• Journal of Internet Computing and Services
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• v.24 no.4
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• pp.37-45
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• 2023

Adaptive has gained significant attention in Education Technology (EdTech), with personalized learning experiences becoming increasingly important. Next-generation chatbots, including models like ChatGPT, are emerging in the field of education. These advanced tools show great potential for delivering personalized and adaptive learning experiences. This paper reviews previous research on adaptive learning and the role of chatbots in education. Based on this, the paper explores current and future chatbot technologies to propose a framework for using ChatGPT or similar chatbots in adaptive learning. The framework includes personalized design, targeted resources and feedback, multi-turn dialogue models, reinforcement learning, and fine-tuning. The proposed framework also considers learning attributes such as age, gender, cognitive ability, prior knowledge, pacing, level of questions, interaction strategies, and learner control. However, the proposed framework has yet to be evaluated for its usability or effectiveness in practice, and the applicability of the framework may vary depending on the specific field of study. Through proposing this framework, we hope to encourage learners to more actively leverage current technologies, and likewise, inspire educators to integrate these technologies more proactively into their curricula. Future research should evaluate the proposed framework through actual implementation and explore how it can be adapted to different domains of study to provide a more comprehensive understanding of its potential applications in adaptive learning.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.1-19
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• 2024

This study is a design and development study that developed instructional strategies based on distributed cognitive theory for science classes using technology according to procedures that ensured reliability and validity. To develop instructional strategies, development study and validation study were conducted according to design and development research methodology procedures. In the development study, an initial instructional strategy was developed through prior literature review and prior expert review. In the validation study, the instructional strategy was validated using internal validation (expert validation, usability evaluation) and external validation (field application evaluation) methods, and the final instructional strategy was developed. The final instructional strategy consisted of 3 instructional principles, 9 instructional strategies, and 38 detailed guidelines. Through this study, the researcher suggested the suitability of instructional strategies for science classes using technology, the usefulness of blocks and teaching and learning processes, the possibility of using technology as a cognitive tool, the need for teachers' efforts to cultivate teaching capabilities using technology, and the needs lesson plan that takes into account conditions affecting the application of instructional strategies.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.104-112
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• 2013

We examined the strategies to stimulate the reflective thinking using science notebook for the improvement of problem solving ability which is one of the core skills for the future. The strategies we derived have four steps which are input, output, solving mission and reflection as my own mirror. We applied the strategies to the 6th grade class for autumn semester in order to examine the students learning process and the result. We could observe that students looked into their own learning and had a time to look back their activities in the class. We could also confirmed that science notebook would be effective to improve the problem solving as stimulating the reflective thinking. In addition, we could specify the strategy of using science notebook in the class. At a 'input' stage, students should be able to choose their own learning style as their preference and teacher need to give them proper feedback. Interaction with peers should be emphasized during the activities as 'question attack' and 'question defense' in 'output' stage and 'solving mission' stage. You should suggest the students various method to record their thought from looking back their classroom activities instead of mere writing. We also examine the students achievement from the students' notebook and Meta Cognitive Awareness test. As a result, students who had studied using science notebook showed statistically meaningful higher achievement than controlled students.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.93-104
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• 2006

The purpose of this study is to examine the effects of GLAS(Guided-Learner Adaptable Scaffolding) strategies in web-based collaborative learning environments. Through the extensive literature reviews, web-based collaborative learning environments considering GLAS types were developed. 93 sixth graders were selected from a elementary school in Seoul, and they learned in the web-based system for 4 weeks. The results revealed that the impact of scaffolding on transfer of learning, cognitive overload by reflective scaffolding, learning motivation affected intrinsic scaffolding.

• Educational Technology International
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• v.11 no.2
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• pp.105-121
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• 2010

Collaborative learning encourages the use of high-level cognitive strategies, critical thinking, and interpersonal relationships. Despite these advantages, most instructors reveal the difficulties of using project-based collaborative learning; a common problem is the failure of the group to work effectively together. Thus, this study attempted to provide practical advice on group composition with self-regulation. In a college course, 31 groups with 129 students were asked to discuss and prepare the final presentation material and present it together as a collaborative work. All students' self-regulation skills were measured at the beginning of the semester, and the collective self-regulation was computed as an average of the individual scores of each group. The results of regression analysis indicate that the group's collective self-regulation shows a highly significant positive effect on group performance and satisfaction, as self-regulation predicts individual academic performance. The results also show that there is a significant positive relationship between students' self-regulation and participation in group work.

• Journal of Fisheries and Marine Sciences Education
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• v.8 no.1
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• pp.28-40
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• 1996

In the last 20 years, educators have made significant advances in their thinking about how students learn and what it is that teachers ought to teach. They attempted to teach thinking s kills and designed instructional programs to facilitate learning. The purpose of this study was to review metacognitive approaches in reading comprehension instruction, and to provide some practical implications to school teachers. First, this study reviewed the concept of metacognition. Metacognition can be divided by metacognitive knowledge and metacognitive experiences. Metacognitive knowledge consists of knowledge or beliefs about what factors interact to affect the outcome of cognitive enterprises. Metacognitive experiences are executive control of one's own cognitive process, which include planning, monitorning and evaluating. Second, this study attempted to investigate the processes of reading comprehension in the metacognitively based view. Third, this study reviewed three kinds of reading comprehension instruction. In the metacognitive approaches, instruction is viewed as constructive process in which teachers and students mediate and negotiate meaning from the instructional environment. In order to enhance reading comprehension, teachers should use examples, explicit instruction, modeling, and elaboration to provide sufficient scaffolding to students. The scaffolding gradually diminishes as students learn to use and apply the reading strategies on their own. Also, students should be encouraged to attribute successful reading to the use of appropriate strategies.

• The Journal of Korean Association of Computer Education
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• v.19 no.5
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• pp.11-25
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• 2016

This study aims to investigate the effect of reflection on learning outcomes in higher education. Undergraduates enrolled in 3 courses about computer education were involved in the study. They wrote reflective notes with guided questions over six times throughout a semester, and then their task value, learning engagement and academic achievement were measured followed by a survey and interviews to investigate students' responses. As a result, positive influence of the reflective activities was found in cognitive, behavioral and emotional learning engagement and learning achievement. For further studies, the development of reflective strategies for learning motivation and collaborative reflection was suggested.

• International Journal of Contents
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• v.12 no.2
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.

• Journal of the Korea Society of Computer and Information
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• v.19 no.1
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• pp.191-201
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• 2014

The purpose of this study is to propose strategies of puzzle-based learning for Informatics gifted education through analyzing Informatics gifted elementary students' computational problem solving approaches in puzzle-based learning contexts. Six types of educational puzzles, which are constraints, optimization, probability, statistically speaking, pattern recognition, and strategy, were used in teaching 14 Informatics gifted students for 8 sessions. The results of pre and post test and each students' answers were analyzed to identify why students were not able to solve the puzzles. We also analysed what essential computational strategies are needed to solve each type of puzzles, and what students did not know in solving puzzle problems. We identified some problems caused by puzzle representation methods, and various students' intuitions that disturb puzzle solving. Also, we identified essential computational strategies to solve puzzles: backtracking, dynamic programming, abstraction, modeling, and reduction of big problem. However, students had difficulties in applying these strategies to solve their puzzle problems. We proposed the revised puzzle-based learning strategies, which is based on the improved problem representation, just-in-time cognitive feedbacks, and web-based learning system.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.273-288
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• 1997

The purpose of this study was to review the studies related to the problem of context in science education. Firstly, studies on context and context effects in science education (and also those related in cognitive psychology) were summarized according to the topics concerning science learning, such as deductive reasoning and probabilistic judgement, controlling variables, scientific inquiry skills, memory and consistency of misconceptions, selecting cognitive strategies and problem solving, achievement and momentum effect, and interest, religion and culture. Secondly, the common problems appeared from the analysis of the studies were discussed, such as (1) how to define contexts?, (2) how to classify contexts?, (3) how to characterize the effects of contexts? and (4) how to explain the context effects? Finally, the implications of the analysis of the studies on the problem of context were discussed in terms of recent development of science education, such as misconception studies, STS science education and the application of the history of science to science teaching.