• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.33-44
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• 2016

In this study, learning preferences of the informatics gifted participating in on-line programming practice has been investigated and the tutoring strategy based on learning styles was developed and verified its effectiveness. On-line programming learning is the environment in which learning is done through interaction with a tutor. For determination of the students' learning styles, Grasha-Reichmann's learning style was utilized. Key elements, learning activity and feedback, of tutoring strategy were derived based on learning style and developed on-line programming learning tutoring strategy. To verify the effectiveness, six-class period of learning C-language of 173 middle and high school students based on learning styles was applied for 12 weeks. As a result, the experiment group applied with a tutoring strategy based on the learning style showed significant improvements in terms of satisfaction and achievement than the control group.

• Journal of the Korean Operations Research and Management Science Society
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• v.27 no.1
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• pp.75-94
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• 2002

The development of Information technologies huts contributed on-line training as one of important education methods. On-line training In firms, which is similar to e-learning or virtual education, provides trainees with more education opportunities in diverse ways. It has developed a range of innovative services with an one-stop solution of education within the electronic sector. Also under the on-line training environment, trainees can undertake customized training packages at anytime and any places. Moreover, information technology allows both the trainers and other trainees to be decoupled in any of the elements of time, place, and space. Two research questions are investigated : what are the determinants affecting the on-line training effectiveness and how those variables effect the two aspects of training effectiveness: learning performance and transfer performance. Based on the previous literature conducted on the traditional training environment, the determinants of training effectiveness are derived. light hypotheses are developed based on literature reviews and tested by questionnaires survey data. The collected data have been analyzed by LISREL. It is found that the relationship between individual, organizational and on-line sloe design variables and training effectiveness (learning and transfer) are significant. The contribution and limitations of this research are also discussed tilth future studies.

• Journal of The Korean Association of Information Education
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• v.5 no.3
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• pp.321-328
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• 2001

Generally, a Learning Games made based on Off-line. But Today, Web based learning has been used for many educational system by aid of the development of internet technique. If Off-line learning game serviced by On-line learning game, can provide learner with interesting and growing learner's study will. In this paper, I design the Mathematical of Elementary school Roll playing game for learning based on On-line. This is matched the point of On-line game with the point of Learning. A Learner's mathematical technic will be improve by The Mathematical On-line Roll playing game for Elementary school student. A student's ability of self directed learning and solving problem is expended too.

• Journal of Information Technology Services
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• v.14 no.1
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• pp.129-143
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• 2015

This study has two goals. The first goal is to investigate whether worked examples are effective in the ill-defined domain with on-line learning and the second goal is to find out which components (conceptual or procedural knowledge) of worked examples are effective factor at the given learning environment. We carried out three experiments in which Korean undergraduate or graduate students were working in three or four conditions of worked examples (CWE, PWE, CPWE, or the control group). While experiment 1 conducted in on-line learning environment did not find any effect and difference among groups and also any logical reason for those results, experiment 2 conducted in completely controlled laboratory setting with less knowledgeable students showed the clear difference among groups by the order CPWE, PWE, and CWE. Experiment 3 in which highly knowledgeable and motivated students were presented the same materials in more controlled on-line learning environment indicated the difference among groups by the order CWE, CPWE, and PWE. The results were discussed within the framework of cognitive load theory.

• The Journal of the Korea Contents Association
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• v.12 no.4
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• pp.510-519
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• 2012

The purpose of this study is to investigate how interactions and affective factors are influencing on-line English Grammar courses of higher education. This study addressed the following questions: (1) How are the interactions going in on-line English Grammar courses? (2) Are affective factors influencing effective learning in on-line English Grammar courses? The questionnaire was conducted on 170 college students who have taken on-line English course of K University. The data analysis of 300 college students' responses on their courses showed that e-learning has both positive and negative effects compared to face to face classroom instructions. Analysis showed that the percentage of students who have got negative opinions on e-learning was 17%, while that of students who have got positive opinions was 49.3%. The percentage of those in the middle was 33.3%. However, results demonstrated that immediate feedback and affective factors could be facilitated through Q&A bulletin and feedback program for completing on-line learning. Negative effects of on-line learning can be solved by a planned and well-supported on-line approach that includes a theory-based instructional model rather than the new method replaced by 'blended learning' that combines face-to-face classroom instruction with on-line learning.

• Journal of Engineering Education Research
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• v.13 no.2
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• pp.12-15
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• 2010

Learning community is one of the important pillars of the education in knowledge-based society. How to encourage students' spontaneous participation to the learning community is one of the actual problems to solve for the revolution of the education scheme. In this paper we introduce a strategy to boost the activity of the learning community, which works in the on-line space. The keys for the on-line supporting system for the learning community are to have communication space, trading space and connection with industry. To support activities of each space, we provide an on-line web site which includes a community module, a knowledge market module and an industrial commentary module. Students can start their self-leading study in the communication space, and they can also practice skills for the knowledge management in the knowledge trading space. Through the connection space, they can learn more from the real world critics with help of industry.

• 대한공업교육학회지
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• v.30 no.1
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• pp.19-36
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• 2005

The purpose of this study is to develop the Public Practice Center's teaching-learning model by applying blended learning strategies which is complementary to the expected problems such as expansion of the educational object and diversity of the curriculum to maximize the educational effect and to analyze activation types of the Practical Practice Center to expand the Public Practice Center's function and role by studying the document. Blended Learning Strategies are established in consideration of the following eight (8) factors ; learning environment, learning purpose, learning contents, learning time, learning place, learning type, learning media, type of interaction. It is redesigned and amended to the KEDI's individual confirmation instruction model for skill learning (1975) which is considered to be effective in the filed of education by applying features, educational contents of the Public Practice Center's teaching and merit of Blended Learning Strategies simultaneous. This model is composed of six (6) steps as shown below; 1. Understanding on the purpose and orientation 2. Observation for demonstration of fundamental skill 3. Ex on-line learning 4. Acquirement of element skill 5. Confirmation for acquirement of fundamental skill 6. After on-line learning. Further to this, this model is designed so that the above eight factors will be applied to the students effectively and the merit of e-learning and off-line practice will be mixed to the learner's expectation and satisfaction.

• Journal of the Korea Computer Industry Society
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• v.4 no.12
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• pp.911-922
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• 2003

Nowadays, we can easily find student who study through computer in e-teaming environment. But, although e-teaming system has strong point that overcomes limitation of distance and time, many students give up their study through on-line learning. In this study, we developed On-Line learning motivation model, and designed and developed on-line quiz game loaming system. Thus we can find student's teaming motivation was grow up through student's interaction. Also, we find on-line quif game learning system had many information that explain student's status about their knowledge.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.97-102
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• 2011

Learning system on virtual environment gives the immersive feeling that lacks in existing E-Learning system, excites user's interest, and offers dangerous and expensive education contents. In this paper, we classified the learning categories into four classes: realtime lecture, anytime study, practice education, and the activity of study group. We built the on-line lecture system using Second Life that supports 3D virtual world and mixed reality. We provided virtual learning environment as running developed virtual world on-line lecture system.

• Journal of Game and Entertainment
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• v.2 no.3
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• pp.8-14
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• 2006

The social interest for collaborative learning and educational game has been increased. In this paper, we investigates the educational value of collaborative learning and game. Based on this investigation, we propose an educational on-line game model for collaborative learning. Although the proposed model is still conceptual design, it sufficiently shows that on-line RPG game can be a good collaborative learning method for young children. In detail, we speculate about the conventional educational method performed in normal school. And then, we describes the elements of a computer game which complies with the real collaborative learning program.