• Knowledge Management Research
• /
• v.4 no.2
• /
• pp.55-77
• /
• 2003

In this study, some issues that are related to embody the original conception and ideal of action learning are explored in terms of misunderstanding and misuse of action learning in Korean corporate context. The conception of action learning is deconstructed through the lens of 'action' and 'learning' concept, followed by conceptual analysis to the nature of 'action' and 'learning'. Based upon this conceptual deconstruction of 'action' and 'learning', this study is conducted to categorize the concept of 'action' and 'learning' into several representative attributes. Categorization of 'action' and 'learning' leads to draw some adjectives, for examples, reflective, dynamic, complex, nonlinear, that are critical for characterizing action learning. That is, the nature and ideal of action learning are critically reviewed with the reconceptualization of 'action' and learning, which are deconstructed. The Discussion of final thoughts is on what kinds of knowledge perspectives action learning holds in comparison with those of knowledge management and on how to facilitate knowledge construction and sharing with action learning.

• Journal of Korean Elementary Science Education
• /
• v.33 no.1
• /
• pp.140-161
• /
• 2014

The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into 'learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres'. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student's learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.

• Journal of Engineering Education Research
• /
• v.26 no.6
• /
• pp.51-61
• /
• 2023

In this study, the effects of pre-learning attitude on learning participation and academic achievement was analyzed when applying the flipped learning methodology to engineering subject education. The modified PARTN teaching and learning model was applied, and pre-class survey, assessment on learning in pre-class, and post-class survey were conducted to analyze the effectiveness of flipped learning. The results were analyzed for 24 students who took the applied thermodynamics lecture. They were asked to take the course with the videos provided in the pre-class stage, and a pre-learning assessment was conducted to measure the completeness and understanding of the learning. As a result of the study, it was found that students with relatively excellent learning ability had excellent pre-learning evaluation results and excellent final academic achievement. In addition, the lower the pre-learning completion rate within the pre-learning period or the higher the learning rate using mobile devices, the more difficult it was to faithfully complete pre-learning, leading to poor pre-learning evaluation results. Meanwhile, the survey revealed that conducting pre-learning assessments were helpful in encouraging individual learning. In addition, cases reflecting pre-learning evaluation results to course grades showed higher pre-learning evaluation results than cases not reflecting pre-learning evaluation results to course grades, and in flipped learning classes, pre-learning evaluations act as a factor that promotes pre-class learning.

• Journal of Korean Medical classics
• /
• v.31 no.2
• /
• pp.1-16
• /
• 2018

Objective : The college of Korean medicine uses a variety of Korean medical classics. Thus, in order to overcome the natural difference of the details of their curriculum, this paper aims to study the usage of Flipped Learning as a way of standardizing the curriculum that teach Korean medical classics. Method : One effective teaching and learning methodology, which is called for by the changing educational paradigm, is Flipped Learning. To introduce this learning method, which is actively applied to different curriculum, the paper revises the goal of learning objectives and introduces a teaching model of Flipped Learning in order to suggest the standardization of Korean medical educations through the re-design of the curriculum for Korean medical classics. Result : The professors of the Korean medical classics must work together to use the revised learning objectives and teaching model and create a set of lectures to serve as a basis of educational standardization. Conclusion : The standardization of the education of Korean medical classics through the Flipped Learning method could pre-emptively deal with the Korean medical doctor's capacity model that is in development now.

• Fourth Industrial Review
• /
• v.3 no.2
• /
• pp.11-17
• /
• 2023

Purpose - Recently, in the field of language education, interest in edutech has increased due to difficulties in classroom teaching due to COVID-19. Accordingly, we would like to analyze research topics related to e-learning before and after COVID-19 and examine the implications for the future Korean language education field. Research design, data, and methodology - This study organized a list of papers to be analyzed by searching for e-learning terms applicable to Korean language education in RISS. The collected data was electronically documented, keywords were extracted using text mining techniques, and word frequencies were checked, and then viewed through cloud visualization. Result - It was confirmed that research on e-learning in the field of Korean language education has increased rapidly in 2021 and 2022. In particular, extensive research on online learning methods has been actively conducted due to the difficulties of face-to-face learning in the COVID-19 era. There have been many studies on teaching and learning methods, such as flipped learning, hybrid learning, blended learning, mobile learning, and smart learning. Conclusion - Since the research so far has mainly focused on online class management methods. Therefore, future research suggests that efforts should be made to develop educational contents and teaching methods using specific ICT technologies. These efforts will contribute to advancing smart education that future education aims for.

• International Journal of Advanced Culture Technology
• /
• v.8 no.2
• /
• pp.42-47
• /
• 2020

This study is to develop Korean version of the 7 Learning Style Inventory(LSI) for IT major Students by systematic translation process and to test learning style of IT major University students. Translated and developed Korean version of LSI was verified of validity by comparing with existing V.A.K. learning style model. We can develop various tactics for 7 learning styles of students. Once the learning style of each student is confirmed, customized teaching for individual and team can be done more efficiently through teaching and learning strategies according to each learning style. Developed LSI was applied to the IT major students of two classes from Chungwoon University in Incheon. Results of LSI survey show that learning styles of 24 students out of 35 students from two classes are matched with V.A.K. learning styles of same students. It was 68.6% match in learning style, and shows that validity of 7 LSI. We need to elaborate Korean questionnaires of the LSI more, and extend and apply to the non-IT major students group.

• English Language & Literature Teaching
• /
• v.13 no.1
• /
• pp.27-46
• /
• 2007

Teachers can maximize students' L2 learning by knowing preferred learning styles. This paper presents the results of a survey that asked 309 English learners to identify their perceptual learning style preferences. It further compared students' favored learning styles in terms of their gender and major field of study and explored a possible link between learning styles and English achievement. Collected data using Reid's (1995) questionnaire were analyzed by descriptive statistics, MANOVA, ANOVA, correlations, multiple regressions including squared partial correlations, and Cronbach's alpha. The results indicated that Korean students favored English learning in group regardless of gender, while their preferred mode of learning was significantly different in regard to their major field of study. Certain learning styles might be profitable for English achievement. Multiple regression analyses revealed that individual mode of learning was the best predictor of students' English achievement. It furthermore showed significant relationships between visual and individual styles of learning and English performance. The findings of the study reflected students' English learning context in which English native-speaking teachers frequently used communicative pair and small group activities for speaking practices that were consonant with students' learning styles.

• Journal of the Korean Data and Information Science Society
• /
• v.17 no.2
• /
• pp.345-353
• /
• 2006

Over the past few years, training professionals have become more pragmatic in their approach to technology-based media by using it to augment traditional forms of training delivery, such as classroom instruction and text-based materials. This trend has led to the rise of the term blended learning. Blended learning, an environment of e-learning, is a powerful learning solution created through a mixture of face-to-face and online learning delivered through a mix of media and superior learning experiences. In this article we design and implement an e-learning environment for blended learning. The environment focused on following factors: learning activity and participation of learners, and real time feedback of instructor.

• The Transactions of the Korean Institute of Electrical Engineers P
• /
• v.59 no.1
• /
• pp.29-34
• /
• 2010

This paper presents an intelligent learning controller for repetitive walking motion of biped walking robot. The proposed learning controller consists of an iterative learning controller and a direct learning controller. In the iterative learning controller, the PID feedback controller takes part in stabilizing the learning control system while the feedforward learning controller plays a role in compensating for the nonlinearity of uncertain biped walking robot. In the direct learning controller, the desired learning input for new joint trajectories with different time scales from the learned ones is generated directly based on the previous learned input profiles obtained from the iterative learning process. The effectiveness and tracking performance of the proposed learning controller to biped robotic motion is shown by mathematical analysis and computer simulation with 12 DOF biped walking robot.

• Korean Journal of Child Studies
• /
• v.25 no.4
• /
• pp.163-175
• /
• 2004

In this study, 63 university seniors majoring Child Studies were in an 8-week Web Based Instruction (WBI) program. Student characteristics of learning motivation, self-regulatory learning strategy, and learning style (Kolb, 1985) were the independent variables. Learning effects as dependent variables were measured by paper test and work assessment. Spearman's $\rho$ was calculated and tests of rank order difference were used for the data analysis. Results showed that learning motivation and self-regulatory learning strategy had meaningful positive relations with learning effects on the paper test score. Learning effects showed differences by learning style. These findings indicated that the learner's characteristics should be considered in the design and development of more effective WBI environments.