• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.441-452
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• 2022

Training using metacognition in a learning environment is one of the topics that have been continuously studied since the 1990s. Metacognition can be broadly divided into declarative metacognitive knowledge and procedural metacognitive knowledge (metacognitive skills). Accordingly, metacognitive training has also been studied focusing on one of the two metacognitive knowledge. The purpose of this study was to examine the role of metacognitive skills training in the context of mathematical problem solving. Specifically, the learner performed the prediction of problem difficulty, estimation of problem solving time, and prediction of accuracy in the context of a test in which problems of various difficulty levels were mixed within a set, and this was repeated 5 times over a total of 5 weeks. As a result of the analysis, we found that there was a significant difference in all three predictive indicators after training than before training, and we revealed that training can help learners in problem-solving strategies. In addition, we analyzed whether there was a difference between the experiment group and control group in the degree of test anxiety and math achievement. As a result, we found that learners in the experiment group showed less emotional and relationship anxiety at 5 weeks. This effect through metacognitive skill training is expected to help learners improve learning strategies needed for test situations.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.48 no.1
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• pp.51-59
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• 2011

In this paper, we propose the standardized idea for learning environment of e-Learning 2.0 (originated from Web 2.0 paradigm) to overcome limitations of current passive e-Learning environment. Because current LMS/ LCMS which manages e-learning systems has the limitation of providing various interactive elements when people use video contents to study, it lacks real-timeness and interactivity between teacher-learner and learner-learner in the operation of video contents and has difficulty in measuring accurate progress rate of learners in the process of teaching-learning. Therefore, we designed multimedia contents(both-way learning requisite) to overcome limitations of current e-Learning system and to maximize the effect of learning of learners so that it makes possible to interact between learners and teachers in realtime. For this, this thesis designs the standardized idea based on expanded SCORM standard which is now used for manufacturing LMS/LCMS, and according to ideas we have proposed, it implements e-learning multimedia environment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.46-54
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• 2018

The purpose of this study is to compare and analyze differences of perceived career barriers based on demographic characteristics of cyber university students. The results of this study will provide a valuable basis for guiding adult learners in their career development. Subjects included 937 adult learners at cyber universities in Seoul, Korea, aged 20 and above. Results were as follows: The level of career barriers perceived by females aged 20-29 who were unemployed and single were higher than that of males aged 30 to 59 who were employed and married. Female students were higher in 'anxiety of future', 'lack of interest', 'lack of job information', 'interpersonal difficulty'. The only component in which subjects aged 50-59 perceived higher than other age groups was 'conflict with important people'. There was no significant differences by grade. These results imply that the perception of the career barriers of adult learners should be considered in customizing career development programs and career counselling.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.571-580
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• 2023

With the advent of the Fourth Industrial Revolution, there is an increasing demand for interdisciplinary studies in the realm of university education. Accordingly, this study sought to explore learners' perceived expectation factors for a modular curriculum, one of the primary strategies for curriculum revision in interdisciplinary departments, by applying the Expectation Theory. Learners' perceptions were measured pre and post during the second semester of 2022. The results confirmed that among the expectation factors, the selection factor significantly decreased after the course compared to before. Changes in the understanding and perceived difficulty level of tool utilization within the course may have influenced these results. The significance of this study lies in providing direction for curriculum revisions in interdisciplinary departments by analyzing learners' perceptions of the modular curriculum. Specifically, curriculum design should focus on reducing difficulties and cognitive burdens associated with educational tool utilization. Furthermore, considering that students' prior experience and understanding of educational tools can impact educational outcomes, it is crucial to factor these elements when designing a modular curriculum.

• Phonetics and Speech Sciences
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• v.6 no.1
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• pp.11-19
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• 2014

The focus of this study was to investigate whether there is a position effect on identification accuracy of L2 consonants by Korean listeners and to examine how Korean listeners perceive the phonetic properties of initial and final consonants produced by a Korean learner of English and an English native speaker. Most studies examining L2 learners' perception of L2 sounds have focused on the segmental level but very few studies have examined the role of prosodic position in L2 learners' perception. In the present study, an identification test was conducted for English consonants /p, t, k, f, ɵ, s, ʃ/ in CVC prosodic structures. The results revealed that Korean listeners identified syllable-initial consonants more accurately than syllable-final consonants. The perceptual accuracy in syllable initial consonants may be attributable to the enhanced phonetic properties in the initial consonants. A significant correlation was found between error rates and F2 onset/offset for stops and fricatives, and between perceptual accuracy and RMS burst energy for stops. However, the identification error patterns were found to be different across consonant types and between the different language speakers. In the final position, Korean listeners had difficulty in identifying /p/, /f/, /ɵ/, and /s/ when they were produced by a Korean speaker and showed more errors in /p/, /t/, /f/, /ɵ/, and /s/ when they were spoken by an English native speaker. Comparing to the perception of English consonants spoken by a Korean speaker, greater error rates and diverse error patterns were found in the perception of consonants produced by an English native speaker. The present study provides the evidence that prosodic position plays a crucial role in the perception of L2 segments.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.119-132
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• 2014

In recent years, Korea encourages teachers to do STEAM education(Science, Technology, Engineering, Arts & Mathematics), which includes Arts to STEM education to train creative science technology talent. Related to this, we developed a subject substitute STEAM program for the 6th grade students in elementary school and applied it in a field. The STEAM program which substitutes contents in curriculum related to Energy unit was developed and it was taught to twenty four sixth grade students during regular classes. During the classes, all activities of students were observed and they were written in recording notes during the observation. After all STEAM program ended, how students recognize the subject substitute STEAM program compared to general class, understand learning contents and think about the program before and after the STEAM classes were analyzed through questionnaire and interviews. The results were as follows. First, some students had difficulty in reconciling different ideas in group, creative thinking and crafts but most students liked the STEAM classes because many activities are fun and it is easy to understand. Second, learners regarded practical use of knowledge, learning different subjects together and interests as the reasons they can understand learning contents easily during STEAM program. Third, learners recognized STEAM classes are good to understand knowledge, think creative ideas and improve social skills after the STEAM classes while they showed anticipation, worry and fear before taking the classes. It is found that a subjective substitute STEAM program is helpful to increase learners' interests in learning, understand learning contents, increase creativity and have a good personality through a qualitative research.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.93-105
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• 2022

This study investigated the aspects of how three preservice elementary school teachers conducted the data-text transforming discourses in their science simulation teaching and how their epistemological conversations worked for learners' construction of scientific knowledge. Three preservice teachers, who had presented simulation teaching on the seasonal change of constellations, participated in the study. The results revealed that one preservice teacher, who had implemented the transforming discourses of data-to-evidence and model-to-explanation, appeared to facilitate learners' knowledge construction. The other two preservice teachers had difficulty helping learners construct science knowledge due to their lack of transforming discourses. What we should consider for improving preservice elementary school teachers' teaching competencies was discussed based on a detailed comparison of three cases of preservice teachers' data-text transforming.

• The Journal of Korean Association of Computer Education
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• v.15 no.6
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• pp.33-41
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• 2012

This paper presents the online assessment questions management system and method. The proposed system consists of a database to store learner information and zone-specific items grouped by difficulty and item bank. This database includes: an item selection department and authoring assessment to select questions about a particular learner or specific learning item. In this paper, we propose: an item bank database which stores online output assessments; and an online test department to collect and sort learner evaluation data and answer selection order for online tests, click statistics, response time, and analysis unit response patterns department by analyzing the data collected by the online learners' test assessment, learners' level and ability, the diagnosis and assessment of report propensity. The proposed system will diagnose and effectively evaluate the learner's learning levels and learning ability by: answer selection order, number of clicks, and response time reflected in the results of the learners' evaluations.

• KIPS Transactions on Software and Data Engineering
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• v.10 no.11
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• pp.529-534
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• 2021

Computing thinking is regarded as one of the important skills required in the 21st century, and many countries have introduced and implemented computing thinking training courses. Among computational thinking education methods, educational game-based methods increase student participation and motivation, and increase access to computational thinking. Autothinking is an educational game developed for the purpose of providing computational thinking education to learners. It is an adaptive system that dynamically provides feedback to learners and automatically adjusts the difficulty according to the learner's computational thinking ability. However, because the game was designed based on rules, it cannot intelligently consider the computational thinking of learners or give feedback. In this study, game data collected through Autothikning is introduced, and game score prediction that reflects computational thinking is performed in order to increase the adaptability of the game by using it. To solve this problem, a comparative study was conducted on linear regression, decision tree, random forest, and support vector machine algorithms, which are most commonly used in regression problems. As a result of the study, the linear regression method showed the best performance in predicting game scores.

• Phonetics and Speech Sciences
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• v.8 no.4
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• pp.63-69
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• 2016

Twenty five English native speakers with two different L2 experienced groups and nineteen native Koreans heard both Korean word-initial nasals (/m/ and /n/) in three vowel contexts (low, mid, and high) produced by a native Korean speaker. The experiment examined the hypothesis that Korean nasals are more likely to be judged or perceived correctly by the L2-experienced English learners of Korean than the unexperienced counterparts. The result showed that L2 experienced group was more sensitive to effects of vowel height in judging the Korean nasals in which the perception of nasals before the high vowels was more subject to it. In addition, place of nasal articulation causes asymmetry relations - bilabial nasal /m/ is more likely to be perceived as plosives rather than alveolar nasal /n/. The study found that the L2 experience has a somewhat limited role in perceiving the nasals correctly in the word-initial position, especially before the high vowels, in that even the L2 experienced English subjects have difficulty in identifying the Korean nasals correctly in this environment. Nevertheless, low L2 proficiency might be accounted for the difficulty in the bilabial nasal identification observed by the L2 experienced group.