• 공학교육연구
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• 제18권5호
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• pp.59-66
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• 2015

In the on-line pre-learning which is applied in this study, on line pre-learning, in-class, post-learning are circulated together in the same experiments. The on-line pre-learning has been tried to 136 students in A junior college in Seoul for 3 years. The effects of their self-regulated learning are as follows. First, the self-regulated learning ability has increased by 0.42 point. The point after the self-regulated learning and before it is 3.24 and 3.66 respectively. Second, cognitive regulation, motivational regulation and behavioral regulation have also increased. Out of them, cognitive control has increased the most. Metacognitive strategy is higher than cognitive strategy. In conclusion, the result shows that the on-line pre-learning is helpful to develop the self-regulated learning ability and it is also suitable to teaching-learning method for junior college.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권4호
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• pp.493-505
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• 2006

This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

• 수산해양교육연구
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• 제24권3호
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• pp.368-377
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• 2012

In this study, a survey was held of m-learning educators in order to find out about the influence given to motivation by the characteristics of m-learning based on the parameters of the learning outcome. As a result of the analysis, it was revealed that the characteristics of m-learning provide a significant effect on the learning outcome and it was shown that the learning outcome provides a significant effect on the learning flow as well. This study aims to provide direction and guidelines for support service for learners for the improvement of the quality of m-learning to bring about enhancement in results and the fulfillment of successful learning by students.

• Educational Technology International
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• 제16권2호
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• pp.249-272
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• 2015

This study is a theoretical exploration of project-based service-learning and its application in designing pre-dental curricula. As a response to the limitation of community service courses, service-learning has been implemented as pedagogy in higher education practices. Service-learning connects service and learning by engaging students in activities that address community needs with intentionally designed learning opportunities while adding value to and transforming both service and learning. Project-based service-learning is an extended and more active version of service-learning. Whereas service activities are arranged by instructors in the original service-learning, project-based service-learning provides students with opportunities for exploring problems and root causes on site and then devising and implementing solutions of their own using their talents and creativity. This study proposes a theoretical approach to project-based service-learning and suggests six design components, namely, related curriculum, reflection, reciprocity, service and community engagement, evaluation and recognition, and creative problem solving. Based on the components, 20 design strategies are formulated. The exploration is aimed to provide design guides for professionals attempting to implement project-based service-learning in higher education.

• Educational Technology International
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• 제10권1호
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• pp.137-155
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• 2009

The purpose of this research is to develop Blended-TBL(Team Based Learning) model that emphasizes the active participation and teamwork of students in on-off blended learning environment, and apply it into the college course and explore whether self-regulated learning between one group pretest and posttest is different. For this, this research investigated the concept and the characteristics of Team Based Learning, and developed the Blended-TBL Model to apply it into the college course, and finally prove effects of Blended-TBL model on self-regulated learning using Motivated Strategies for Learning Questionnaire (MSLQ). The participants in this study were 57 college students. They participated in on-off blended-TBL course for 15weeks. Participants followed the content grounded and the problem solving steps in collaborative team-based learning. This research practiced a quantitative research to find out the statistical difference of the self-regulated learning between pretest and posttest using SPSS. The result revealed that Blended-TBL students improved self-regulated learning including motivation, cognitive, metacognitive, and resource management. Based on this result, this research discussed the effects of Blended-TBL on Self-Regulated Learning and suggested the further study.

• 아태비즈니스연구
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• 제3권1호
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• pp.1-9
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• 2012

The Index of Learning Styles (ILS) instrument based on the Felder-Silverman Learning Style Model was used to determine distribution of learning styles of 125 South Korean business students enrolled in a South Korean institution of higher education. Results show that greater proportion of South Korean business students surveyed in this study prefer sensing over intuitive, visual over verbal, reflective over active, and global over sequential learning styles. The majority of business students have a balanced learning style in all four dimensions of the Felder-Silverman model. Among the students that do not have a balanced learning style, students with sensing, visual, reflective, and global learning styles dominate. Gender difference in learning style preference was not statistically significant for any of the four dimensions.

• 한국건축시공학회:학술대회논문집
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• 한국건축시공학회 2021년도 가을 학술논문 발표대회
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• pp.186-187
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• 2021

Education in Korean universities is rapidly expanding to online education due to COVID-19. In response to such changes, this study proposed a means of improving the learning management system of Korean universities and analyzed the effects of using the system. The important results of this study are as follows: the learning management system was composed of 'pre-class learning,' 'team activity,' and 'participation learning' to support team-based learning. The effects that the users (instructors, learners) can obtain by adopting team-based learning and using the system were analyzed. The study concludes that for instructors, teaching work may be alleviated. For learners, it was demonstrated that they could more easily access and use data required for their education.

• 컴퓨터교육학회논문지
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• 제16권4호
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• pp.1-11
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• 2013

본 연구는 사이버 학습과 면대면 학습의 장점을 결합한 초등 혼합형학습에서 자기결정성 학습동기, 교수실재감, 학습성과(학습만족도, 학습지속의지) 간의 구조 관계를 규명하기 위하여 A기업의 혼합형 수학학습서비스를 이용하는 초등학교 5, 6학년생 1,392명을 대상으로 연구하였다. 분석결과 자기결정성 학습동기가 높은 학습자일수록 학습자가 학습과정에서 인식하는 교수실재감이 높았고, 학습지속의지와 학습만족도도 높았다. 교수실재감은 학습만족도에 영향을 주고, 학습만족도는 학습지속의지에 영향을 주었다. 이에 혼합형 학습환경에서 초등학생의 학습만족도와 학습지속의지를 높이려면 자기결정성 학습동기를 높여주는 전략이 우선 처방되어야 하고, 다음으로 학습과정(학습내용의 구조화와 학습활동)을 효과적으로 설계하여 학생들이 인식하는 교수실재감을 향상시켜야 함을 시사하고 있다.

• 아동학회지
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• 제33권2호
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• pp.203-222
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• 2012

The purpose of this study was to examine the factors influencing their mathematical learning abilities and mathematical learning potential in an attempt to assist their learning at the preschool level. The findings of the study were as follows : First. the female children performed at a much higher level than their male counterparts in terms of mathematical learning ability and mathematical learning potential training. The young children generally improved in their mathematical learning abilities and mathematical learning potential with age. Second, it was found that the participants had higher levels of both mathematical learning ability and mathematical learning potential when their mathematical attitudes and learning motivation were better. Third, there were significant differences in terms training-test and transfer-test scores between the 4 groups based on their relative levels of mathematical abilities and attitudes.

• 대한지구과학교육학회지
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• 제1권1호
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• pp.28-40
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• 2008

This study is the analysis of the effects of Jigsaw II Cooperative Learning upon the academic achievement and upon the ability of self-directed learning, compared to lecturing. It made it experimental target for two male and two female classes of students in the 2nd grade of humanity high school in Ulsan metropolitan area. One male and one female classes conducted Jigsaw II cooperative learning by making up a small group heterogeneously from the aspect of learning ability, and the other male and female classes carried out the lecturing focusing on a teacher. As for the academic achievement of science, Jigsaw II cooperative learning was shown to be effective compared to the lecturing. As for the ability of self-directed learning, Jigsaw II cooperative learning was indicated to be effective compared to the lecturing. As for the ability of self-directed learning for Jigsaw II cooperative learning, it was indicated to be effective compared to the lecturing. Given seeing this, it was identified the necessity for Jigsaw II cooperative learning to be applied to a school field as an alternative plan for the lecturing.