• Journal of Agricultural Extension & Community Development
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• v.21 no.4
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• pp.1029-1060
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• 2014

The purpose of this study are to figure out whether there are the meaningful differences between learner's learning achievements and contents preference in accordance with the delivery strategies (instructor-focused model, learner-focused model) of learning materials suggested by Bloom in web-based instruction, and to suggest the various options on the contents delivery strategies to improve the learner's learning achievements of each learning domains. Learning domains were divided by the cognitive domain, the affective domain, and the psychomotor domain. The result of research with 182 learners showed that learner-focused model in the cognitive domain caused higher learning achievements and preference than instructor-focused model. And instructor-focused model in the psychomotor domain compared with learner-focused model caused higher learning achievements and preference. However, there were less meaningful differences in the affective domain. In other words, learner-focused model is appropriate to the feature of the cognitive domain while instructor-focused model is appropriate to the feature of the psychomotor domain. The results suggest that delivery strategies should be chosen by domains of learning contents in order to improve learner's learning achievements in web-based instruction. Learner-focused delivery strategies in the cognitive domain and instructor-focused delivery strategies in the psychomotor domain need to be considered positively. Delivery strategies should be studied and developed in order to lead higher learning achievements and preference.

• The Mathematical Education
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• v.56 no.2
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• pp.213-234
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• 2017

The purpose of this study is to examine the perceptions and needs of the 2015 revised curriculum for elementary school teachers and to draw implications for the application of the 2015 revised mathematics curriculum. For this, the major changes in the 2015 revised mathematics curriculum were examined. Major changes in the 2015 revised mathematics curriculum are as follows: 1) Introduce and emphasize mathematical competencies, 2) Restructure the content system, 3) Reduce mathematics contents to teach, 4) Emphasize the learner's affective domain, 5) Emphasize the use of technology, 6) Improve teaching and learning methods and evaluation methods. Also, a survey was conducted for elementary school teachers to analyze the perceptions and demands of the 2015 Revised Mathematics Curriculum. The contents of the survey are consisted of contents of the teachers' awareness of the main changes of the 2015 Revised Curriculum and their demands to implement the 2015 Revised Curriculum in schools. Finally, conclusions and suggestions were drawn based on the survey results. The conclusions and suggestions are as follows: 1) there is a lack of teachers' awareness of the 2015 Revised Curriculum, 2) Support for mathematics curriculum competencies is needed, 3) A variety of teaching and learning materials are needed for emphasizing the learner's affective domain, using the technology, and improving teaching and learning methods and evaluation methods.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.185-210
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• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.

• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.43-51
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• 2007

We have developed a peer agent to support programming learning and analyzed its educational effects in a programming course. The agent acts as a tutor or a tutee. The role of a tutor/tutee is like the role of a navigator/driver in pair programming. While students are learning with the peer agent, the students' programming abilities are modeled. Based on the student's model, the peer agent provides appropriate feedbacks and contents to the learner. The peer agent gives positive effects on learners' achievement and self-efficacy in a programming course. It means that the peer agent system helps the learner in an affective domain as well as a cognitive domain.

• School Mathematics
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• v.12 no.2
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• pp.177-191
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• 2010

Small Group Collaborative Instruction in school settings has been endorsed by many educational experts over the years. Some studies found that learners greatly benefit from one another through communication and interaction with their peers. These studies previously indicated improvement of a learner‘s academic ability as well as the application of the affective domain when using this type of instruction. Lower-level students with limited mathematical abilities improved their problem-solving and conceptual thinking skills when tasked to work with other learners. On the other hand, the effectiveness of this process was questioned to be less evident with higher-level performers. Therefore, this study was designed to observe the efficacy of Small Group Collaborative Instruction on higher-level students and to explore their learning process as they interact with and teach lower-level students. This study observed that higher-level students use high-level mathematical thinking skills when helping lower-level students, and they improved problem-solving ability as well as communication skills.