• Educational Technology International
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• v.12 no.1
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• pp.1-20
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• 2011

The study described in this paper examined the effectiveness of a multimedia case-based learning environment to teach technology integration to Korean pre-service teachers. The structure and philosophy behind the use of embedded video in an online, multimedia system and the data collected from 103 pre-service teachers are presented and discussed. The overall finding shows that there was no significant difference from pre- to posttest among the lecture, the case-based, and the mixed environment groups. However, low prior knowledge students improved more when they learned about technology integration with the mixed method than with the case-based method alone. Discussion about this result and its educational implications conclude the paper.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.11-24
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• 2014

The purpose of this study is to develop a teaching-learning model of convergence project based on team teaching. Based on development research methodology which explored a university case, the teaching-learning model was developed including three phases such as preparation, planning, and implementation & evaluation. The preparation phase has three steps as follows: to organize team teaching faculty; to develop convergence projects cooperated by industry and university; and to design instructions based on supporting convergence projects. The last step of preparation phase consists of five design activities of: (1) instructions and teaching contents; (2) communication channel among faculty members; (3) feedback system on students' performance; (4) tools to support learners' activity; and (5) evaluation system. The planning phase has two steps to analyze learners and to introduce and modify instruction and themes of convergence projects. The implementation & evaluation phase includes five steps as bellow: (1) to organize project teams and match teams with faculty members; (2) to do team building and assign duties to students of a team; (3) to provide instruction and consulting to teams; (4) to help teams to conduct projects through creative problem solving; and (5) to design mid-term/final presentation and evaluation. Lastly, the research implications and limitations were discussed for future studies.

• Journal of Korea Game Society
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• v.18 no.6
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• pp.29-38
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• 2018

Although computer games seem to be efficient tools for facilitating and supporting situated learning in Europe, GBL(game based learning) is less likely in Korea. The objectives of this paper are to address the causes of the problem and evaluate a serious game for history GBL. We review various cases of history GBL projects in European School Net, commercial games and serious games which are related to history. We draw a demand of our game's structural type, learning criterion, basic model of instruction, and executable prototype from the analysis results. Scene management educators pursue and dependencies of turning points in the history are critical differentiator. An evaluation team of educators, learners, and edu-game managers evaluates that the prototype is suitable model for application in history instruction.

• Journal of Korean Library and Information Science Society
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• v.46 no.3
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• pp.71-88
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• 2015

It had been said that reading education in Japan has a goal to 'Lead children's character to a desirable direction'. Since the 2000s, Japan's reading activity was directly linked with an education program to improve children's education ability. These movements for reading in Japan is made more concrete by the 'Promotion Act on Children's Reading Activities'. For improving the reading skills of the younger generation in Japan, cooperation among homes, regions, and schools is needed. As a result, Japan has an opportunity to build an educational infrastructure for reading support services. The library has also been given an enhanced role as a learning commons. In this background, this study tried to analyze the current state of Japan's reading instruction qualification system, and show their efforts to foster reading specialists for improving the reading skills of the younger generation. This will generate the momentum needed to have the library evolve into learning commons.

• Journal of Information Science Theory and Practice
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• v.6 no.1
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• pp.45-64
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• 2018

The global information economy is transforming the way people connect with each other, learn new things, and contribute to the knowledge society. With the online platform, library services have also expanded beyond face to face interaction. Although studies of virtual reference services have been made in different parts of the world, a case study discussing various forms of online reference engagement in Kazakhstan has not been written. While most of the theories on connectivism emphasize the context of instruction, the researchers of this paper discussed the tenets as they relate to online engagement. Applying the theory of connectivism, this paper explores through a mixed method the use of various online platforms to enhance engagement connecting library users to information. Findings revealed that differences in patterns of interactions as to platforms, types of queries, and users reveal that students, faculty, and other members of the academic community served by the library have various preferences for communication. The case study further showed that respondents have not maximized the use of VLS but interest in using both synchronous and asynchronous services is clear. Finding connections between sources of information, creating useful information patterns, is essential in learning. Amplifying awareness on the use of VLS giving emphasis to the unique features of each service is useful in order to enable students to see how this platform facilitates learning.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.1
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• pp.209-238
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• 2023

This study aims to propose the main learning contents, functions and activation plans for building an e-learning platform for libraries through a literature review, case analysis and expert survey. Through the literature review, it was found that libraries must play a role in providing high-quality online education for users in the e-learning ecosystem. Based on the previous studies, a learning function analysis tool was developed for the analysis of the library's e-learning platform. Based on this, the learning contents, learning functions and characteristics of library e-learning platforms were analyzed, and expert surveys and interviews were conducted. As a results, the construction of a platform for effectively applying learning processes and technology is essential for the library's sustainable e-learning services. The contents that should be provided for characteristics of library education, reading guidance, information literacy instruction, library usage instruction, and the latest IT technologies. And The main learning functions include the ability to conduct video lectures and real-time classes among learning types, and learning activity support functions, a cloud platform support function and a personalized environment support function. Additionally, suggested re-education for library staff to improve their technical skills and the formation of an e-learning team.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.343-357
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• 2008

Generally, schooling is implemented by instruction in the classroom. And instruction is made progress by concrete interaction through teacher's question and students' answer or presentation. According to a lot of researches on teacher-student interaction, student's opportunity of class presentation is influenced by students' self-esteem, learning attitude, academic achievement, and relationships. And students' opportunity of class presentation is very important not only students but also social equality and democracy. Therefore, teachers have to recognize the importance of students' opportunity of class presentation. However, according to many referential researches, students' opportunity of class presentation is differentiated by students' academic ability and social-economic status. The purpose of this study was to ascertain whether students' opportunity of class presentation was differentiated by students' academic ability and social-economic status or not. The method of this study was used checklist, interview, and class observation for a month. This study indicates that in spite of some exceptional cases, many students were taken the opportunity of class presentation differently by his/her academic ability and social-economic status. And teacher does not recognize that whether she gives student's opportunity of class presentation differently or not. To be a good teacher, teacher should reflect that teaching students is not easy, and teaching students is very important. And teacher should recognize that her speaking, action, and interaction with students including students' opportunity of class presentation influences students' self-esteem, learning attitude, academic achievement, and relationships.

• Educational Technology International
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• v.6 no.2
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• pp.23-41
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• 2005

One of the main factors that determine the quality of instruction is the teaching ability of the instructor administering the class. To evaluate teaching ability, methods such as peer review, student feedback, and teaching portfolio can be used. Among these, because feedback from the students is directly associated with how well the students feel they have learned, it is essential to improving instruction and teaching ability. The principal aim of instruction evaluation lies in the evaluation of instructor's qualification and the improvement of instruction quality by enhancing professionalism. However, the mandatory instruction evaluations currently being carried out at the term's end in universities today have limitations in improving instruction in terms of its evaluation items and times. To improve the quality of instruction and raise teaching abilities, instruction evaluations should not stop at simply being carried out but also be utilized as useful data for students and teachers. In other words, they need to be used to develop teaching and improve instruction for teachers, and consequently, should also exert a positive influence on students' scholastic achievements and learning ability. The most important thing in evaluation is the acquisition of accurate information and how to utilize it to improve instruction. The online instruction diagnosis item pool is a more realistic feedback device developed to improve instruction quality. The instruction diagnosis item pool is a cafeteria-like collection of hundreds of feedback questions provided to enable instructors to diagnose their instruction through self-diagnosis or students' feedback, and the instructors can directly select the questions that are appropriate to the special characteristics of their instruction voluntarily make use of them whenever they are needed. The current study, in order to find out if the online instruction diagnosis item pool is truly useful in reforming and improving instruction, conducted pre and post tests using 256 undergraduate students from Y university as subjects, and studied the effects of student feedback on instructions. Results showed that the implementation of instruction diagnosis improved students' responsibility regarding their classes, and students had positive opinions regarding the usefulness of online instruction diagnosis item pool in instruction evaluation. Also, after instruction diagnosis, analyzing the results through consultations with education development specialists, and then establishing and carrying out instruction reforms were shown to be more effective. In order to utilize the instruction diagnostic system more effectively, from planning the execution of instruction diagnosis to analyzing the results, consulting, and deciding how those results could be utilized to instruction, a systematic strategy is needed. In addition, professors and students need to develop a more active sense of ownership in order to elevate the level of their instruction.

• The Mathematical Education
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• v.48 no.1
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• pp.61-80
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• 2009

The purpose of this study was to develop case-based pedagogy in mathematics for elementary school teachers and to investigate how they participate in the course employing case-based pedagogy. The 13 cases were developed and employed in pre-service teacher education. As such, the cases covered all content areas across grades, and included detailed description of mathematics instruction, questions for discussion, theoretical review related to each case, focus analysis and additional analysis, etc. This paper describes in what ways the participant teachers discussed cases, how case-based pedagogy had an influence on the teachers' own instruction during the practicum period, and how they assessed case-based pedagogy. This paper provides issues and suggestions for the professional development of mathematics teachers on the basis of empirical background.

• Journal of Science Education
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• v.38 no.3
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• pp.555-568
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• 2014

Even though identical science textbooks are used in elementary science classes, differences exist in teachers' teaching practices. The purpose of this study was to understand the relationships between elementary teachers' beliefs of science learning and their science teaching practices. An Likert-scale survey and interviews were performed on four elementary teachers to obtain information about the beliefs of teachers in science learning. In order to understand their teaching practices and the relationships between teachers' beliefs and their teaching practices, 2 classes per each teacher were recorded and instruction analyses were performed in the aspects of teaching contents, methods, and learning environments. The results showed that teacher A and B, who held traditional beliefs of science learning, taught their classes mainly based on teacher's explanation. While, teacher C and D, who held constructive beliefs of science learning, reorganized the contents of textbooks and applied various teaching methods and strategies in conducting their teaching practices. There were differences in teachers' beliefs of science learning and teaching practices. These differences in beliefs were related with their science teaching practices.