• The KIPS Transactions:PartA
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• v.18A no.6
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• pp.241-248
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• 2011

Many learning systems are applying Self-Directed Learning to improve learning efficiency. The degree of understanding of the same learning contents can be different even if the learner's level is same. Therefore, it is difficult to represent an effective learning experience because the learning is progressed by the determined difficulty of learning and the learning process even thought the provided content is difficult to understand. In this paper, we augmented SCORM to reconstruct the learning contents which are suitable for the changed level of each learner in real-time. Also, we designed and implemented this augmented SCORM based DCOS(Differential Contents Organization System). In order to provide the suitable contents for each learner, DCOS reorganizes learning contents based on the learner's level, the learner's achievement of learning objectives, and the correlation between learning objects, that is the component of the learning content. Each 30 Each 30 students studied e-learning contents, which are constructed based on the existing System and DCOS respectively. And the average score and system's satisfaction of the students who studied DCOS based e-learning contents was higher.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.119-130
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• 2021

This study aimed at Evaluate Students' Interaction and Happiness in Distance Learning Among Students with Learning-Difficulties, by identifying the level of students' interaction in distance education and differences between them, as well as its impact on their happiness to learn. To achieve the aim of the study, two scales were designed for this purpose and were applied to a sample consisting of (310) individuals. The results showed that the level of students' interaction through the e-learning platform was at a high level. The results also showed that there was no statistically significant difference between the mean scores of males and females in the scale of students' interaction through the e-learning platform. There was no statistically significant difference between them in their happiness for distance learning via the online platform. There were also no statistically significant differences related to the grade variable in the level of interaction through the electronic platform and in the happiness to learn, while there was a positive statistically significant effect of interaction through the electronic platform on students' happiness to learn.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.21-30
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• 2015

Information and knowledge society in the 21st century computer education is very important. Computer programming education in computer education is very important. There are very few teaching and learning model of computer programming education. In this paper, we develop a self-regulated learning model for students to be self-regulated learning. In this study, we propose self-regulated learning elements, a self-regulated learning steps and self-regulated learning modele. Self-regulated learning elements are task level, generalized level, and efficiency level. Self-regulated learning phases are problem understanding, design, and coding, testing, and maintenance. Self-regulated learning models are to copy, to modify, create, and to challenge. The results of this study are as follows. At Correlations between learning elements and achievement, generalized level, and efficiency level are higher than the task level. At Correlations between learning and achievement, Understanding and design stages are higher than the other stages. At Correlations between learning model and achievement, to transform, to create, and to challenge are higher than to copy.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.13 no.7
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• pp.3638-3653
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• 2019

Designing a user interface is important because the user interface determines the level of physical and mental engagement of the user resulting in their level of learning. This paper investigated how physical engagement through a different user interfaces is associated with fun and learning and presented a theoretical physical engagement model called, PEM, developed based on an empirical user study. The PEM model describes how a game user interface is associated with the level of fun and learning, particularly in playing a full body engaged game. There are many different types of games but the Wii Tennis, an embodied interactive game, was chosen as an instance of full body engaged game. A user study with 32 participant's age ranged from 21 to 40 years old revealed that there is a positive correlation between both fun and learning and the level of physical engagement through two different user interfaces. The results of the study showed that the extent of fun and learning are associated with the physical engagement of the player through an interface. As an implication from the study, the result recommend that the level of user engagement is realized by an effective user interface, and the level of physical engagement is determined by the level of authenticity bridged by the user interface.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.2
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• pp.177-197
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• 2007

This study discussed the climbing learning method which studied and practiced by Professor Saito Noboru. This is the learning method which is devised to know not only the relationship of the learning factors but the systemic or structural connection of whole studying contents- affects children's math learning ability through practical class to both the lower and the higher grades. To achieve the purpose of this study, these following issues were set; A. Develop the teaching and learning course of mathematics by applying the climbing learning method. B. Execute the mathematics lesson according to the climbing learning method and analyze the learning achievement. C. Analyze the difference between application of the climbing learning method and that of the learning method by student's level in mathematics. D. Analyze what the climbing learning method gives a shift of the recognition of learning mathematics. In order to accomplish these study issues, we analyzed the text book of math not only for children but also for teachers and developed the teaching and learning course applied the climbing learning method with advice of experts. It was chosen two different homogeneous groups each, third year for lower grade group and fifth year for higher grade group. It was done the experimental group lesson applying the climbing learning method and general lesson for the control group. After then, t-test against independent samples was done depending on the result of the student's assessment(T1, T2). These two groups' students were divided into smaller groups based on result of achievement level regardless of gender. These subgroups were confirmed the difference of learning ability between upper and lower level group. As regarding the result making out grades of faith and attitude for math, t-test was used on independent sample. At the same time, experimental groups were tested using learning attitude with the learning structure chart. Through this study the following results are obtained and the conclusion was drawn. Firstly, although applying the climbing learning method to the lesson does not have significant effect to the lower grade of elementary school student's achievement it has significant influence on the higher grade student's achievement. Second, as a result of analyzing the difference between the climbing learning method and the learning method by student's level in mathematics, it is of no beneficial effect to the lower grade both upper level and lower level. However, it has appreciable effect to the higher grade classes both upper level and low level. Especially, upper level students have higher effect than low level students. Third, climbing learning method does not affect to the faith and attitude of the lower grade students positively, but it has affirmative effect to the higher grade students'. As a result of the survey of the experimental groups which were applied to the climbing loaming method, the lesson by using the learning structure chart proved to be helpful to the both the lower and higher grade. The best advantage of using the learning structure chart, children say, is easily understood whole contents of studying and is useful for review. Furthermore, using the learning structure chart is more efficient compared with previous learning method and is given the successful result to self-directed learning. In conclusion, keeping up with the current of the thought of education, we suggest a scheme as a new teaching method from the constructive learning method which emphasize the self-directed learning.

• The Journal of Industrial Distribution & Business
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• v.9 no.8
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• pp.35-40
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• 2018

Purpose - The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology - This study is a case study of learner's learning process in e-learning. After completion of the study, an in-depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results - In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.

• Korea Journal of Hospital Management
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• v.9 no.2
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• pp.1-22
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• 2004

This study was designed to suggest a learning organization in a medical center by examining the factors to influence effectiveness of the learning organization. We collected the data of 586 persons who participated once or more times in the learning organization managed from 2000 to 2002 by Y Medical Center located in Seoul, and included the data of 285 persons in the final analysis. The results of the study are summarized as follows. First, as the results of examining the regression coefficients to predict the effectiveness of and satisfaction with the learning organization through the learning level, learning method and learning organization constructing level as the general variables, the important influential factors were shown as follows: 1)knowledge creation, knowledge storing, private learning, organizational learning, and learning organization construction of occupational and human levels as the factors to predict the working competency; 2) learning organization construction of the human level as the factors to assume the duty satisfaction; 3) gender, working years, private learning, team learning and organizational construction level for the prediction of the organizational commitment; and 4) medical technical service, knowledge creation, organization learning, and constructing level of the environmental and human levels for the assumption of the satisfaction with experience in the learning organization. Based on the study results of the effects in managing the learning organization, we can conclude the followings. First, the members who are in various working positions and occupations need to continuously participate in the learning organization. Second, to raise the organizational outcome from the management of the learning organization, it is necessary to establish systematic concepts in the constituents of the organizational effectiveness such as working competency improvement, duty satisfaction and organizational commitment, and the experience satisfaction of the learning organization. Finally, the future of the organization depends on the learning competencies of the organization members. To continuously exist and develop the organization, the private learning of the organizational members should be constantly spread and shared over the organizational level, and the usual innovations such as repetitive and habitual organizational learning should be generally tried out throughout the whole field of the management.

• Educational Technology International
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• v.15 no.2
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• pp.49-69
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• 2014

The purpose of this study was to investigate the effect of co-regulated learning on the improvement of self-regulated learning skills in collaborative learning environments. One group pretest-posttest design was used in this study. The subjects were 49 undergraduate students who enrolled in 'Educational Evaluation' course. To facilitate students' co-regulated learning activities, group worksheets were developed. Students performed collaborative tasks in group by using the group worksheets over the 6 weeks. The results showed that the difference between means of the pretest and posttest was no statistically significant. It indicates that co-regulated learning activities did not have a significant effect on the improvement of self-regulated learning skills in collaborative learning environments. However, the results of additional analysis revealed that the difference between means of the pretest and posttest in case of 19 students with low self-regulated learning level was statistically significant. On the other hand, there was no statistically significant difference between means of the pretest and posttest in case of 19 students with high self-regulated learning level. It is interpreted that co-regulated learning activities positively affected the improvement of self-regulated learning skills of students with low self-regulated learning level.

• The Mathematical Education
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• v.56 no.4
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• pp.435-452
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• 2017

The purpose of this study is to see correlation between parental psychological control and volition control in mathematics learning of 6th grade of elementary school. This study has carried out a survey for 371 male and female students in 6th grade of elementary school in Gyeongnam. We analyzed the collected data statistically, and the results are as follows. First, there was a significant difference in the level of volition control in mathematics learning between male and female students. The level of volition control in mathematics learning was found to be higher in female groups than in male groups. Second, there was no significant difference in father and mother's psychological control level perceived by 6th grade elementary school students. Third, there was a significant negative correlation between parental psychological control and their children's level of volition control in mathematics learning. In this study, by examining the correlation between parental psychological control and volition control level in mathematics learning of elementary school students, the higher the parental psychological control, the lower the level of volition control of their children. So, that it is important to have a parenting attitude that respects their children's emotion and expression.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.69-82
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• 2000

Mathematics is the subject that requires high mental function such as the ability of logically thinking and investigating. Because of the reason there exists much greater difference in students' individual scholastic abilities in mathematics class than in other classes. Recently many schools organize students into two or three level-based mathematics classes according to each student's level to solve the problem. But in spite of its many merits the new system of class organization has some problems. The problem which is pointed out as the most serious thing frequently is that many teachers still use the same textbook and the same teaching method for all students, not considering student's level. Obviously it causes the reduction of students' interest and motivation. In this point of view, I tried to solve such a problem by development and application of level learning materials reconstructed text book according to students' abilities and levels through this research. As the result of the research to examine the changes of students' emotional factors such as the recognition, interest, and attitude which influence on improving self-educability in learning mathematics has occurred, the following conclusion comes out. 1. Through the mathematics class utilizing level learning materials reconstructed textbook, students come to recognize that level learning materials are more effective than uniformed contents of the same textbook and get more active learning attitude. 2 The application of level learning materials in a level-based class has contributed to increasing students' interest in mathematics. Furthermore it was also effective in the positive changes of students' emotional factors such as the recognition, interest, and attitude which influence on improving self-educability in learning mathematics.