• Korean Institute of Interior Design Journal
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• v.23 no.4
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• pp.140-148
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• 2014

The objective of this study is to address Effective Learning Methodology by subjects to acquire National Certification which is an essential requirement to get employed. For this purpose, analysis was completed after conducting a survey on the class to obtain Interior Architecture Engineer Certification. 23 applicants were selected based on effectiveness of each subject, level of difficulty, degree of understanding, mentoring effect, self-driven learning, and group discussion. Results are as below. Upon the first written test, Interior Design Theory and Chromatics showed a high learning effectiveness in self-driven learning and mentoring. Ergonomics showed a high learning effectiveness in mentoring, self-driven learning and group discussion while Building Materials, Architecture Construction presented a high effectiveness only in mentoring and group discussion. Architecture Environment showed average learning effectiveness in mentoring and group discussion and showed a low effectiveness in self-driven learning. Upon the second practice test, Interior Architecture Construction and Planning/Management of Construction Materials presented an average learning effectiveness in mentoring and group discussion. Process Control and Adding Up(Supply Calculation) showed a low learning effectiveness in self-driven learning and presented an average to below average learning effectiveness in mentoring and group discussion. Lastly, Interior Design Plan, Interior Design Drawings presented average learning effectiveness in mentoring and group discussion however they showed a high effectiveness in self-driven learning.

• East Asian mathematical journal
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• v.30 no.2
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• pp.123-148
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• 2014

The purpose of this article described the effects of mentoring program to the underachiever's attitude in learning Mathematics. In order to do this research, a mentoring class had been carried out for 30 weeks, with two students who was underachievers in mathematics. It was carried out contrastive analysis on the student's learning attitude in the math class before and after the mentoring, using a questionnaire of learning attitude in math with 40 questions, filling the blanks in sentence, recording files of class, and mentoring journals. As a result, before taking the mentoring class, students who were participated in the mentoring program were negative and low in five subordinate concepts(learning attitude, such as their tendency, interest, desire, confidence, attitude, and studying habits in math). However, after the mentoring class, the two students were remarkably changed in positive way on the five concepts in learning mathematics. Therefore, it is helpful to underachievers in mathematics if the mentoring program is used since it yields a positive impact on the learning attitude.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.239-248
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• 2022

The purpose of this study is to analyze the educational effect of learning mentoring conducted by EBS for elementary and middle school students, the changes in self-directed learning skills, emotional stability and learning effect were analyzed for 425 students who participated in the EBS learning mentoring. As a result, There was no statistically significant difference in the educational effect according to the mentoring service period, method, and frequency, and there was a statistically significant difference in self-directed learning ability according to the mentoring time. As a result of analyzing the effect of the perception of the mentor on the educational effect, the more positive the mentor and the more positive the mentor role, the higher the self-directed learning ability and emotional stability. As for the learning effect, mentoring satisfaction had the greatest influence on the learning effect of Korean, English, and mathematics. The mentor role was affecting the Korean language and mathematics. Therefore, in order to reduce the learning gap of underprivileged students in the distance learning situation, the EBS learning mentoring project should be continuously promoted, and the mentoring period and the number of students and teachers participating in mentoring should be significantly increased.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.239-245
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• 2021

In order to analyze the educational effect of learning mentoring conducted for 4 weeks by the Korea Educational Broadcasting System(EBS) for elementary school students, the changes in self-directed learning skills and emotional stability were analyzed through pre-test and post-test for 27 students who participated in the EBS learning mentoring. As a result, it was found that students' self-directed learning ability and emotional stability were both improved. In addition, the students showed high satisfaction with the mentor who guided their learning and taught them. Therefore, in order to reduce the learning gap of underprivileged students in the distance learning situation, the EBS learning mentoring project should be continuously promoted, and the mentoring period and the number of students and teachers participating in mentoring should be significantly increased.

• East Asian mathematical journal
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• v.38 no.4
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• pp.415-437
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• 2022

Recently, various platforms of education technology (Edu-Tech) that use artificial intelligence have been developed in the field of mathematics education. The case study in this paper reports the learning experience of a high school student who was directed to learn mathematics through the self-directed learning process provided by a mathematics learning platform using Edu-Tech with the intervention of mentoring provided by his teacher. The study found that the mentoring intervention could make an effective contribution to student's mathematics learning by playing the role of an auxiliary tool for the self-directed learning over time. In this paper, we explain the nature of the challenges that the student encountered in the process of self-directed learning and the roles that the teacher mentoring has played in this process.

• Journal of Korean Public Health Nursing
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• v.30 no.3
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• pp.405-419
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• 2016

Purpose: The purpose of this study was to examine the moderating effects of self-directed learning ability on the relationship between mentoring function and career commitment in registered nurses. Methods: A total of 396 registered nurses from 19 hospitals located in Incheon were included in this study. Collected data were analyzed by confirmatory factor analysis, reliability analysis, descriptive statistics analysis, Pearson product moment correlation and hierarchical regression analysis with SPSS and AMOS 18.0 program. Results: The mentoring function and self-directed learning ability showed to have a positive effect on career commitment. Self-directed learning ability showed to have a moderating effect on the relationship between mentoring function and career commitment. Conclusion: To enhance the level of career commitment perceived by registered nurses, hospital organizations need to implement effective mentoring programs and develop self-directed learning ability in nurses.

• Journal of the Korea Society of Computer and Information
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• v.12 no.5
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• pp.303-311
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• 2007

The instruction based on mass production system has contributed to the materialistic abundance, but it caused the innate target of education, development of 'holistic human beings' to be lost. Accordingly, the mentoring has been highlighted as an alternative instructional method because it can support learners in the aspect of cognitive and affective domain. On the other hand, as an effort of overcoming time and place constraints of face-to-face mentoring, e-mentoring is being required. This research aims to propose the e-mentoring system design plan for guiding learning after school, which may support face-to-face mentoring. Based on literature reviews, the direction of design was set and the necessary functions were drawn. e-Mentoring system design plan proposed in this article may be helpful to practitioners who are interested in the enhancement of effectiveness and efficiency of mentoring programs. Also it is required that more practical study should be performed for developing the system and testing its effectiveness.

• 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 the Korean School Mathematics Society
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• v.24 no.4
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• pp.327-348
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• 2021

This study examines the effects of mathematics learning mentoring activities on mathematical knowledge for teaching (MKT) of pre-service mathematics teachers. We choose six pre-service mathematics teachers in the department of mathematics education at M University. The pre-service mathematics teachers conducted 1:1 mathematics learning mentoring for two hours at a times and twice a week for 15 weeks. The pre-service mathematics teachers submitted the mentor log, which recorded weekly learning and emotional observations. We collected the mentor log and the reflection log of pre-service mathematics teachers and the interviews with pre-service mathematics teachers. Based on the collected data, we analyzed the effects of MKT, the understanding of students, and pre-service mathematics teachers' introspection by mathematics learning mentoring. We obtained conclusions as follows. First, mathematics learning mentoring provides an opportunity for pre-service mathematics teachers to apply the theory of mathematical education to schools. Thus pre-service mathematics teachers express theoretical knowledge as practical knowledge. Second, mathematics learning mentoring helps pre-service mathematics teachers have the ability to understand students and provide opportunities to reflect on their attitudes as learners. Third, mathematics learning mentoring helps advance teaching activities by providing pre-service mathematics teachers with opportunities to reflect on their teaching activities. Finally, mathematics learning mentoring has positively influenced the change in pre-service mathematics teachers' beliefs and teaching intuition.

• Journal of The Korean Association of Information Education
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• v.12 no.2
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• pp.235-244
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• 2008

According to develop the computer and communication technology, recently educational environment is growing to ubiquitous learning with direction which select the studying content, studying time and a studying order oneself. In order to raise effect of studying in the ubiquitous learning(u-Learning), the help or advice of the specialist is necessary earnestly. Accordingly, if it will combine the scaffolding and the mentoring in the u-Learning, a studying effect will be maximize. This paper design the u-SM(Scaffolding and Mentoring) teaching and learning model which applies the scaffolding and e-mentoring. In addition, it embodies and applies the designed u-SM model. Then it examines it affects in studying achievements and attitudes of students and verifies the application possibility of the u-SM teaching and learning.