• Journal of Engineering Education Research
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• v.18 no.2
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• pp.77-88
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• 2015

Recently, there has been an increasing interest in 'Flipped Learning,' an IT-based learner-centered teaching-learning method corresponding to meet the paradigm of the future education. For smooth Flipped Learning, there are three steps in total: a pre-class should precede; then, in the structure of classes in the classroom, in-class learning among peer learners should be done; and lastly, the operation of a post-class should be done. For successful Flipped Learning, class elements in each step should be designed with a time difference, interconnected so as to achieve a single educational objective. However, it was found that there was a limitation in that the teaching-learning model of the preceding Flipped Learning consisted of the order of analysis, design, development, implementation and evaluation as general procedures, so it would not sufficiently consider the situations of Flipped Learning only. On this background, this thesis proposes a differentiated Flipped Learning model for mastery learning in a subject of an institute of technology as a model of systematic instructional design and presents a case of a class applied to an actual subject of computer engineering.

• Journal of Venture Innovation
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• v.6 no.2
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• pp.159-172
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• 2023

This study aimed to empirically analyze the factors influencing the career search intention of college students. The research model was derived based on the Social Cognitive Career Theory (SCCT), considering the unique characteristics of university students. Self-efficacy and outcome expectations were investigated as independent variables, while mastery experience, verbal persuasion, vicarious learning, and positive emotions were considered as antecedent variables. A survey was conducted among college students in the metropolitan area, resulting in 217 valid responses for analysis. Empirical analysis was conducted using structural equation modeling with AMOS 24. The findings revealed that mastery experience, vicarious learning, and positive emotions had a significant positive effect on self-efficacy. Furthermore, verbal persuasion and positive emotions significantly influenced outcome expectations. However, the impact of verbal persuasion on self-efficacy was not found to be significant, and the relationship between mastery experience, vicarious learning, and outcome expectations was not examined. Both self-efficacy and outcome expectations were found to have a significant positive effect on career search intention, with outcome expectations exhibiting a stronger influence. The empirical results contribute to the understanding of college students' career exploration and provide implications for academic and practical contexts.

• Journal of Agricultural Extension & Community Development
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• v.8 no.2
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• pp.235-244
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• 2001

The objectives of this study were to inquire the theories associated with YLD (Youth Leadership Development), and to draw implications for improving youth leadership abilities, The results of the inquiry revealed the theories associated with YLD as follows; 1. All youth have leadership potential and abilities, but there were few programs to improve it. 2. Activity-Observation-Reflection model of Hughes, Ginnett & Curphy(1993) and Awareness-Interaction-Mastery model of Linden & Fertman(1998) were the best effective YLD models. 3. Situational contingency approach was very appropriate theory associated with YLD. 4. The learning of leadership skills had occurred within an educational context known as experiential learning, so it was the best method of YLD.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.48-54
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• 2004

본 연구는 컴퓨터 수업에서 기능을 학습하기 위한 완전 학습 모형의 적용에 관한 연구이다. 현재 컴퓨터 교육이 정식교과로 채택과 관련하여 8차 교육과정이 진행되고 있다. 이러한 변화를 대비하여 독립교과로서의 컴퓨터 정보 교육 중 기능수업에 있어서 Carroll의 이론을 중심으로 기초이론을 살피고, Bloom의 완전 학습 방법에 대한 고찰을 하였다. 또한 한국행동과학연구소가 개발한 완전 학습 모형의 재구성을 통해 컴퓨터 기능 수업 중심의 학습 과정을 적용하였으며 완전학습을 위한 적절한 학습 과정을 제시하였다.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.121-129
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• 2022

This study explored effective teaching-learning activities under the hybrid teaching model combining flipped learning, direct instruction, cooperative learning and distance learning. Subjects were 99 college students enrolled in 2 teacher preparation courses. Students evaluated effectiveness of 22 teaching-learning activities according to Likert scale at the end of the semester. As a result, all 22 teaching learning activities were considered effective more or less. They facilitated motivation, comprehension, participation, thinking, and led to mastery of the task. ② Activities scored low were 'questioning and answering at the beginning of online class', 'open book test'. ③ Hybrid teaching model was favored over traditional instruction. Open ended responses were consistent with the ones in the questionnaire. This research supports the notion that key teaching models to be combined for successful flipped learning in college setting are direct instruction and cooperative learning. Furthermore, effective and ineffective teaching strategies for flipped learning were found.

• Journal of Korean Clinical Nursing Research
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• v.18 no.1
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• pp.126-135
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• 2012

Purpose: This study was aimed to develop a simulation training program of an advanced cardiac life support (ACLS) based on the mastery learning model (Simulation-MLM), and evaluate the effects of the program on critical care nurses. Methods: As an experimental pre-post test with a non-equivalent control group, the study employed convenience sampling of 38 critical care nurses. The experimental group received the Simulation-MLM including a theoretical lecture, formative evaluation, and simulation training, whereas only a theoretical lecture for the control group. The knowledge, self-efficacy, and performance degrees of respondents were measured to verify the effects of the Simulation-MLM. The statistical processing of the collected data utilized the SPSS WIN 17.0 program. Results: After receiving Simulation-MLM, the participants in the experimental group reported higher marks in the knowledge, self-efficacy and performance of ACLS compared with those in the control group. However, both experimental and control groups demonstrated no significant differences in knowledge, self-efficacy and performance. Conclusion: Despite of the limitation of a small sample size, this study was considered meaningful in a sense that it showed a venue for improving ACLS training efficiency. Future research with more distinct treatment differentiation and better adequate outcome variables was warranted in order to prove the effects of a theory-based simulation education.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.519-525
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• 2006

Advances in information and telecommunication technology increasingly reveal the potential of computer supported education. However, most computer supported learning systems until recently did not pay much attention to different characteristics of individual learners. Intelligent learning environments adaptive to learner's preferences and tasks are desired. Each learner has different preferences and needs, so it is very crucial to provide the different styles of learners with different learning environments that are more preferred and more efficient to them. This paper reports a study of the intelligent learning environment where the learner's preferences are diagnosed using learner models, and then user interfaces are customized in an adaptive manner to accommodate the preferences. In this research, the learning user interfaces were designed based on a learning-style model by Felder & Silverman, so that different learner preferences are revealed through user interactions with the system. Then, a learning style modeling is done from learner behavior patterns using Decision Tree and Neural Network approaches. In this way, an intelligent learning system adaptive to learning styles can be built. Further research efforts are being made to accommodate various other kinds of learner characteristics such as emotion and motivation as well as learning mastery in providing adaptive learning support.

• School Mathematics
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• v.15 no.2
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• pp.289-314
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• 2013

Achievement profile by attribute in Korean students' mathematics was analyzed by applying cognitive diagnostic model, which is the newest measurement theory, to 2011 NAEA(National Assessment of Educational Assessment) results. The results are as follows. As the level of school is higher from 6th grade, 9th grade to 11th grade, the percentage of students mastering cognitive attribute 9(expressions using picture, table, graph, formula, symbol, writing, etc) drastically declined from 78%, 35% to 26%. It is necessary to have learning strategies to reinforce their abilities of expressing table, graph, etc. that higher graders in mathematics are more vulnerable to. Next, the property of mastering cognitive attributes according to gender, multi-cultural family was analyzed. In terms of mathematics, the percentage of girls mastering most of the attribute generally is higher than that of boys from 6th grade to 9th grade, however, boys show higher mastery in almost attributes than girls in the 11th grade. Compared to boys, the part where girls have the most trouble is attribute 9 in mathematics(expressions using picture, table, graph, formula, symbol, writing, etc). As international marriage, influx of foreign workers, etc. increase, the number of students from Korea's multi-cultural families is expected to be higher, therefore, identifying the characteristics of their educational achievement is significant in reinforcing Korea's basic achievement. In mathematics, gap of mastery level of attributes between multi-cultural group and ordinary group is more severe in higher grade and the type of multi-cultural group that needs supports for improving achievement most urgently changed in 6th grade, 9th grade and 11th grade respectively. In the 6th and 11th grade, migrant students from North Korea show the lowest level of mastering attributes, however, in the 9th grade, the mastery rate of immigrant students is lowest. Therefore, there is an implication that supporting plans for improving achievement of students from multi-cultural family should establish other strategies based on the characteristics of school level.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.271-281
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• 2022

The importance and necessity of software(SW) education as a liberal arts was fully recognized by society. However, according to the previous research results, learners' motivation to learn in SW liberal arts was kept low for various reasons. Therefore, understanding the learning motivation and its changeability in SW liberal arts is necessary, but the related studies are not sufficient. In this paper, we analyzed changes in achievement goals using a 3 × 2 achievement goal model to examine changeability of achievement goals in a SW liberal arts class during one semester. As a result, we confirmed that the achievement goals were stable at both the group level and the individual level, but the order of each achievement goal was different from that of the previous studies. We also confirmed that the mastery goal of the classroom goal structure had a higher correlation with most achievement goals, but the performance goals had a correlation with some avoidance goals only. This means that additional research is needed for each key classroom goal structure type in SW education because the learning motivation in SW liberal arts has different aspect from the other existing liberal arts classes.

• 교육공학연구
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• v.33 no.4
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• pp.1001-1024
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• 2017

Flipped classroom has used widely in university in that its unique structure can facilitate learners' higher-thinking skills and promote competencies. Learners are expected to extend knowledge through performing online and offline, but they have difficulty in understanding their roles and specific behaviors to achieve the learning goals in the flipped learning. Therefore, a guidance for students has been required to support learners' mastery learning. The purpose of this study is to identify successful learners' characteristics in terms of "competency". For this, three-phased competency modeling was employed. In Phase I, Behavioral Event Interviews were conducted with eight learners of the flipped classroom. In Phase II for identifying competencies and developing a competency model, the data was coded, followed by testing reliability of the coding. Based on the meaning codes, competencies and behavioral indexes were developed. The final competencies consist of learning orientation, learning management, feedback seeking, peer interaction, and knowledge extension. In Phase III, validation of the competency model was conducted by explanatory factor analysis. As last, competencies were aligned by the two-phase of the flipped classroom. The finding will be used as the guidance for the learners and instructors in the flipped classroom.