• Journal of Information Technology Applications and Management
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• v.16 no.1
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• pp.137-148
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• 2009

Knowledge management becomes the key point for organizations to survive and maintain competitive advantages in the knowledge economy era. E-learning plays a vital role for the organizational learning. How to share the experience of knowledge and the success of the knowledge management has great connection with the organizational culture. This study focuses on the factors of effective E-learning as well as its relation to the organizational culture. A successful e-learning system should not only aim at different statistical variables but emphasize on : course contents, variety of teaching methods and establishes a stable network environment. A stable E-learning platform and speedy bandwidth is a must to achieve the non-barrier communication and built an interactive learning environment. To achieve success in E-learning, it is not necessary to divide the organizational culture to strengthen the course content multiplication and plans the E-learning supervisory work by the sole responsibility unit. It should establish an ample teaching frequency width and platform and also must establish the appropriate study network frequency width and hardware equipment to achieve the best E-learning effect. The interaction in different organizational culture in adapting E-learning, those Ad-hoc and Marketing Culture, are mostly influence by the external environment and have more interactive content. Those in Clan and Hierarchy Culture are affected by traditional conception and lack of interaction. Meanwhile, under the cost consideration, Clan and Ad-hoc Culture on the dynamic side prefer to spend more cost on E-Learning while the stable side, Hierarchy and Marketing culture are willing to pay more expenses on E-Learning.

• The Journal of the Korea Contents Association
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• v.6 no.12
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• pp.216-225
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• 2006

Teaching methods should focus on enabling the students to adopt an open mind towards new experiences and to be flexible to change. Moreover, their purpose lies in encouraging the students to build their ability to discern values so that they can make the right decisions when they are at a crossroad. However, traditional teaching methods were centered on textbooks and on the teachers. This type of teaching method needs to change so that the new teaching method will focus on the students themselves, taking levels of individual students into consideration to enable development of their creativity in line with the demands made during the 21st century, an era of information and globalization. Projected learning method is appropriate for the Physical Education (PE) classes where various activities aim to increase the level of cooperation among students and their investigative skills. Moreover, PE classes pay special attention to the practical aspect. Accordingly, this research makes recommendations for the class execution methods based on projected learning by improving the curriculum for the PE classes, and the effect of these methods are subject to verification.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.467-474
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• 2019

Key areas of digital contents, the games and animation industries are increasingly expanding. Therefore, training of a specialized workforce is required in accordance with these enterprises' growing demand. Education in the field of games and animation lies in cultivating talents with creative thinking, collaboration, and problem-solving skills. Thus, this paper aims to propose a PBSL teaching model for creative convergent talent through game and animation projects. The study will focus on the characteristics of creative convergence talents, project teaching, and related job competencies for game and animation education. Based on literature research, a 'Project Based Self Learning' instructional model is presented, in which creative thinking and collaboration competencies are explained in a way they can be performed by the learner. As a case study, D University's class was applied with PBSL. A survey showed that the autonomy aspects were higher than the creativity and convergence attitudes, indicating that the students improved their autonomy and motivation. However, the team composition needs further supplementation.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.594-602
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• 2021

This study aims to identify the learning behavior patterns recognized by students to find effective tutoring operational methods, and further analyze the impact of learning behavior patterns on academic performance and learning satisfaction. To this end, 105 participants in the tutoring program at D University based in Busan Metropolitan City collected data and conducted descriptive statistics, correlation analysis and regression analysis according to research problems. First, the study found that students who participated in tutoring had the most environment-dependent and self-taught learning behavioral styles and environment-independent and self-taught learning behavioral style. Second, the correlation between learning behavioral styles and academic achievement and learning satisfaction shows that there is a high correlation between positive and cooperative learning behavioral styles and environment-independent and self-taught learning behavioral styles. Third, regression analysis on academic achievement and learning satisfaction showed that positive and cooperative learning behavioral styles significantly affects learning satisfaction, but environment-independent and self-taught learning behavioral style, environment-dependent and self-taught learning behavioral style, and passive learning behavioral style were not significant. These results suggest that from the school perspective, learning behavior can be recognized as an important factor in students' academic success and failure, so instructors need to check learners' learning behavior patterns and provide appropriate tutoring teaching and learning design plans.

• The Mathematical Education
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• v.38 no.1
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• pp.87-94
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• 1999

A multimedia CD title is developed for learning simple closed curve and Mobius band which are one of mathematics contents in the first grade of middle school. This title visualizes various figures through graphics and animations so that students can easily understand the relevant concepts and learn them with fun. It is shown that 88.6% of 30 sampled teachers are positive for the title and that 86.7% want to use it as a teaching tool in their classes.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.172-180
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• 2003

Geologic field survey is very important for the high school students who take the courses of earth science under the 7th earth science curriculum, however actually it is very difficult for the students to survey in the field because of long time and distance, and expenses. To overcome these difficulties, this study focused on developing the web contents and teaching-learning materials for virtual geologic field survey of the Songaksan and Jisagae area, Jeju island. The developed web contents were placed into three parts; main manu, sub manu and contents to help the learners flow-chart of the program easily. To overcome the weakness of existing textual web materials, some movable images and worksheets were provided for the learners, and the web contents were designed for the learners to experience as similar as the geologic field survey may let them do.

• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.111-121
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• 2004

One of the cooperative learning models, the cooperative learning of structural approach which is very simple and easily applicable accomplishes teaching-learning through combining learning contents and organic connections of various structures. This work proposes a cooperative teaching-learning model for the structural approach, designs and implements a web-based cooperative system supporting it. The model provides a concrete frame which can apply to a subject learning thus could effectively support cooperative learning. Furthermore, it classifies learning into three types such as knowledge learning, investigation, and function mastering and presents a structure application model for each so as to apply different structures according to learning materials and types. We implemented a system that performs cooperative learning on the basis of these models, applied to a class, and analyzed the effect of it.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.235-247
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• 2018

The student's pre-questions (pre-class questions related to the learning contents) not only provide the teacher a gauge of the interest and level of the student, but also provide a useful means of providing clues to proceed with the teaching-learning process. The purpose of this study is to develop an analytical framework for effectively analyzing students' pre-questions and to analyze students' pre-questions related to elementary science learning unit of the 2009 revised curriculum by applying this framework. The developed framework is composed of three major categories: knowledge type, extended type, and curious type, each of which is then subdivided into several sub-categories. Using the developed analysis framework, 914 pre-questions from the students presented in the $5^{th}$ and $6^{th}$ grades of elementary science in the 2009 revised curriculum were analyzed, and the types of questions distributed by grade. The percentage of questions by type was also different. Based on the results of this study, students' needs for learning can be grasped through the pre-questions analysis framework and reflected in the teaching-learning process, and student-centered learning contents and methods could be presented. It is expected to make a meaningful contribution to the analysis framework.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.804-813
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• 2021

The purpose of this study was on the learning satisfaction of dental hygiene students according to the face-to-face and non-face-to-face teaching methods in the COVID-19 educational environment. A self-reported questionnaire was completed by 122 dental hygiene students of G University located in Gwangju from October to November, 2020. The general characteristics, instructional characteristics, teaching methods, and learning satisfaction were investigated, and the collected data were analyzed using SPSS 18.0. The effective practical teaching method chosen by the students was face-to-face, and there was a significant difference according to the class choice. The learning satisfaction according to the general characteristics showed a significant difference in the preferred practice method for improving instrument technique. The face-to-face classes showed significantly higher learning satisfaction in terms of checking on doing well study during class and the convenience. In addition, as a result of analyzing the factors influencing learning satisfaction, the choice of face-to-face class was confirmed as a significant variable. Therefore, in order to increase the learning satisfaction of students, it is necessary to design a class that essentially includes face-to-face class when planning a practice class.