• Educational Technology International
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• v.14 no.2
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• pp.167-187
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• 2013

Team project learning is a type of Project-Based Learning, which is an effective learning method for developing collaborative competency and interpersonal communication skills, as well as for developing cognitive competency such as critical thinking, creative thinking, and analytical skills. This research, conducted to analyze learning activities, focuses on students' creative thinking and activities in TPBL(Team Project-Based Learning). A qualitative approach including a reflective journal based on the 6 stages of TPBL, was adopted for this purpose. In this study, 69 reflective journals on the three stages (developing a theme, researching, theme-making) of 23 undergraduate students were categorized on the basis of three criteria: divergent thinking factors, convergent thinking factors and affective factors. The results show that the participants' journals demonstrated twenty-eight activities from nine cognitive factors and nine activities from three affective factors were derived from reflect journal. This finding indicates that more appropriate instructional strategies are needed for students to enhance their creative thinking skills and activities

• Journal of the Korea Society of Computer and Information
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• v.23 no.11
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• pp.229-238
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• 2018

The purpose of this study is to investigate the mediating effect of learners' learning flow in the effect of presence on academic achievement in web-based e-learning. For this purpose, this study analyzed the influencing relationship between the each factor based on the structural model with the learning flow as a mediator variable. Based on existing theoretical studies, learning satisfaction and academic achievement, which represent learning outcomes, are set as dependent variables, and teaching presence, cognitive presence, and social presence are set as independent variables. Data collected from a total of 256 e-learning learners were used in the analysis of this study. According to the results of the analysis, teaching presence, cognitive presence, and social presence were found to have a significant effect on academic achievement when a learning flow is a mediator variable. Concretely, teaching presence, cognitive presence, and social presence have a positive effect on the learning flow, while learning flow has a positive effect on learning satisfaction. On the other hand, learning flow has a negative effect on academic achievement. As a result of verifying the mediating effect of learning flow on the relationship between presence, learning satisfaction, and academic achievement, there was meditating effect in the aggregate. This study implies that in order to increase the level of learning satisfaction and academic achievement, it is necessary to make the teaching-learning design in the provision of contents and materials for e-learning so that the learner can feel the presence. The results of this study can be used as a basic data for seeking support and promotion strategies for enhancement of future learning flow and presence.

• Educational Technology International
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• v.10 no.2
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• pp.127-143
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• 2009

The purpose of this study was to identify the interaction patterns in distance only mode e-Learning. In order to investigate this study, messages shown in the electronic notice board were analyzed to see how interaction occurs between teacher and learner or learner and learner under the e-learning of cyber university. To analyze messages was applied according to the framework by Henri's contents analysis model. As a result of contents analysis on electronic board, the participative dimension was 399 messages. A learner put on 7~8 messages a day. The number of messages was low compared to the number of learners, but the number of inquiries was about 140. That means that each learner contacts and checks messages at least once a day. The meaning dimension was 600 units. The main interaction patterns were Interactive-social-cognitive-metacognitive. This means that e-Learning in distance only mode leads a positive attitude of learners as a self-directed learning, and needs teacher's well-structured instructional strategies for increasing interaction. In conclusion, social dimension and interactive dimension of messages support learners psychologically in the process of learning though they directly guide learning under the circumstances of e-learning lacking face-to-face element. It can be interpreted that the teacher's role is significantly important in order to attract learners' positive participation and cognitive and meta-cognitive dimension of messages and activities

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.412-420
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• 2007

In this study, we investigated the influences of the epistemological beliefs on the conceptual change processes in respects of cognitive conflict, situational interest, attention and state learning strategies. After administering epistemological belief questionnaire as a pretest, 218 seventh graders possessing misconceptions about density were selected from the results of a preconception test. The questionnaires of responses to a discrepant event and situational interest were administered. After learning with a CAI program, attention test, state learning strategy test and conception test were also administered as post-tests. Analysis of the results revealed that fixed ability, quick learning and certain knowledge, which are epistemological factors, were highly related, but only certain knowledge exerted a direct effect on conceptual understanding negatively. It also had positive effects on attention directly as well as via situational interest, and thus increased conceptual understanding, even if the effects were relatively smaller than the direct effect. However, epistemological beliefs had little influence on conceptual understanding through cognitive conflict and/or state learning strategies.

• International Journal of Computer Science & Network Security
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• v.23 no.3
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• pp.17-30
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• 2023

The current research aims to reveal the impact of using some participatory e-learning strategies (participatory product - classroom web simulation) in developing cognitive achievement, electronic course design skills, and - skills list - Torrance test of innovative thinking). The tools of innovative thinking among a sample of Information Science students. To achieve the objectives of current research, the researcher designed an educational website to train students to produce electronic courses via the web, according to the two participatory e-learning strategies. The researcher used a set of tools represented in (achievement test research and experimental treatment were applied to a sample of the Faculty of Computer students at Umm Al-Qura University. The results found that both participatory product strategy and web simulation have an imact on developing learning aspects discussed in the research. As for which of the two strategies had a greater impact than the other, it turned out that the web simulation strategy had a greater impact than the participatory product strategy in developing these aspects.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.87-97
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• 2009

This study used Hierarchical Linear Modeling analysis to investigate the effects of individual self-regulated cognitive strategies and public education on middle school students' academic achievement. Participants were 6389 (boys 3287, girls 3102) middle school students from the 2005 data of the Korea Education Longitudinal Study. Results were as follows : (1) there were significant differences among different schools in middle school students' academic achievement, i.e. 20% of variance in English achievement and 15% of variance in mathematics achievement were explained by school differences. (2) Students' elaboration and meta-cognitive strategy influenced academic achievement positively. (3) Predictor variables by ability grouping, supplementary class, and/or self-learning class had no significant effects on students' academic achievement.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.366-372
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• 2018

The purpose of this study was to investigate the effects of educational evaluation with the application of flipped learning on undergraduate students' self-directed learning ability (cognitive domains, motive domains, conductive domains) and cognitive learning competency (knowledge and thought, creation, problem solving). An educational evaluation class, which applied flipped learning designed on the basis of pre-class, in-class, and post-class, was taught to 57 undergraduate students for twelve of the sixteen weeks of a semester. It was held each week on Thursdays for two (Ed- I don't understand 'for two'). The study results showed that, applying the flipped learning educational education class for undergraduate students improved self-directed learning ability (motivation domains, behavior domains) and cognitive learning competence (higher order thinking, metacognition, creativity tendency, problem-solving process). This study provides meaningful suggestions on exploring instructional design and effective teaching and learning methods applied to flipped learning.

• Asia pacific journal of information systems
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• v.25 no.4
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• pp.642-661
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• 2015

Interpersonal trust has become essential for online communities because people have managed to be in a situation without face-to-face encounters. To identify the structural relationships between interpersonal trust and learning performance, we analyzed the relationship between two types of trust, namely, cognitive and affective, as well as two dimensions of learning performance, namely, learning satisfaction and knowledge application. We also identified the moderating role of social norms in the relationship between trust and learning performance. Results of analysis are as follows. First, cognitive trust significantly affected the two dimensions of performance. Second, affective trust exhibited a significant effect on learning satisfaction, but did not affect knowledge application. Third, the relationships between the two performance factors were significant and direct. Lastly, social norms appeared to moderate the effects of cognitive trust on knowledge application and affective trust on satisfaction. These findings suggest that organizations, which would like to optimize task-oriented performance of their learning communities, should consider linking strategies between community satisfaction and practical knowledge application.

• Educational Technology International
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• v.13 no.1
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• pp.79-100
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• 2012

The focus of this research is on identifying the problems that learners experience during online problem-based learning (e-PBL) from a cognitive perspective. The study is concentrated on learners' cognitive load level at each stage of e-PBL. The research questions are specifically as follows: What is the level of cognitive load at each stage of e-PBL and what is the relationship between cognitive load and group performance? What cognitive difficulties are experienced by learners in e-PBL and what causes cognitive difficulties? In this study, we found that cognitive load was the highest in stage 1 and there was negative relationship between cognitive load at stage 1 and group performance. In addition, learners experienced difficulties during e-PBL such as the complexity of task, the difficulty in collaboration, and the lack of appropriate references. For further study, we will investigate some strategies regarding adjusting learners' cognitive load in the early stages of e-PBL.

• Industry Promotion Research
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• v.8 no.4
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• pp.163-176
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• 2023

Through a literature review, this study examined the concept of slow learners and the lifelong learning characteristics of slow learners, and sought ways to achieve successful lifelong learning by utilizing grit and growth mindset among non-cognitive characteristics. Slow learners were experiencing difficulties in cognitive, academic, linguistic, social and emotional, and behavioral characteristics. For successful lifelong learning of slow learners, it was necessary to set long-term goals rather than short-term goals and to maintain effort and consistency of interest to achieve the goals. In addition, it was confirmed that in order to achieve long-term goals, it is necessary to believe that change can be achieved through effort and learning. In other words, the need for learning using grit and growth mindset was confirmed. Based on these previous research results, it was presented as a lifelong learning strategy for slow learners that applied grit and growth mindset, which are non-cognitive characteristics, rather than cognitive characteristics such as intelligence.