• Title/Summary/Keyword: Student Learning

Search Result 2,817, Processing Time 0.028 seconds

An Exploration on Formative Evaluation Methods for Free Semester System in Middle School (중학교 자유학기제 형성평가 방안 탐색)

  • WON, Hyo-Heon
    • Journal of Fisheries and Marine Sciences Education
    • /
    • v.28 no.1
    • /
    • pp.289-299
    • /
    • 2016
  • The purpose of the study was to develop evaluation methods which would measure student achievement and progress without traditional paper-pencil tests such as mid-term and final examinations. More specifically, the main research focus were to establish general directions of student assessment during free semester, to build evaluation models supporting student's participation and learning, and to report and record various student evaluation results. As research results, we found that student evaluation of free semester should be organized to improve a) experience learning activity, self-regulatory and collaboratory study, b) high-order thinking ability and character-building, and c) teacher-student-parent cooperation. Since traditional paper-pencil tests were restricted in free semester, student achievement should be provided by a way of performance descriptions on transcripts rather than quantitative grade points. Student performance descriptions had to show not only subject knowledge but also students efforts, motivation, and participation. These multiple and educationally meaningful information would be collected by teacher-student-parent communication and collaboration.

An Analysis of Learning Materials Use in an Outstanding Primary English Class (우수 초등 영어 수업의 학습 자료 활용 분석)

  • Hong, Jeong-Sil;Kim, Jeong-ryeol
    • The Journal of the Korea Contents Association
    • /
    • v.18 no.4
    • /
    • pp.128-137
    • /
    • 2018
  • This study aims to investigate how learning materials are used in an outstanding English class and to analyze learning materials and their use in primary English classroom activities. To this end, An Analytic Scheme of Learning Materials Use (ASLMU) is used to quantify utilization patterns of learning materials. The findings are: Learning materials are most actively used in the development period, followed by introduction and consolidation. The teacher's rate of using learning materials is much higher than student's, and the rate of using materials for whole students is higher than the rate of using materials for an individual or groups. It requires developing learning materials toward more a student-centered class because the teacher's occupancy of the learning materials is fourfold compared to the student's occupancy. Also, non-language materials are used more than language materials, and English materials are used more than Korean materials. Most of the materials are used to present a question and explain. The findings of the study are expected to suggest features of learning materials in an outstanding English class and application method of learning materials to primary English teachers.

The recognition analysis of a student and the teacher about subject classroom system operation achievement - focusing on the teaching and learning activities and students' learning attitudes - (교과교실 운영 성과에 대한 수요자 인식 조사 분석 - 교수·학습 활동과 학생들의 학습태도를 중심으로 -)

  • Cho, Jin-Il;Choi, Hyeong-Ju
    • The Journal of Sustainable Design and Educational Environment Research
    • /
    • v.9 no.3
    • /
    • pp.20-33
    • /
    • 2010
  • The purpose of this research is to investigate and analyze the recognition of students and teachers towards an influence of a subject classroom system to teacher's learning activities and student's learning attitude. The study was subjected to students and teachers at a school that has innovatively operated subject classroom system from before 2009. The results of the research are as follows. First, the result of investigation shows that the quality of class has been improved. The formats of managing class and class materials have become various. Second, there is an affirmative exchange in student's learning attitude, such as student's active participation, concentration, preparation and interest toward a class. Third, the fifty percent of teachers answered it that a block time system and intensive study system is required to manage an efficient subject classroom system. Lastly, the investigation shows that teachers and students are generally satisfied with running the subject classroom system. However, the satisfaction ratio of students is lower than the one of teachers.

The Design and Implementation of On-Line Quiz Game Learning System for Learning Motivation (학습동기 유발을 위한 온라인퀴즈게임형 학습시스템의 설계 및 구현)

  • 한병래;구정모
    • Journal of the Korea Computer Industry Society
    • /
    • v.4 no.12
    • /
    • pp.911-922
    • /
    • 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.

  • PDF

Study on the Cooperative Learning Method to Improve the Educational Achievement (학습성취도 향상을 위한 소그룹 협동학습 방안 연구)

  • Park, Hyung Kun
    • The Journal of Korean Institute for Practical Engineering Education
    • /
    • v.3 no.1
    • /
    • pp.40-44
    • /
    • 2011
  • In the engineering education, the difference of student's achievements is one of the problems to make teaching more difficult. To solve this problem, cooperative learning can be adopted to make students study automatically and cooperatively in the small study group. However, it is not easy to achieve substantial cooperation in the study group. In this paper, we propose a method to achieve substantial cooperative learning in the engineering subject requiring mathematical practice. we can vitalize the cooperative learning and improve the student's achievements by using the both of individual and group assessment.

  • PDF

Role of tutor and student in Problem Based Learning (문제중심학습에서 교수와 학생의 역할)

  • Chung Bok-Yae;Yi Ga-Eon;Kim Kyung-Hae
    • The Journal of Korean Academic Society of Nursing Education
    • /
    • v.3 no.2
    • /
    • pp.207-213
    • /
    • 1997
  • Basic science teaching and clinical education should be integrated whenever appropriate, and the development of skills, values, and attitudes which are emphasized to the same extent as the acquisition of knowledge in nursing. Problem-based learning provides a students-centered learning environment and encourages an inquisitive style of learning. The purpose of this paper is to review and comment the role of tutors and students on problem-based learning. The use of problem-based learning places a high demand on faculty members' time and support. The role of tutors in Problem-based learning focuses primarily on issues of developing and teaching the curriculum and on organizational implementation and institutionalization. Tutors are an integral part of course planning. Tutors serve as a constant source of feedback on student needs and concerns to the course director and constitute an informal steering committee while the course is in progress. Tutors write cases, develop student evaluation methods, recommend resources, suggest modifications in lectures and laboratories. Students have a limited amount of time available to study what is traditionally defined as the core content of nursing. But, the role of students in Problem-based learning would be active, independent learners and problem-solvers rather than passive recipients of information. Students using a deep level approach attempt to integrate what they learn with what they already know, to understand the meaning underlying the material to be learned, and to look for explanations rather than facts. Students are encouraged, with appropriate guidance, to define their own learning goals, to select appropriate experiences to achieve these goals, and to be responsible for assessing their own learning progress. Problem-based learning is more flexible and meaningful, by encouraging student interaction, and by having a better emotional climate than the conventional learning.

  • PDF

Psychological Distance between Students and Professors in Asynchronous Online Learning, and Its Relationship to Student Achievement & Preference for Online Courses

  • LEE, Jieun
    • Educational Technology International
    • /
    • v.11 no.2
    • /
    • pp.123-148
    • /
    • 2010
  • Relationships between students' perception of psychological distance with online professors and their academic learning achievement and their intention to continue online learning were examined. The courses selected for this study are two online courses: 1) 'English Grammar' and 2) 'TOEIC (Test of English for International Communication) Preparation' offered by a campus-based, medium-sized university. This study employed a mixed-methods approach by conducting a survey as well as one-on-one interviews with students. Students who feel psychologically distant with the online professors show significantly lower degree of perceived learning achievement, and higher tendency not to take online courses any more. All the three scales measuring the psychological distance -mutual awareness, connectedness, and availability- with professors turned out to be significantly related with students' perceived learning achievement. According to the result of the interview data analysis, the student interviewees unanimously said that the university should limit the number of online courses that students can register in a semester to one or two courses. Most students regard low interactivity of online learning as inevitable phenomenon. There is a statistically significant difference in perceived learning achievement between the online preferred group and the offline preferred group. Also, there is a significant difference in connectedness and availability and no significant difference in the degree of mutual awareness between the online and the offline preferred group.

The Effect of Multi-faceted Learning by Application Game-based Student Response System in Nursing Education : Focusing on Kahoot! (간호교육에서 게임기반 학생응답시스템을 적용한 다각적인 학습효과 : Kahoot!을 중심으로)

  • Kim, Yu-Jeong
    • Journal of Korea Entertainment Industry Association
    • /
    • v.15 no.4
    • /
    • pp.255-265
    • /
    • 2021
  • The purpose of this study was to examine the effects of Kahoot!(Game-based Student Response System) on nursing education. This study used an one group Pretest-posttest design. Participants were 179 nursing students from one D university located in Gwangju, Korea. The Kahoot!(Game-based Student Response System) was provided for 6 times. Data were collected between August 26 and October 25, 2019. The collected data was analyzed by descriptive statistics, paired t-test, pearson's correlation coefficient and stepwise multiple regression using IBM SPSS 21.0 program. The results showed that learning engagement(t=-6.257, p=.000) was significantly higher than levels before Kahoot!(Game-based Student Response System), critical thinking disposition(t=-2.163, p=.032) was significantly higher than levels before Kahoot!(Game-based Student Response System), problem solving ability(t=-3.032, p=.003) was significantly higher than levels before Kahoot!(Game-based Student Response System). Significant relationships were found among learning engagement(r=.375, p=.000), critical thinking disposition(r=.286, p=.000), problem solving ability(r=.291, p=.000) and learning satisfaction. The results of stepwise multiple regression indicates that learning engagement(β=.307, p=.000), problem solving ability(β=.158, p=.041) predicts 15.2% in learning satisfaction(F=16.905, p=.000). In conclusion, Kahoot!(Game-based Student Response System) is effective in improving learning engagement and problem solving ability to nursing education.

The Relationship between Learning Agility and Job Preparation Behavior of Engineering College Students: Moderated Moderation Effect of Learning Flow and Professor-Student Interaction Frequency (2년제 공학계열 대학생의 학습민첩성과 취업준비행동의 관계: 학습몰입과 교수-학생 간 상호작용 빈도의 조절된 조절효과)

  • Wee, Young-eun;Woo, Heajung;Kim, Woocheol
    • Journal of Practical Engineering Education
    • /
    • v.13 no.2
    • /
    • pp.405-419
    • /
    • 2021
  • This study aims to explore the moderated moderation effect of learning flow and professor-student interaction in the relationship between learning agility and job preparation behavior among engineering college students. Based on the data collected from 206 second-year students at P-college, the conditional effects of the research model (direct effect and moderated moderation effect) was analyzed using Process v3.5.3 for SPSS. As a result, first, the learning agility of engineering college students had a statistically significant and positive effect on job preparation behavior. Second, learning flow had a significantly negative and moderating effect in the relationship between learning agility and job preparation behavior. Third, the moderating effect of learning flow was moderated by the frequency of interaction between professor-student in the relationship between learning agility and job preparation behavior. And its effects were statistically significant and positive. Based on these results, academic and practical discussions and implications were presented.

Development and Evaluation of a Vital Signs E-book for Undergraduate Student Nurses (간호학생을 위한 활력징후 전자교과서 개발과 평가)

  • Ko, Il-Sun;Kang, Kyu-Sook;Shim, Joung-Ohn;Park, Jin-Hee;Yook, Shin-Young;Yun, So-Young
    • Journal of Korean Academy of Nursing
    • /
    • v.35 no.6
    • /
    • pp.1036-1043
    • /
    • 2005
  • Purpose: The purpose of this study was to develop a vital signs e-book for undergraduate student nurses and evaluate the content, system and student satisfaction. Method: This study was done in three stages, the development of a vital signs e-book, implementation and evaluation. The subjects were 73 undergraduate student nurses in Y university. Result: Thirty one learning objectives were used to create the contents. A set of 5 chapters and 18 subsections were defined after validation from nurse educators. The e-book is available at http://123.134.207.23/ebook/vitalsigns. Analysis of the questionnaires showed a mean score for content, system and students satisfaction of $3.17\pm73,\;3.11\pm79,\;and\;2.96\pm.74$ respectively out of a possible 4 points. Conclusion: Nurse educators should provide quality and effective web-based courses that meet undergraduate student nurses' learning needs and they should incorporate web-based learning into traditional teaching to meet the demands of nursing education.