• Educational Technology International
• /
• v.11 no.2
• /
• pp.77-103
• /
• 2010

The purpose of this study was to develop an instructional model using new technologies aiming to secure students' learnability and to enhance the public school values in the rural districts. The present study attempts to suggest a practical e-learning instructional and learning model named Group Dynamics- based Debate Instructional Model', which utilizes unique technology environment conditions in most. To develop the model, concepts of group dynamics and debate-based instructional models were reviewed. And in-service teachers in two public schools in a certain rural district were interviewed in order to collect and analyze their needs for a teaching and learning model with which they utilizes unique technology conditions as environment in most. Based on literature review and the need analysis, a group dynamics-based debate instructional model has been suggested in terms of conceptual model. And then expert assessment composing of five in-service teachers from the model schools was implemented twice in order to acquire the suggested model validation, followed by the model validation by a group of experts. Then a revised group dynamics-based debate instructional model has been finally suggested. The group dynamics-based debate instructional model is expected to build up members' affective connection in the process, to generate group value, or collective intelligence, and to establish positive discussion culture. Furthermore, beyond of just utilizing the existing materials, learners are encouraged to develop and collect their own materials and data such as expert's interview, or public news for their argument or refutation. In doing so, learners enhance their learnability as well as accountability, prompting self-directed learning, and establishing appropriate discussion culture resulting in positive learning outcomes.

• The Journal of the Korea Contents Association
• /
• v.6 no.3
• /
• pp.93-101
• /
• 2006

The purpose of this study is to design internet CEDA(Cross Examination Debate Association) debating model for the internet-based learning. Comparing to open discussion model that is widely spreaded in regular classes, the CEDA model can enhance learner's thinking skills, logicality, analytic skills, and judgement ability. In the first study, 196 students were provided the specific CEDA model guideline and participated debate activities through the internet. The results of the students' debate were analyzed based on the evaluation criteria. The results showed that the students' evaluation scores were high overall. They favored the CEDA model over the open discussion model, and showed positive attitudes and perceptions on the CEDA internet debate activity. In the second study, another 200 students were participated in two different tutor supporting CEDA debating groups, one is advanced tutor strategy group and the other is general tutor strategy group. The results showed that the advanced tutor supporting group had significantly high scores on the cross examination and providing evidence on debating. This study finally suggests the CEDA internet model for general use. In conclusion, this study also suggests the next steps to elaborate the CEDA internet model not only for the university settings, but also for general school settings. The user manuals should be developed to assist instructors, students, and tutors to guide better debate activities through the internet CEDA class. Also further research should be conducted to provide various debate models and applications for the variety of learning environments, and so the schools to use the CEDA model more widely in the internet classes.

• Educational Technology International
• /
• v.19 no.2
• /
• pp.175-197
• /
• 2018

Flipped classroom (FC) has gained attention as an active learning approach. Designing effective out-of-class activities to help prepare students for in-class activities is fundamental for successful implementation of FC. This study investigated the effectiveness of Goal-Based Scenarios (GBS) for out-of-class learning in FC. Four out of twelve units in a medical humanities course for Year 2 medical students was redesigned into a FC format, where e-learning modules were designed using a GBS approach for out-of-class activities and classroom debates were implemented for in-class activities. The other eight units were delivered in a conventional classroom debate format, which included reading text materials as pre-class assignments. A formative evaluation study was conducted using questionnaires and interview methods and students' academic achievements were evaluated by comparing their pre- and post-test scores between FC and conventional units. Students had positive perceptions of the e-learning modules in GBS approach and preferred the structure of learning in the FC format. Students' pre-test scores were slightly higher in the FC units, yet their post-test scores were comparable with conventional units. This study illustrates students' perceptions that the learning was bettered structured in FC and that the out-of-class learning using the GBS approach helped them better prepared for in-class activities.

• Proceedings of the Korea Contents Association Conference
• /
• 2008.05a
• /
• pp.732-737
• /
• 2008

As e-learning is recognized in new education form, Learning Management System that manage general activity of learning to maximize effect of education is being developed actively. Usually, Learning Management System includes course registration and learning as well as learner's learning recording and tracking, evaluation in online. But, most systems is lacking a tool that learners can collaborate with companion learners, and planning learning and set valuation basis as leading. In this paper, we can expect effective collaborative learning activities because can make debate and team project smooth by suggesting collaborative learning module that can drive voluntary participation such as group formation, learning plan, mutually estimation as leading to learner in Learning Management System of blended learning base that support online and offline environment both.

• Korean Educational Research Journal
• /
• v.40 no.2
• /
• pp.17-33
• /
• 2019

This study examines the fundamental ethics of practice that Dasan Jung Yak-yong(1762-1836) argued at the book, "Dàxuégōngyì大學公議, The Public debate of Great Learning", by investigating the relationship between main agents of education. "Dàxuégōngyì", the book that Dasan wrote when he was 53 years old at his exiled place, Gangjin. As the title suggested, Dàxuégōngyì, it could be recognized as the impartial view based on the critical perspective to Zhūxǐ(朱憙)'s opinion. Zhuxi focused on the importance of "Great Learning 大學" as a study of the Great people and argued that "Great Learning" is the study for all the people should learn. On the other hand, Dasan claimed that "Tàixuézhīdào太學之道" in "Great Learning" is the study for the prince, not for the normal people. And he also interpreted "Dàxué 大學" as the school for teaching prince. In addition, "Great Learning" suggested the three practical principles; to illustrate illustrious virtue; to renovate the people; and to rest in the highest excellence. However, Dasan argued different way and emphasized three ethics of practice; filial piety(孝), admiration(弟), mercy(慈) and regarded as illustrious virtue of "Great Learning." He denied the three principle of "Great Learning" that Zhuxi reorganized and suggested including renovating the people(新民), and provided that close to the people(親民) is one of the main principles of "Great Learning." According to Dasan, if the king practices these three ethics of practice including filial piety, admiration, and mercy, so that the people will practice these ethics voluntarily. In other words, he indicated that the practice of three ethics is not only for the prince in the loyal family, but also for principles to educate the people in the nation. Thus, three ethics by Dasan including filial piety, admiration, and mercy could be recognized as the symbol of humanity. In other words, Dasan's three ethics in "Great Learning" can be recognized as the practical principles including educational issues and educational interactions. If these three ethics can be referred as the symbol of humanity as mentioned above, the implicit educational interactions are specifically constructed within the basic assumptions. Therefore, it is possible to clarify the specific ethics of practice by the indicating specific subjects and objects in the educational interactions between these three ethics of practice. Also, it helps more clear comprehension about the "Dàxuégōngyì大學公議, The Public debate of Great Learning", by Dasan.

• Korean Medical Education Review
• /
• v.19 no.1
• /
• pp.10-17
• /
• 2017

Since the World Health Organization identified interprofessional education (IPE) as an important component in primary health care in the 1980s, medical and health sciences educators have continued to debate factors for implementing effective IPE in the classroom. Although IPE research is widespread internationally, few studies have been done in South Korea. This study explored the current status of IPE and examined factors that influence IPE in South Korea. A total of 30 (70%) out of 41 medical education experts in medical schools participated. Forty-seven percent of the participants reported that they allocated less than 5% of their time implementing IPE in the curriculum of their schools throughout the 4 years of medical school. Although all experts (100%) agreed that IPE is essential for medical students, they expressed practical difficulties in implementing IPE in the current education system. Factors that influence IPE are scheduling and curriculum (e.g., rigid curriculum vs. providing learning environment) and attitudes (e.g., lack of reciprocal respect vs. willingness to change). In addition, participants reported that communication skills and collaborative practice employing clinical practice or role-playing would be appropriate education methods and content for IPE in the future. The findings of this study provide a foundation for the implementation of IPE in South Korea. Future research directions for IPE in medical, nursing, and pharmacy schools are discussed.

• The Journal of Internal Korean Medicine
• /
• v.32 no.1
• /
• pp.87-99
• /
• 2011

In the 18th century, Xu Lingtai (徐靈胎) and Yoshimasu Todo (吉益東洞) were medical revolutionaries. They emphasized researches about synthesis of formulae, efficacy of medication and observation and then classification of clinical phenomena, so they assumed a modern scientific character. But, there were clear differences between their academic thoughts. In this paper, we examine the causes of difference in three fields, i.e. traditional culture, viewpoints of talented people and academic personality. The first, difference was due to traditional culture. Chinese medicine has a long history and heavy traditional culture. Yin-Yang (陰陽) theory, Five Phase(五行) theory, Viscera and Bowels (臟腑) theory and Meridian and Collateral (經絡) theory stemmed from everyday practice, and Chinese people learn these theories from experience and observation. From the standpoint of Chinese people, particularly scholarly doctors [儒醫] such as Xu Lingtai, it was easy to debate medical theories. In contrast, Japanese traditional culture didn't have as long a history as China. Thus as a necessity, it was harder to disseminate traditional Chinese medicine theories in Japan. Yoshimasu Todo simplified it by cutting out the superfluous traditional Chinese medicine theory, so at that time it must have been shocking to the Japanese medical world's trends. The second, difference was due to viewpoints of talented experts. From the standpoint of Xu Lingtai, above all, medicine is just a learning, only a kind of technique, even more not a means of living. Xu Lingtai was concerned with the appearance of very talented experts such as 'great man' (偉人), and 'exceptional man' (奇士) who carried out medical research. Instead of cultivating a few talented people, Yoshimasu Todo tried to produce a large number of clinicians quickly who could treat ordinary people. The third was due to personality difference. As Xu Lingtai threw away Confucianism and studied medicine in his youth, although he had a critical attitude, he was always mild-mannered. Yoshimasu Todo always had a clearly critical and rebellious nature. Personality influenced their literary spirit and learning style, so although both advocated reactionism, the academic thought of Xu Lingtai was reformative and mild, while that of Yoshimasu Todo was revolutionary and fierce. Xu Lingtai and Yoshimasu Todo had considerably similar research domains and academic thought, so it is proper for them both to serve as examples for making a comparative study of medical history in China and Japan in 18th century.

• Journal of The Korean Association For Science Education
• /
• v.38 no.4
• /
• pp.467-480
• /
• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.9 no.8
• /
• pp.783-790
• /
• 2019

Cognitive science attempts to explain human intelligence on the basis of success of artificial neural network, which is called connectionism. The neural network, e.g., deep learning, seemingly promises connectionism to go beyond what it is. But those(Fodor & Pylyshyn, Fodor, & McLaughlin) who advocate classical computationalism, or symbolism claim that connectionism must fail since it cannot represent the relation between human thoughts and human language. The neural network lacks systematicity, so any output of neural network is at best association or accidental combination of data plugged in input units. In this paper, I first introduce structure of artificial neural network and what connectionism amounts to. Second, I shed light on the problem of systematicity the classical computationalists pose for the connectionists. Third, I briefly introduce how those who advocate connectionism respond to the criticism while noticing Smolensky's theory of vector product. Finally, I examine the debate of computationalism and connectionism on systematicity, and show how the problem of systematicity contributes to the development of connectionism and computationalism both.