• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.3
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• pp.689-696
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• 2015

In this study, a learning system based on smart learning is proposed so that students with learning disabilities can learn the effective use of meta-cognitive to solve problems arising during the learning process. The features of the proposed system are as follow. First, it is possible to achieve students' individualized learning by use of smart devices and smart education system. Second, it is possible to provide the constant repetition learning for students. Third, students can improve their achievement using the proposed app. The proposed smart education system using meta-cognition was applied to some learning disabilities students. The following results were obtained. First, the disabled students could have an interest in learning math and improve confidence. Second, the student's mathematical problem-solving skills have improved. Third, students' individualized and self-directed learning was achieved.

• Educational Technology International
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• v.10 no.2
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• pp.127-143
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• 2009

The purpose of this study was to identify the interaction patterns in distance only mode e-Learning. In order to investigate this study, messages shown in the electronic notice board were analyzed to see how interaction occurs between teacher and learner or learner and learner under the e-learning of cyber university. To analyze messages was applied according to the framework by Henri's contents analysis model. As a result of contents analysis on electronic board, the participative dimension was 399 messages. A learner put on 7~8 messages a day. The number of messages was low compared to the number of learners, but the number of inquiries was about 140. That means that each learner contacts and checks messages at least once a day. The meaning dimension was 600 units. The main interaction patterns were Interactive-social-cognitive-metacognitive. This means that e-Learning in distance only mode leads a positive attitude of learners as a self-directed learning, and needs teacher's well-structured instructional strategies for increasing interaction. In conclusion, social dimension and interactive dimension of messages support learners psychologically in the process of learning though they directly guide learning under the circumstances of e-learning lacking face-to-face element. It can be interpreted that the teacher's role is significantly important in order to attract learners' positive participation and cognitive and meta-cognitive dimension of messages and activities

• Journal of Digital Convergence
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• v.19 no.1
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• pp.249-260
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• 2021

This study is a meta-analysis study conducted to integrate and analyze the results of flip-learning studies for Korean nursing students. We searched PubMed, EMBASE, Cochrane, CINAHL, and Korean databases. Randomized controlled trials (RCTs) and Non-Randomized controlled trials (Non-RCTs) evaluating the effects of flipped learning for Korean nursing students were included. Standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated using a random-effects meta-analysis. The entire effect size in flipped learning was big in effect size (SMD = 1.21; 95% CI = 0.84 to 1.63; I2 = 93.9; n = 23) compared to the control groups. The analysis results of subgroups according to the classification of Bloom showed that flipped learning was found to have a significant effect on psychomotor domain, cognitive domain, and affective domain. A total of 10 literature analyses, this meta-analysis showed that flipped learning on Korean nursing students is effective in psychomotor, cognitive, and affective domain than the traditional teaching method. The flip learning can be integrated into theoretical and practical nursing education to improve the academic performance of nursing students.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.113-137
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• 2015

The objective of the present study is to systematically examine the effects of on the cognitive and affective domains of elementary, middle, and high school students by conducting a meta-analysis. To this end, this study selected 31 research papers that had analyzed the effects of applying, and performed a meta-analysis of the findings presented in each research paper. The results obtained from the meta-analysis are presented as follows. First, both the collaborative learning program and the peer tutoring program for underachieving students in math manifested an above average size of effect in the cognitive domain. In particular, the effect was the greatest at the elementary school level, and out of the two programs, peer tutoring was identified to have a sizable effect. Second, both programs displayed an above average size of effect in the affective domain, and peer tutoring was identified to have a higher effect than collaborative learning. In addition, when the programs were compared based on school levels, the size of effect was highest at the elementary school level followed by middle school and high school, in that order. When compared based on the criteria of the affective domain, self-efficacy in math, learners' attitude toward math, and learners' interest in math were identified to. Finally, this study presented suggestions for teaching underachieving students in math and conducting follow-up studies based on the analysis results.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.21-29
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• 2016

The introduction of educational programming language has changed programming learning environment to learn programming through various learning activities. We need to analyze how effective these learning activities could be in programming learning. We performed a meta analysis of the programming learning effects according to 8 types of learning activities. The 44 studies were collected from 1993 to 2015 for the meta analysis. The study data of 77 were extracted among 44 studies through several steps. The major results were as follows. The effect size of cognitive domain was shown to be mid-level with .595 and the effect size of affective domain was shown to be mid-level with .594. We analysed according to learning activities. The effect size were no significant difference between learning activities in the cognitive domain. But simulation, animation and mathematical activities was shown to be more consistent results and mid-level effect size. Although the effect size were no significant difference, the homogeneity was shown to be high in the affective domain. The implications were suggested from research findings. First, it is desirable that learners learn programming according to various learning activity themes. Second, instructors should pay attention to simulation, animation and mathmatics activities. Third, researchers need research to find another factors for effective learning.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.215-236
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• 2011

I studied on the relations of constructivism and school library assisted instruction in this paper. Constructivism is the most important goal of the modern schooling. In constructivism they insist that knowledge is constructed by the learner individually and subjectively. So in constructivism they focus their attention on setting authentic environment of learning for each individual learner. Constructivism was developed into the learner-centered instruction in schooling nowadays. In constructivism the following instructions are very important for achievement its' goal ; problem based learning, project based learning, discussion based learning etc. These instructions are supported commonly by resource based learning. Educational resources are managed in school library totally. School library assisted instruction is the most effective one for resource based learning. And information literacy instruction by teacher librarian relates closely meta cognitive learning of reflections in constructivism. School library assisted instruction is the essential element for the practice of constructivism in schooling.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.59-73
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• 2018

The purpose of this study is to verify the learning effect of domestic flipped learning in meta - analysis. We collected a total of 95 studies on flipped learning effectiveness published in Korea by 2017, of which 59 are dissertations and thesis and 36 are academic papers. The results were analyzed using CMA program. First, the learning effect of flipped learning was .58, which showed that the learning effect was higher than the lecture class. Second, the effect size of cognitive, affirmative, and interpersonal domains showed significant effects of flipped learning in all three domains. Third, the learning effect of flipped learning is influenced by the type of publishing, school type, core subject, when the type of publication are dissertation and thesis, when the type of school is high school. Based on the results, this study suggested implications for the design and implementation of flipped learning in Korea.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.85-106
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• 2012

This paper examines the role of extensive reading in foreign language learning classrooms. The effects of extensive reading are shown both positive and negative as in Krashen (1999) and Spada (1997), particularly researches done in classroom setting. Extensive reading is hard to implement in foreign language classrooms due to the stringent school curricula despite its benefits in cognitive and affective domain of learners. This study searched 21 papers from research database on extensive reading researches in a classroom setting and synthesized 55 cognitive effects and 11 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Research synthesis in this manner has secured its own status of scientific investigation by providing secondary researchers with replicable methods that produce verifiable findings. The syntheses of researches show that extensive reading is effective in both literacy skills and other language skills such as listening and writing. It also shows positive effects across different age groups, but the effect sizes are different in that elementary and adults gained more positive effects than middle and high school students.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.2
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• pp.191-220
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• 2018

Using Bloom's taxonomy model of thinking ability for learning (RBTT) and new ACRL information literacy framework (2016), this study demonstrates the meta-literacy competencies for library specialists and analyses current LIS curriculum of higher education. Some guidelines for reformation of LIS curriculum, emphasizing meta-literacy competencies which are required from Web3.0 information environment, are provided.

• Journal of Korean language education
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• v.29 no.3
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• pp.145-163
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• 2018

The purpose of this study was to identify the necessity of research for increasing French language learners and to examine their use of listening strategies according to their proficiency as a basic study for their continuous learning and communication skills. In the case of French language Korean learners, both the beginner and intermediate learners used the upper cognitive strategy most frequently. However, the cognitive strategy, which has been mentioned as a frequently used strategy in previous studies, was found to be the least used in this study. This finding can be attributed to differences in mores and mastery of prior studies and research subjects. The cognitive strategy was lower in both the beginner and intermediate levels, but the level of use increased significantly in the intermediate level compared to the beginner level, showing only statistically significant differences in the usage patterns according to the proficiency level among the four listening strategies.