, and the learner was given a lot of tasks and the preparation time was required. The classes with the flip learning was effective for the motivation and problem solving ability improvement. Conclusion: Therefore, in the next study, it is necessary to design a classes that complements this part in order to positively increase the students' attitude of learning. I would like to apply flipped-learning classes in various subjects.

• Journal of Gifted/Talented Education
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• v.6 no.1
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• pp.93-109
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• 1996

The purpose of this study was to investigate the relationship between learning strategies and cognitive learning abilities with achievement scores of elementary school children. To achieve this purpose, 109 sixth grade children were sampled in Seoul-City, and the 'Questionnaire on the Learning Strategies and Learning Abilities Test' were administered to them. The collected data were analyzed by Pearson's Product Moment Correlation and Multiple Regression Analysis. The major findings of this study were as follows: Firstly, there appeared to be statistically significant correlations between learning strategies and achievement scores. The process of thinking variable of learning strategies were most significantly correlated with achievement scores(r=.251- .458, p<.01). The calculated R2 indicated that the combined effects of process of thinhng and affective domain on the achievement scores were about 21.5%. Secondly, there appeared to be statistically significant correlations between cognitive learning abilities and achievement scores. The verbal reasoning and verbal comprehension variable of cognitive learning abilities were most significantly correlated with achievement scores(r=.215-,493, p<.01). The calculated R2 indicated that the verbal reasoning and verbal comprehension variable of cognitive learning abilities explained about 27.6% of the variance of achievement scores. Thirdly, there appeared to be no statistically significant correlations between learning strategies and cognitive learning abilities. The results of this study shows that the development of learning strategies and cognitive learning abilities could improve the achievement scores in school learning.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.54-64
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• 2016

The purpose of this study was to see the influences of science class applying learning cycle emphasized exploration on science learning motivation and scientific attitude of elementary students. The results drawn from this analysis were as below. Firstly, positive relationship was found between science learning motivation and science class applying learning cycle emphasized exploration among the research group. This shows that science learning motivation was improved by science class applying learning cycle emphasized exploration. It indicates that science class applying learning cycle emphasized exploration is effective in improving science learning motivations. Secondly, positive relationship was found between scientific attitude and science class applying learning cycle emphasized exploration among the research group and this means that science class applying learning cycle that emphasizes exploration stimulates intellectual curiosity of elementary school students and improves their scientific attitude. Thirdly, students thought that science class applying learning cycle emphasized exploration was very effective to improve their satisfaction, interest, participation in their science classes. Above results show that science class applying learning cycle emphasized exploration is highly effective for elementary students. Thus, it is needed to utilize science class applying learning cycle emphasized exploration to current science class as it can promote wider scientific activities among elementary school students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.11
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• pp.4869-4874
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• 2011

In this paper, we defined constructivism and ontology theory and associate it in Location Based Service ubiquitous learning. And this paper aims to provide a clear vision about location based service (LBS) ubiquitous learning. The typical ubiquitous learning involving the Context Aware Intelligent system was presented. Also the Architecture for learning environment including the key idea and technical concept is being presented in this paper. Guided with these principles and with the advancement of information and communication technology the context-awareness based on Artificial intelligence for Location based Service for ubiquitous Learning was conceptualized. U-learning for Location Based Service is presented here and the concept behind this new learning paradigm. The learning environment architecture which comprises the entire component is illustrated here.

• International Journal of Computer Science & Network Security
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• v.21 no.1
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• pp.125-136
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• 2021

The development of systems that can generate automatically instructional material is a challenging goal for the e-learning community. These systems pave the way towards large scale e-learning deployment as they produce instruction on-demand for users requesting to learn about any topic, anywhere and anytime. However, realizing such systems is possible with the availability of vast repositories of web information in different formats that can be searched, reused and integrated into information-rich environments for interactive learning. This paradigm of learning relieves instructors from the tedious authoring task, making them focusing more on the design and quality of instruction. This paper presents a mobile learning system (Mole) that supports the generation of instructional material in M-Learning (Mobile Learning) contexts, by reusing and integrating heterogeneous hypermedia web resources. Mole uses open hypermedia repositories to build a Learning Web and to generate learning objects including various hypermedia resources that are adapted to the user context. Learning is delivered through a nice graphical user interface allowing the user to navigate conveniently while building their own learning path. A test case scenario illustrating Mole is presented along with a system evaluation which shows that in 90% of the cases Mole was able to generate learning objects that are related to the user query.

• Korean Medical Education Review
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• v.23 no.1
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• pp.11-22
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• 2021

This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students' personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students' leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.

• Journal of muscle and joint health
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• v.29 no.3
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• pp.185-193
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• 2022

Purpose: This study aims to provide basic data for future nursing education by identifying the effects of flipped learning-type project-based learning on nursing college students' self-directed learning ability, self-leadership, and academic self-efficacy. Methods: It is a pre-experimental study designed before and after a single group to verify the effect of flipped learning project-based learning on nursing students' self-directed learning ability, self-leadership, and academic self-efficacy in 81 third-grade nursing students. Results: No statistically significant difference in self-efficacy (t=-0.80, p=.545) but self-directed learning ability (t=-3.85, p<.001) and self-leadership (t=-5.18, p<.001) were found to have a statistically significant difference before and after. Conclusion: Flipped learning-type project-based learning was confirmed effective in improving nursing college students' self-directed learning ability and self-leadership. Therefore, instructors will need to develop and apply teaching methods that provide learners with opportunities for pre-learning and carry out learner-centered projects to improve nursing college students' self-directed learning ability and self-leadership.