• International Journal of Contents
• /
• v.10 no.2
• /
• pp.18-27
• /
• 2014

This study examines underlying factors that influence undergraduate students' willingness to enhance communication with their instructor by comparing the frequency of e-mail and face-to-face interaction between students and instructors. Data was collected through a survey of 322 undergraduate journalism students at a large Midwestern university. The findings showed that the more passive students were in expressing their opinion during the class, the less likely they were to send e-mails to their instructor (Coef. = -0.180, p < .01) or to communicate with their instructor face-to-face (Coef. = -0.262, p < .01). The findings also showed that the more students described their personality as "shy," the less likely they were to e-mail their instructor (Coef. = -0.157, p < .05) or communicate with their instructor face-to-face (Coef. = -0.210, p < .01). It is noteworthy that the degrees of both passivity and shyness had a more negative effect on the probability of face-to-face interaction than they did on email interaction. In summary, email usage follows similar broader patterns of social interaction, rather than introducing a different trend in communication. This finding implies that the importance of e-mail should not be exaggerated as a communication tool for reticent students.

• English Language & Literature Teaching
• /
• v.17 no.4
• /
• pp.97-121
• /
• 2011

This study aims to examine how motivational constructs are interrelated with social, context-specific factors and, as a result, contribute to L2 writing achievement within the framework of self-determination theory. The data consisted of 67 Korean college students' questionnaire responses, final scores in an on-offline blended writing course, and qualitative interviews with 5 students. In the descriptive and the correlation analyses, the participants' extrinsic motivation was found higher than intrinsic motivation, with low amotivation. Among social factors, immersion environment, foreign instructor, and peer comparison marked high scores, whereas Korean instructor and online material gained low scores. Those contextual factors were interrelated with each other, such that the immersion factor correlated significantly with Korean instructor and peer comparison. Extrinsic and intrinsic motivational subscales engendered strong correlations with the high-scored social factors, i.e., immersion, foreign instructor, and peer comparison, which were also closely interrelated with L2 writing achievement. The findings illuminate intricate workings of motivation in its effects on L2 achievement and corroborate the roles of contextual factors. The effect of motivational subscales on achievement may be valid through interplay with some social factors. The dynamics of motivation is discussed for pedagogical applications.

• Korean Medical Education Review
• /
• v.13 no.1
• /
• pp.45-49
• /
• 2011

This study was done to analyze students' learning and its lasting effect by teaching strategy involving questioning. This study was performed with 68 students who were enrolled in a physiology class of the Yonsei University College of Medicine in Seoul, Korea, in 2003. The students were randomly divided into 2 groups. One group was taught in a way where students asked questions and the instructor answered the questions. For the other group of students, the instructor asked questions, and the students answered the questions. We performed a pre-test before the study begins and post-tests immediately, 3 weeks, and 6 weeks after the study. The results were analyzed by using analysis of covariance and repeated measures analysis of variance. A higher learning effect was observed in a group where questions were asked by students compared with the other group. The post-test results showed no significant difference in the lasting effect of learning according to the teaching strategy. Students' learning significantly improved when students asked questions and the instructor answered the questions compared with the strategy of the instructor asking questions and students answering to the questions.

• Journal of Korea Multimedia Society
• /
• v.21 no.11
• /
• pp.1297-1304
• /
• 2018

Online education, commonly referred to as distance education, has developed rapidly. However, it is questionable whether such distance education has been applied to various educational fields and has achieved satisfactory results in terms of learning effect. One of the reasons for not maximizing the benefits of distance education is non-dynamicity in the production and application of educational content. Educational contents production is made up of collaborative work between the instructor who is the contents expert and the developer who is the production expert. For this reason, existing researches have also concentrated on the improvement of each educational effect. In this paper, we propose to replace a production expert from a developer to an instructor. At this time, the important point is that the educational contents produced by the instructor, who is a development non-expert, should still be able to be maintained with high-quality contents utilizing the characteristics of the web. For this purpose, the production system was developed based on open source to maintain the quality similar to the educational contents developed by the production expert. This will increase the effectiveness of education by applying the developed Smart-Blended Learning System to various educational sites.

• Korean Security Journal
• /
• no.5
• /
• pp.131-156
• /
• 2002

Private security industry employers in Korea has not concerned with the importance of training and education by lack of recognition and has been passive about qualified guards. And the authorities supervising and the administrating the guards has not recognized the importance of private security and has neglected the training of the guards. Korea has been operated the guard-instructor system for the acquiring the specialization of the security personnel since 1997, but there has been many problems. This study reviews the guard-instructor system in Korea comprehensively and suggests the efficient operation method of that system.

• Journal of Digital Convergence
• /
• v.11 no.8
• /
• pp.341-347
• /
• 2013

Instructor willingness to accept and literacy is an e-leaning important variable to expect a positive effect of the introduction of e-learning from the perspective of university. The role of faculty is not only instructor but also content experts, curriculum designers, graphics professionals, media director or programmer. This study suggest as the role of instructor as pedagogical, managerial, social and technical aspect for effective learning outcomes.

• The Journal of Information Systems
• /
• v.15 no.3
• /
• pp.35-53
• /
• 2006

Distance teaming systems have become popular tools for teaching and learning. The purpose of this study is to analyze influence of instructor factors and media richness on student's intention th use and performance in distance teaming. We used TAM as a theoretical foundation to explain student's behavior. The model was tested using LISREL analysis on the sample of 246 users rho have experience with the distance teaming systems. The results show that instructor factors such as luぉ style and attitude have partial effects on perceived usefulness, ease of use and media richness. In addition, results also show that both TAM variables and media richness strongly predict intention In use of the distance loaming system Finally, the usage intention has a positive effect on teaming performance. Implications of these findings are discussed for researchers and practitioners.

• Architectural research
• /
• v.15 no.3
• /
• pp.123-132
• /
• 2013

Design studio is a unique type of course in architecture and interior design education, in which learning is based on student-instructor interaction and learning by doing; yet little research has been conducted on student perceptions of the ideal design studio instructor. The purpose of this paper was to identify characteristics of the ideal studio instructor from student perspectives. Three award-winning design studio instructors' studio activities were observed, and the three instructors and their 40 students were interviewed. As a result, characteristics in four categories were identified. The author argues that providing customized feedback and allowing student autonomy are the two distinct characteristics that students value in design studio as compared to students in other fields or type of courses. The findings provide valuable insights to design educators who would like to strengthen their teaching studios by listening to student voices.

• Journal of Engineering Education Research
• /
• v.13 no.6
• /
• pp.24-32
• /
• 2010

This study deals with the effect of feedback patterns by instructor's social message in the online discussion environments. Based on these research results, it was suggested feedback patterns by instructor's social message should be utilized in order to improve the discussion participation and satisfaction of online discussion environments.

• Educational Technology International
• /
• v.9 no.1
• /
• pp.97-114
• /
• 2008

This research has three purposes: The first purpose is to verify whether SGRs(Student-Generated Rubrics) are effective for learner achievement in higher education or not. The second one is to analyze the agreements between an instructor's evaluations and peer group assessments with SGRs in real classroom situation. The final purpose is to propose the possibility of students' more objective self-evaluation with the use of SGRs. It appears that rubrics are effective tools to improve learner achievement in adult education and to promote the agreement between the instructor's and peer's evaluations, even though learners do not develop SGRs. In addition, this research has demonstrated that most students are not very accurate self-assessors, and they often overestimate themselves. This study can be helpful for novice instructors, especially for those who try to assess their students more fairly, to develop the SGRs as an evaluation tool appropriate for their own situation, and to give more reliable feedback to students.