• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.348-352
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• 2022

This study aims to identify the obstacles to using interactive whiteboards for teachers of students with learning disabilities (LDs) in the Makkah region and to delineate any differences in the levels of these obstacles that can be attributed to the study variables: teachers' gender, academic qualifications, age, and years of experience. The researchers applied the descriptive survey approach to a sample of 123 teachers of LD students. To analyze the results, frequencies, averages, standard deviations, and relative weights were calculated. The results of the study indicated that the levels of the obstacles to using interactive whiteboards for teachers of LD students were moderate. No statistically significant differences in the levels of these obstacles were related to the variables of gender or age, whereas significant differences were found based on academic qualifications and years of experience.

• Journal of Korea Society of Digital Industry and Information Management
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• v.11 no.4
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• pp.113-127
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• 2015

An interface in smart device environment is changing to TUI(touch user interface) environment where a system is being controlled by physical touch, differently from a system controlled through conventional mouse and keyboard. What is more important than anything else in this TUI environment is to implement interface in consideration of learn ability and cognitive constructivism according to user's experience. Therefore, now is the time when it is necessary to carry out various studies on smart content design process going a step farther together with discussing the details of user's experience factor. Hence, this study was intended to look into what effect a user's experiential traits had on the production of contents for the purpose of measures for improving TUI user satisfaction in order to effectively realize contents in smart environment. Results were yielded by using a statistical empirical analysis such as cross-tabulation analysis according to important variable and user, paired t-test, multiple response analysis, and preference frequency analysis of user preference on the basis of a survey. As a result, a system was presented for implementing DFSS(Design For Six Sigma) process. TUI experience factor can be divided into direct habitual experience, direct learning experience, indirect habitual experience, and indirect learning experience. And in the results of study, it was possible to find that the important variables of this study had a positive effect on the improvement of use satisfaction with contents on the whole according to the user convenience of smart contents. This study is expected to have a positive effect on efficient smart device-based contents production by providing objective information according to empirical analysis to smart media-based developer and designer and presenting a model for improving the changed TUI usability.

• Journal of the Korea Society of Computer and Information
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• v.16 no.5
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• pp.41-50
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• 2011

In this study, we developed mobile contents and mobile learning system for learning of english presentation based on Android platform. First, the application including contents transfer system which enables contents run on Android platform was developed for learning of English presentation. Second, presentation contents which will be applied on the application were manufactured. The contents developed in this study are for learning English presentations. The contents are classified into two parts; Part 1 is for basic English presentations, and Part 2 is for advanced English presentations. Each part is made up with 9 units, and each unit is composed differently by topics. The number of whole chapter for both parts is 51. We analyzed the questionnaire responses with respect to UI satisfaction and satisfaction of the learning experience. The UI satisfaction results showed that 85% of the participants were satisfied at an ordinary or higher level with our system. And The satisfaction of the learning experience results showed that 95% of the participants were satisfied at the ordinary or higher level with our system.

• Journal of Science Education
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• v.45 no.2
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• pp.187-200
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• 2021

This study was conducted to identify students' meaningful scientific experiences and to ascertain the path through which the experience led to learning. The subjects of 'Understanding of the History of Science' were asked to write an essay on the subject of 'Effects of science on my life' to 81 students in the department of literature and 125 students in the science department. After that Classification criteria were established through scientific experts' seminars, and the scientific experiences that affected students and their effects were examined. The results from analyses were summarized as follows: First, As a result of study about Science Education experience that has impacted students' lives, the students were influenced by images, most of which were influenced by scientific videos. They were also influenced by science classes and science books. As a result of classifying science experience, most of the experience is composed of Informal Science Learning. Second, as a result of examining how students were influenced by their scientific experience, they found that they were affected by their daily life or influenced by science. As a result of the research, it can be confirmed that Informal Science Learning experience is an important learning form that has a great influence on students. Therefore, appropriate Informal Science Learning experience should be introduced into the class, and research and development on the Informal Science Learning experience preferred by the students should be done.

• International Journal of Internet, Broadcasting and Communication
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• v.12 no.1
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• pp.104-110
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• 2020

In the 4th Industrial Revolution, the competitiveness of the software industry is important, and as a solution to fundamentally secure the competitiveness of the software industry, education classes should be provided to educate high quality software personnel in educational institutions. Despite this social situation, software-related classes in universities are largely composed of competitive or individual learning structures. Cooperative learning is a learning model that can complement the problems of competitive and individual learning. Cooperative learning is more effective in improving academic achievement than individual or competitive learning. In addition, most learners have the advantage of having a more desirable self-image by having a successful experience. In this paper, we apply a pair check model, which is a type of cooperative learning, in operating system classes. In addition, the class procedure and instruction plan are designed to apply the pair check model. We analyze the test results to analyze the performance of the cooperative learning model.

• International Journal of Quality Innovation
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• v.6 no.1
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• pp.43-57
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• 2005

Action learning motivates students to solve open-ended problems by 'developing skills through doing'. This paper reviews the concept of action learning and discusses the adoption of action learning approach to teach operations management at universities. It presents the design and delivery of an action-learning course at City University of Hong Kong. The course incorporates classroom lectures, tutorials and an action-learning workshop. The experience gained proves that action learning facilitates student participation and teamwork and provides a venue of accelerating learning where enables students to handle dynamic problem situations more effectively. The paper concludes that adopting action-learning approach can help lecturers to enhance quality teaching in operations management courses, and provide an alternate means of effective paradigm other than traditional classroom teaching and/or computer-based training at universities.

• IE interfaces
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• v.23 no.3
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• pp.205-212
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• 2010

The learning curve model is a mathematical form which represents the relationship between the manufacturing experience and its effectiveness. The semiconductor manufacturing is widely known as an appropriate example for the learning effect due to its complicated manufacturing processes. In this paper, I propose a new compound learning curve model for semiconductor products in which the general learning curve model and the growth curve are composed. The dependent variable and the effective independent variables of the model were abstracted from the existing learning curve models and selected according to multiple regression processes. The simulation results using the historical DRAM data show that the proposed compound learning curve model is one of adequate models for describing learning effect of semiconductor products.

• Educational Technology International
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• v.22 no.2
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• pp.169-197
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• 2021

Learning agility as high potentials is drawing attention as a competency for leading an uncertain future society. The present study aims to determine the factors of learning agility in higher education context for future society. To address this goal, Major factors related to learning agility were derived through literature review and statistically verified. For statistical analysis, the nationwide data were collected from 1,000 undergraduate students in South Korea by National Youth Policy Institute. The participants asked to answer 29 items of learning agility questionnaires (LAQ). The collected data were analyzed by descriptive statistical analysis, exploratory factor analysis, and confirmatory factor analysis. As a result, learning agility items were verified normality and reliability. Learning agility was identified seven factors; challenging mind, learning responsibility, reflecting experience, intellectual curiosity, systemic thinking, change adaptability, and logical thinking. Also, the structural model fit of the seven factors of learning agility was also confirmed to be good. Based on the findings of the present study, empirical, theoretical, and practical contributions were presented, and suggestions for further research were proposed in detail.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.477-491
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• 2013

In order to live up to public expectations, universities dedicate their best efforts to cultivating all Essential Competencies for outstanding individuals, especially reorganizing and improving their general education curricula and methods of teaching and learning, in light of the fact that a cutting-edge technology in a specific field does not bear a long span in the modern society. Through a Grounded Theory approach, the aim of this research is to study undergraduates' Experience Process of Action Learning designed to foster their Essential Competencies. With broadly selected 15 students from the courses for Essential Competencies, the method of theoretical sampling was employed so as to secure the diversity of the subjects' characteristics and backgrounds. After in-depth interviews, the data from the subjects were analyzed on the basis of Grounded theory approach of Strauss and Corbin. The conclusions of this analysis are as follows; Firstly, a learning coach should play a different role depending on the levels of Action Learning. Secondly, some time for introspection should be taken for the effective operation of Action Learning. Thirdly, learners ought to solve the problems faced during the learning process on their own. Fourthly, the aims of courses for Essential Competencies are also needed to be focused.

• Journal of Science Education
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• v.43 no.2
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• pp.239-257
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• 2019

This study attempts to understand the context of shared learning in the trading zone formed by teachers from different backgrounds and the process in which this shared learning varies in the educational context, focusing on the case of 'Woodwork Science Education Study Group.' To do this, data was collected through in-depth interviews with eight teachers who participated in the 'Woodworking Science Education Research Group' and analyzed their responses based on grounded theory. As a result, the causal conditions of the teachers' research group were 'various contexts of entering the trading zone' and the central phenomenon was 'encounter with learning in the trading zone.' Contextual conditions affecting this phenomenon were 'woodwork as a boundary object and individual transfiguration experience,' and action/interaction strategy was 'various efforts and influences in the field.' The intervention condition was 'practical effort and experience in educational field.' Final result in this model is 'the new practice of learning shared in the trading zone.' In selective coating, it was found that the practice of the teacher's research group appears as four types of' 'Extracurricular creative experience type,' 'career education type,' 'curricula education type,' and 'school management type.' The results of this study suggest that the shared learning and antonymous practice among teachers in the teachers' research group as trading zone do not only meet their learning needs but also lead to various teaching practices in the individual teachers' context of education and improve the diversity and quality of education.