• Title/Summary/Keyword: communication between learners

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Revisiting Politeness Expressions in English

  • Eunsuk Lee
    • International Journal of Advanced Culture Technology
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    • v.12 no.2
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    • pp.98-103
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    • 2024
  • This paper revisits politeness expressions in English, exploring their linguistic characteristics and the underlying social dynamics they reflect. Grounded in pragmatic theories, politeness is examined as a phenomenon shaped by societal norms, wherein language users navigate the delicate balance between efficiency and maintaining positive social interactions. Through an analysis of various linguistic devices such as modal auxiliary verbs, progressive and past tenses, depersonalization, and the use of hedges, the study elucidates how speakers endeavor to mitigate potential burdens on listeners and foster smoother communication. By understanding and employing these linguistic strategies, English learners can better navigate the nuances of politeness expressions in the English cultural context. This exploration underscores the pivotal role of politeness in interpersonal communication and highlights its significance in facilitating effective interaction among language users.

The design of representation tool for constructing shared knowledge in CSCL (컴퓨터기반 협력학습에서 공유지식 형성을 위한 표상도구설계)

  • Shin, Yoonhee;Kim, Dongsik
    • The Journal of Korean Association of Computer Education
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    • v.19 no.2
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    • pp.73-85
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    • 2016
  • When using computer-supported collaborative learning(CSCL) tool where learners with different perspective are discussing in the same place, it is difficult to catch connection between specific position of learning content and written message by learners, share each other knowledge and opinion. This study investigated the phenomena responsible for causing "Un-shared knowledge" by literature research and designed collaborative representation tool based on described principle. A version of the Mediated annotation tool was developed for each problem identified and was subsequently tested by software evaluation standard and F.G.I. Final mediated tool will contribute to overcome knowledge sharing barriers, facilitate communication among students and describe high quality solution.

Strategies and Effects of Questioning Methods Based on Anonymity/Openness in Remote Engineering Education (비대면 공학교육에서 공개 및 실명 여부에 따른 학습자 질문 방식의 전략과 효과에 관한 연구)

  • Hong, Sumin;Kim, Honey;Lim, Cheolil;Lim, Youngsub
    • Journal of Engineering Education Research
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    • v.25 no.3
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    • pp.26-34
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    • 2022
  • Students' questions are essential and important for learning, but previous research and experience of instructors shows that there is a lack of interaction between instructors and students in online classes. This research studies how learners can effectively ask questions in online classes at engineering colleges. Based on two axes of anonymity and openness, the four different types of questioning methods were suggested as 'onymous/public', 'onymous/private', 'anonymous/public' and 'anonymous/private.' In this study, seven communication channels were applied to check their effectiveness in an online class. The results showed that learners' satisfaction with learning outcomes increased compared to previous offline classes, while satisfaction with teaching methods was similar. Additionally, among the four types of questioning methods, the preference and effectiveness of 'anonymous/public' was highest, followed by 'onymous/private'. This study suggests several implications of educational approaches to online education in engineering colleges.

Development of K-MOOC Course and it's efficient management method exploration (K-MOOC 강좌 개발과 효율적인 운영 방법 탐색)

  • Kwon, Yeongae;Lee, Aeri
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.15 no.4
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    • pp.117-129
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    • 2019
  • This study aims to explore a plan for the educational application of K-MOOC brought into relief as a new education system and to draw a direction of improvement for increasing learners' satisfaction through the development and operation of the K-MOOC Course. The colleges produce and provide the MOOC Course as a counterplan through college innovation to respond to social changes due to the reduction of school-age population. Thus, this study selected the target courses for the operation of K-MOOC and proceeded with the development of a course, referring to the guidelines for the development and operation of the K-MOOC Course at the National Institute for Lifelong Education with the quantity for 14 weeks (About 50 minutes per week) for the period of the development of the course of about 5 months. The development of the course was made in the stages of design, development, inspection, and operation. The implications of the operation of K-MOOC obtained through this study are as follows: First, in order to increase the utilization of the MOOC Course, it is necessary to operate it in connection with the regular curriculum; second, it is necessary to have desirable communication to induce the interaction and academic motivation between the instructor and the learners; and third, it is necessary to analyze the relationship of the impact by each background factor through analyzing satisfaction with the lecture and continue to assure the quality of the course through understanding the learners' demands. For this purpose, it is important to experience new attempts directly and analyze the performance of education and the satisfaction of consumers and the instructor in detail, and it is necessary to construct a curriculum suitable for K-MOOC and seek an effective teaching method.

A Study on Visual Contents for Korean Passive Verbs and Causative Verbs Education (한국어 피동·사동 교육용 시각 콘텐츠에 관한 연구)

  • Son, Joo-Hee;Kim, Eun-Jeong;An, Hee-Eun
    • The Journal of the Korea Contents Association
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    • v.22 no.1
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    • pp.348-358
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    • 2022
  • The purpose of this study is to produce visual content for effective education of Passive verbs and Causative verbs in Korean language education for foreigners. Passive verbs and causative verbs are contents that must be taught to intermediate level learners. However, it is recognized as a difficult item for both learners and Korean teachers because the realization pattern is complicated, and there is no rule to explain the combination relationship between the action and the instruction by suffix. In this article, the use of nonverbal information that can improve the learning effect was considered. Providing verbal and non-verbal information together in language education can be expected to improve learners' communication skills. In particular, visual content is non-verbal information that can positively affect memory enhancement, playback, and transition. Therefore, this study attempted to plan and produce picture cards as visual materials. The picture card, produced with a focus on the correct education of Korean Passive verbs, will efficiently and significantly make Korean Passive verbs and Causative verbs teaching and learning by suffixes.

An Experimental Study on a Network-based Collaborative Learning System for Education of Information Ethics (정보통신윤리 교육을 위한 네트웍 기반 협력학습 시스템에 대한 실험 연구)

  • Song, Tae-Ok;Jung, Sang-Wuk;Kim, Tae-Young
    • The Journal of Korean Association of Computer Education
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    • v.4 no.2
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    • pp.63-69
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    • 2001
  • In this paper, the educational effects of NETCLASS(network-based collaborative learning system) for EICE(education on information communication ethics) were verified by a non-equivalent control group protest-posttest design. We experimented our system on an experimental group (45 learners) and a comparative group (45 learners) respectively with a defining issues test (DIT). The t-value is 5.108 which shows the difference of the mean value between the experimental group and the comparative group, and their average p-mark shows that the difference is statistically meaningful at p<.001 level. Thus, the experiment using NETCLASS and DIT suggests that the morality of the experimental group is higher than that of the comparative group(t(88)=+5.108, p<.001). This paper suggests very strong possibility that the abilities such as creativity, sociality, morality and emotivity can be improved by utilizing ICT(Information and Communication Technology).

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Identification of the Structural Relationship between Goal Orientation, Teaching Presence, Approaches to Learning, Satisfaction and Academic Achievement of Online Continuing Education Learners (원격평생교육 학습자의 목표지향성, 교수실재감, 학습접근방식, 만족도 및 학업성취도 간의 구조적 관계 규명)

  • Joo, YoungJu;Chung, Aekyung;Choi, Miran
    • The Journal of the Institute of Internet, Broadcasting and Communication
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    • v.16 no.2
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    • pp.137-144
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    • 2016
  • The purpose of this study is to investigate the structural relationships among goal orientation, teaching presence, approaches to leaning, satisfaction and academic achievement. For this study, the web survey was administered to 235 learners who participated in distance lifelong education centers of A, B, and C university in South Korea. Structural equation modeling (SEM) analysis was conducted in order to examine the causal relationships among the variables. The results indicated that first, mastery-approach goal and teaching presence had positive effects on deep approach. Second, mastery-approach goal showed negative effects on surface approach, while teaching presence did not. Third, deep approach had positive effects on satisfaction, Fourth, surface approach had negative effects on satisfaction. Fifth, deep approach showed positive effects. Last, surface approach showed negative effects on academic achievement. Based on the result of the research, the study propose the constructive foundation for providing strategies raising the satisfaction and academic achievement in distance life-long education.

A Case Study on Software Practical Education that is Efficient for Repetitive Face-to-face and Non-face-to-face Education Environments (대면과 비대면 교육 환경이 반복되는 상황에서 효율적인 소프트웨어 실습 교육 사례)

  • Jeon, Hyeyoung
    • Journal of Engineering Education Research
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    • v.25 no.6
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    • pp.93-102
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    • 2022
  • Due to COVID-19, all activities in society are emphasized non-face-to-face, and the educational environment is changing without exception. Looking at the results of the survey after conducting non-face-to-face education, there was a lot of rejection of non-face-to-face practical education. The biggest reason was that instructors were not familiar with the non-face-to-face education method, and feedback was not smooth during or after education. In particular, software practice education was not easy to share the software development environment, but communication and feedback on class contents and tasks were important. In particular, if face-to-face and non-face-to-face are alternately variable, it is not easy for practical education to be consistently connected. Even if non-face-to-face hands-on education is changed to face-to-face hands-on education, we will present a plan to use a data sharing system such as question-and-answer, assignment, practice content, and board content so that it can proceed smoothly. This study presents an efficient software education process that can provide learners with a software integrated practice environment based on a shared server, question-and-answer between instructors and learners, and share feedback on tasks. For the verification of the presented process, the effectiveness was confirmed through the survey results by applying the face-to-face/non-face-to-face education process to 220 trainees for 30 months in software education classes such as A university hands-on education, B company new employees, and ICT education courses.

Study on Adult College Students' Class Satisfaction According to Blended Class Participation (블렌디드 러닝 수업 참여형태에 따른 성인대학생 수업만족도에 관한 연구)

  • Bog Im Jeong;Tae Hui Kim
    • The Journal of the Convergence on Culture Technology
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    • v.9 no.5
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    • pp.897-907
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    • 2023
  • The purpose of this study is to find out the development direction of adult learners' blended learning class as a study on the class satisfaction of adult college students according to the blended learning class participation type. To this end, a survey was conducted targeting adult learners at two schools that are carrying out the LiFE project (lifelong education system support project). The analyzed research results are as follows. First, in the case of adult learners, the proportion of participating in liberal arts + major classes as a blended learning subject was 77.8%, and home was the highest with 69.8% as a place to participate in online classes. Second, satisfaction with the blended learning teacher/instructor teaching method was generally satisfied with 95.2% of average or higher. Third, 96.8% of the students answered 'yes' or higher regarding the level of satisfaction with the blended learning method. The above research results show that blended learning is one of the important teaching and learning methods in providing adult-tailored education to adult learners who combine work and study. It can be seen that the blended learning teaching method is an effective teaching method that enables interactive communication between the instructor and the learner rather than the one-way teaching-oriented content delivery class of the traditional classroom.

Gender Issues in a Korean EFL Learning Context

  • Park, Hae-Soon
    • English Language & Literature Teaching
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    • v.13 no.2
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    • pp.155-176
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    • 2007
  • An attempt to investigate the effect of gender differences on Korean students' EFL learning orientation was made. To explain a Korean EFL learning context, three criteria (cultural distance between the target country and the host country, communicative needs of the TL, the status of the TL in the host country) are adopted. Moreover, as a contrastive FL learning context from the Imposed FL learning context, a FL learning context where there is a substantial cultural distance from the TL community, communication needs of the TL do not exist, and the TL enjoys a special educational and socioeconomic status in the host country, a concept of an Integrative FL learning context is newly brought up in this paper. As the result of a questionnaire conducted in four different high schools, female learners can be claimed to be more internalized about academic and socioeconomic benefits the TL entails for their social advancement and overcoming inequality between men and women in society, albeit insignificant numerical data.

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