• 복식문화연구
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• 제30권5호
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• pp.717-731
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• 2022

The purpose of this study is to suggest effective online pedagogical strategies for a fashion design CAD course to enhance student learning and satisfaction. The study investigated student experience of online learning and compared online learning with a face-to-face learning experience. Student concentration, participation, perceptions of effectiveness of teaching, utilization of learning materials, and satisfaction were analyzed using a 5-point Likert scale. Advantages and disadvantages of online learning as well as advantages of face-to-face learning were also analyzed both quantitatively and qualitatively. Student concentration, participation, and perception of effectiveness of teaching were greater for face-to-face learning with significantly higher concentration on individual practice. Students utilized video recording of synchronous online lectures more actively than PDF lecture notes. The advantages of face-to-face learning were plentiful communication and feedback and easy questioning process as well as high levels of understanding and concentration. Meanwhile, major disadvantages of online learning were the speed of the lecture, lower levels of understanding and concentration, limited peer interaction, and technical problems. Major advantages of online learning were flexibility and convenience, repetitive learning through videos, and instant communication and feedback. Students preferred a blended learning approach for the fashion design CAD course. For effective online learning, it is suggested that instructors frequently question and check student practice through screen share in a private online meeting room and engage activities that are demanding of student interaction. The video recording of synchronous online lectures is also suggested as a supplemental learning material for repetitive learning.

• East Asian mathematical journal
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• 제38권4호
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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.

• 한국지능정보시스템학회:학술대회논문집
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• 한국지능정보시스템학회 2001년도 The Pacific Aisan Confrence On Intelligent Systems 2001
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• pp.310-315
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• 2001

We are focusing on an approach which handle a general Web as a resource in order to support self-directed learning for a student. Then, we are developing a Web based learning environment "Web-Retracer"for utilizing Web as teaching materials by a user′s Annotation. Although the learner can share the Web resource that the others utilized in this environment, Web resources unsuitable for a student′s needs becomes hindrance about her/his self-directed learning. In this paper, we propose a recommending method of the resource united with a student′s needs on the basis of a student′s learning and Web browsing history. This method analyzed the feature peculiar to a resource, and extracts the resource with which the needs of the feature and a student agreed.

• 대한치과기공학회지
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• 제39권3호
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• pp.171-177
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• 2017

Purpose: The purpose of the study is to analyze the effects that Flipped Learning Method has on a college student's self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction, and determine its effectiveness as a new pedagogical approach. Methods: The survey was conducted on dental technology students. The collected data was analyzed by the statistical program SPSS 21.0. The results were analyzed by reliability, frequency, t-test. To test for significance on each item, p<0.05 has been decided as a standard. Results: According to the analysis, the student who attended a class that utilized Flipped Learning Method was found to have higher levels of self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction than a student who attended a class that did not utilize such a method. Conclusion: The study results show that, in order to enhance students' self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction and to improve the quality of class instruction, it may be necessary that Flipped Learning Method be adopted more widely and recommended more strongly. Such changes will promote a long term improvement in educational environments and play a major role in strengthening students' abilities.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권2호
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• pp.83-104
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• 2023

Lecture theatres and computing laboratories are common types of classrooms used for teaching and learning in this study; both were equipped with a computer network through which teachers and students can access learning management system, digital library, educational software, and so on. Students were divided into groups of two or three; each group of students collaborated on the worksheets in the laboratory and naturally sat together when attending a class held in the lecture theatre. The social organization of classroom learning would promote student learning but what drives student learning; how to engage students with learning; and how to maintain their interest in learning are of research interest in the present study. The study illustrated the theoretical and empirical links, student motivation has a relation to rich collaboration with peers, communication as verbal interactions as well as teacher-student interactions. These are within socio-cultural contexts for learning to take place. The study was extended to make comparisons of the motivational orientations between student genders. It was found that female students were keener on fun or enjoyment in learning, peer communication, and teacher's intervention, whereas male students were concerned more about digital learning tools, a positive working relationship, social reciprocity, and interpersonal relationships.

• 수산해양교육연구
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• 제29권1호
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• pp.40-50
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• 2017

This study aimed to establish and validate the path models among faculty-student interaction, self-directed learning, and institutional commitment which impacted on the academic achievement of the university students. To achieve these goals, the survey results from 488 university students in North Gyungsang Province were analyzed. Descriptive analysis, correlation analysis, t-test, and path model analysis were performed to understand the relationship among variables. First, all the variables showed positive correlations except academic achievement and institutional commitment upon the study results. Second with respect to the differences by groups, faculty-student interaction and institutional commitment demonstrated the significant differences by sex while self-directed learning and academic achievement did not. Third on the path analyses, self-directed learning influenced to academic achievement directly, while faculty-student interaction did to it by mediating with self-directed learning and institutional commitment. The results of this study suggest that faculty-student interaction, self-directed learning, and institutional commitment perceived by the university students were significant elements on their academic achievements.

• 한국산업정보학회논문지
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• 제6권3호
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• pp.71-78
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• 2001

웹 기반 교수 시스템들은 대체로 수동적이며 정적인 하이퍼텍스트 위주이기 때문에, 학습자 개개인의 학습 능력에 따른 적응력 있는 학습 환경을 제공할 수 없다. 본 연구에서는 학습자들의 학습 상황을 효과적으로 파악하고, 학습 결과에 따라 학습자 개개인의 특성에 맞는 동적인 학습 내용을 구성하여 제공할 수 있는 지능형 교수 시스템을 제안한다. 본 시스템은 에이젼트를 기반으로 설계되었으며, 학습을 위한 코스웨어 지식을 효과적으로 구성하여 학습 평가에 따른 적절한 피드백을 추론하여 학습자에게 지원하도록 하고 있다.

• 의학교육논단
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• 제23권1호
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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.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권3호
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• 한국간호교육학회지
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• 제6권2호
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• pp.359-375
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• 2000

PBL can be defined as an active, self-directed and student-centered learning, and an opposite way of classroom teacher-centered learning which has been traditional role learning. PBL enables students think more efficiently and effectively when puzzling through the patient problems. The purpose of this study is to find out the perception of student nurse about PBL, the characteristics and the structure of the type for PBL. The research process is as follow : First, the researcher selected 35 statements for PBL with the content analysis of in depth interview and the literature review. Second, the researcher asks 38 student nurse to classify the statement cards. The result of the research is that the type of student nurse's PBL perception is divided into 4 types(Affirmative type, Negative type, Suspicious type, and Preferable type), and the explanative total variance is 44 percent. In relation to this, if PBL well combined and adapted in our traditional curriculum will change our nursing education in better direction.