• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.558-569
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• 2007

The purpose of this research is to minimize the learning deficiency on science subject in changeover from the 7th education curriculum to the next curriculum which was noticed in 2007. We investigated the contents overlapped or omitted in science contents organization between the two curriculums; moved contents to upper or lower grade, deleted contents, enlarged contents and reduced contents. Also we found that the deficiency will be occurred for the students who entered school in 2006 and 2007 in elementary school. To minimize the learning deficiency in the changeover, we must consider the following points. (1) We need to promote the teachers' comprehension about the learning deficiency and supplementary instruction through the teacher training program before carrying out the next curriculum. (2) We must add the measures minimizing the learning deficiency to the teachers' guide and resources which are used in encouragement of learning and teachers' training. (3) We must develop the instructing materials to supplement the learning deficiency for the students who entered school in 2006 and 2007. As practicing above points, we will be able to reduce time loss in studying and teaching the same contents and to supplement the omitted contents.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.363-372
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• 2021

Aim of this study was to confirm the effect of teaching and learning methods on outcomes of learner according to learning style. For this, 22 of dental hygiene students(case group) was treated teaching & learning methods according to learning style while 24 of students(control group) was non treated. Pre-survey were performed before performance of program. Formative Evaluation(FE) was conducted in 2, 3 and 4 week of program respectively and summative evaluation(SE), survey of subject interest(SI) and learning motivation(LM) were conducted in 5 week. The result of study, FE, SI and LM after treatment were increased than before treatment in case group(p<0.05). SI and LM of case group were higher than control group(p<0.05). FE after treatment was increased than before treatment in he assimilator(p<0.05). SI and LM of case groups were higher than control group in assimilator and diverger(p<0.05). The result of correlation analysis, SI was related with SE, FE, LM(p<0.01, p<0.05). Thus, it is necessary to development, application and study of teaching & learning consider to learning style.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.59-72
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• 2023

This study analyzed a group interview with six earth science teachers and eight middle school students to find out the evaluations and criteria they use to evaluate VR/AR contents (two virtual reality content and two augmented reality contents) in middle school science digital textbook. The study found the VR/AR contents were evaluated on four criteria as follows: VR/AR media characteristics; technical operation; user interface; and teaching-learning design. The evaluations can be summarized by each criterion. First, regarding VR/AR media characteristics, interesting features of VR/AR contents were considered relatively advantageous compared to other media like videos. However, its shortage of visual presence and inconvenience of using markers were mentioned as shortcomings. Second, in the technical operation criteria, teachers and students found the following conditions as technically challenging: failing to properly operate on a particular OS; huge volumes of contents in the application; and frequent freezing when using the application. Third, poor intuitiveness and lack of flexibility were found as negative aspects in user interface. Fourth, regarding teaching-learning design, the teachers evaluated whether the VR/AR contents delivered scientifically accurate information; whether they incorporated class goals set by teachers; and whether they can help students' inquiry. It turned out teachers gave negative feedbacks on VR/AR contents. The students evaluated VR/AR contents by assessing whether they help them with learning science but concluded they did not regard them necessary in science learning at school. Based on the findings, this study discusses which development direction VR/AR contents should take to be useful in teaching and learning science.

• Journal of The Korean Association of Information Education
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• v.11 no.1
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• pp.59-66
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• 2007

This study is aimed at developing a curriculum in relation to programming learning by using robot, for it has been judged as a scientific learning tool to help elementary school children as well as gifted children among them improve their creativity. Based on this concept, teaching aids and materials were developed, and then applied to the locale of education, and results therefrom were analyzed ccordingly. Curriculum and contents of teaching aids were classified into two processes, i.e. the assembling process of robot to fit the varied problematic situations and the programming process (all six phases), and edited so much as to entice elementary school children to get interests and attentions to robot and programming by compiling the contents to suit their level of learning. Results from the evaluation of the application of robot education curriculum to the locale for learning revealed that it was a positive teaching tool that helped children improve their creativity. Also conclusions were derived from the analysis and evaluation that several aspects should be complemented as for teaching and learning tool to achieve the objective of excellence education.

• Journal of Korea Multimedia Society
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• v.19 no.2
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• pp.460-468
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• 2016

The teaching method of colleges and universities is traditionally lectures then professors has described orally in class and students has listened to accompanying with papers, mid-terms, and final exams. Jon Bergmann and Aaron Sams have developed new way of teaching called flipped learning; Classwork at home and homework in class. By adapting the method, this paper researched how efficient it is and what factors tutors should consider for better results. Specifically this research examined the flipped learning applying to basic 3D graphics class of J University in Korea and students answered surveys and took a couple of tests. Since the most students of the class did not have any background of 3D graphics, it was the first time for them to work with 3 dimensional space coordinate system. As a result, the research showed positive side of flipped learning like increasing peers' interest to the class and positive attitude about video lectures watched before coming to class.

• Journal of Korea Society of Digital Industry and Information Management
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• v.14 no.3
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• pp.103-113
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• 2018

The purpose of this study supports the establishment of national e-learning policy by analyzing e-learning status and current status of higher education. Enhance the competitiveness of higher education through sharing information between universities. And to improve e-learning quality management. We surveyed the current status of e-learning in 341 universities and questionnaires about e-learning content, e-learning application form, e-learning platform status was surveyed through each school's learning management system. As a result, the infrastructure of e-learning, the rate of platforms secured, and the contents are increasing gradually each year; however, still, not all students can receive the services equally. Dedicated servers and learning management systems were secured by more than 70% of general universities. In the current development status of e-learning content, multimedia, animation, and text forms are gradually decreasing, but video contents are increasing every year. Most of the online contents were used in the e-learning contents by application type, and blended learning, flipped learning, and mooc is not yet actively used since they are still in the beginning stage. Learning analysis techniques should be supported in order to easily use online learning contents such as flipped learning and mooc. We suggest that the effectiveness of e-learning should be measured and the current state of learning analysis for customized learning should be done. This study aims to contribute to the improvement of competitiveness of higher education by sharing information about e-learning among universities as a basis for improvement of e-learning policy. Future tasks are to improve the customized learning environment by adding whether the system environment for learning analysis is provided at the time of the survey.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.67-74
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• 2012

This study elicits alternatives for improving blended education by comparing the face-to-face education and blended education of VET teacher license program. To produce a basis for the methods of blended education, this study compared the scores of satisfaction and academic performance of face-to-face and of blended education. Also it examined the three factors of learners' characteristics, teaching and learning design, and its environment as they affect the education effect. The results showed that academic performance of face-to-face education is higher than blended and that competition rate of blended education is higher than that of face-to-face. To improve the effect of blended learning, various teaching and learning activities, design of contents that promotes participation and interaction, and development of contents which satisfy the various levels of learning needs were discussed.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.79-86
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• 2005

With the rapid advance of computer and communication technology, the amount of data transferred is also increasing more than ever. The recent trend of education systems is connecting related information semantically in different systems in order to improve the utilization of computerized information Therefore, Web-based teaching-learning is developing in the ubiquitous learning direction that learners select and organize the contents, time and order of learning by themselves. That is, it is evolving to provide teaching-learning environment adaptive to individual learners' characteristics (their level of knowledge, pattern of study, areas of interest). This paper proposes the efficient evaluation method of learning contents in a mediator for the integration of heterogeneous information resources. This means that the autonomy of a remote server can be preserved to the highest degree. In addition, this paper proposes the adaptive optimization of learning contents such that available storage in a mediator can be highly utilized at any time. In order to differentiate the recent usage of a learning content from the past, the accumulated usage frequency of a learning content decays as time goes by.

• Journal of the Korea Computer Industry Society
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• v.3 no.8
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• pp.1117-1128
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• 2002

This study suggests the most efficient teaching method by using multi-media. Based on the outcome of the engineering study, the multi-media and their contents will be applied to teaching methods, at first needing to provide concept and educational expecting effect of them. For multi-media using teaching methods, the study suggests the following 4; (1) teaching method for instructional learning, (2) teaching method for detective learning by guild, (3) teaching method for receptive loaming, (4) teaching method for exploration. Challenges still remained is to examine principles of teaching planning and relevant theories in order to apply the multi-media for the existing education, which should ask teachers in field to select more efficient teaching methods.

• Journal of Korea Multimedia Society
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• v.25 no.3
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• pp.502-509
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• 2022

With the development of media technology, virtual reality (VR) technology is widely used in education, medical care, aerospace, entertainment and other fields. Among them, application in teaching courseware is a relatively new topic. Compared with traditional coursewares, virtual games visualized and extruded abstract teaching contents. Thus it strengthened teaching effects and expanded dimensions of learning. We hypothesized that virtual coursewares could increase users'sense of presence and enhance their focus. In this study, virtual courseswares were compared with traditional coursewares. At the same time, its feasibility and advantages of application were analyzed through literature researching, practical researching and statistical analysis from questionnaires. Furthermore, we designed a teaching system for VR coursewares and explored its performance in multidimensional and contextual teaching situations. It was found that Virtual coursewares have changed the boring traditional teaching methods. The teaching content was displayed in the form of three-dimensional images, videos and sounds through VR equipment, which effectively improved teaching efficiency. In addition, the feasibility of virtual courseware was demonstrated through factor analysis in questionnaires. Compared with traditional teaching courseware, VR coursewares can attract students' attention and improve learning efficiency. It provides a good example and is valuable for the research of virtual realities in education.