• Educational Technology International
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• 제11권1호
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• pp.171-192
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• 2010

This study was to investigate the elaborated project based learning model for scientifically gifted in the context of R & E project learning. It is important for the scientifically gifted to provide the appropriate learning environments instead of general learning model for the gifted. Although R & E project learning model is effective, the model has the limitations of managing the course for the scientifically gifted. To improve R & E learning model, the elaborated project based learning model was suggested with integration of both project based learning model and goal based scenario. The elaborated project-based learning model was comprised with 'basic learning process', 'elaboration through inquiry', and 'presentation and reflection'. To measure the satisfaction, eighty scientifically gifted students participated in the class. The result shows that learners were satisfied with the elaborated project-based learning up to 90%, and teachers were satisfied with this model up to 77%.

• 공학교육연구
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• 제22권6호
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• pp.12-20
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• 2019

The purpose of this study is to development of a teaching-learning model for active learning in engineering education. For this, the adequacy between educational objectives and active learning activities is verified and furthermore an "active learning teaching-learning model" is suggested. This suggested teaching-learning model is expected to supplement weakness of traditional lecture-type teaching-learning activity. Based on the literature review, first, the representative activities of active learning were derived. there are twenty active learning activities, which compose of five of individual learning activity, five of pair-learning activity and five of group-learning activity, and five of alternative- learning activity. In addition, a survey on adequacy between designed active learning activities and learning outcomes were conducted to ten educational experts. Lawshe's content validity calculation method was applied to analyze the validity of this study. Second, five teaching-learning principles, such as thinking, interaction, expression, reflection, and evaluation were derived to develop an "active learning teaching-learning model" which supplements lecture-type classes and then the "TIERA teaching-learning model" which consists of five stages was designed. Finally, based on the survey on educational experts, adequate active learning activities were proposed to apply in each stage of the "TIERA teaching-learning model" and as a result the TIERA model's active learning activities were developed. The result of this study shows that some activities of active learning are appropriate to induce high cognitive learning skills from the learners even in traditional lecture-type classrooms and therefore this study suggests meaningful direction to new paradigm of teaching-learning for engineering education. This study also suggests that instructors of engineering education can turn their traditional teaching-learning activities into dynamic learning activities by utilizing "active learning teaching-learning model".

• 한국건축시공학회:학술대회논문집
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• 한국건축시공학회 2018년도 추계 학술논문 발표대회
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• pp.69-70
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• 2018

With increased interest in the Fourth Industrial Revolution, there is also a growing interest in the innovation of college education. In this regard, this study aims to develop a learning model for building construction to nurture architectural engineers needed in the era of the Fourth Industrial Revolution. To this end, it analyzed the previous studies on the recent innovations in engineering education. Among the educational innovation methods presented in the previous research, a new learning model was derived by using the most suitable method for the building construction eduction. The derived learning model is a building construction learning model applying team-based learning and flipped learning. The learning model proposed in this study was developed as a learning method to nurture engineers needed in the future. Therefore, it is expected that this model can be utilized in the eduction of architectural engineering at universities in Korea.

• 정보교육학회논문지
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• 제5권1호
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• pp.145-156
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• 2001

본 연구의 목적은 컴퓨터 교육을 실시할 수 있는 상황학습 모형을 정립하고, 상황학습 및 전통적학습이 워드프로세서 학습 시간의 학습태도와 컴퓨터 학습능력 향상에 미치는 효과를 검증하는 것이다. 본 연구의 결과를 요약하면 다음과 같다. 먼저, 상황학습 및 전통적학습이 워드프로세서 시간의 학습태도에 미치는 효과에 대해서 이해도 흥미도 성취도 집중도 적용도 자발성의 6개 영역에서 살펴보았다. 그 결과, 이해도 면에서는 전통적학습이 상황학습보다 더 나은 효과를 나타내었고, 나머지 5개 면에서는 상황학습이 우세한 결과를 보였다. 다음으로, 상황학습 및 전통적학습이 학습자의 컴퓨터 학습능력 향상에 미치는 효과에 대해서 살펴보았다. 그 결과 전통적학습이 상황학습보다 근소한 차이로 우위를 보였다. 하지만, 컴퓨터 학습에 대한 아동들의 학습태도면에서 상당부분 상황학습이 전통적학습 보다 우세했다는 점은 연구의 큰 성과이자 의미를 찾아볼 수 있는 대목이라고 할 수 있다.

• 한국IT서비스학회지
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• 제7권4호
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• pp.231-246
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• 2008

This paper suggests an e-learning system model, a goal-driven personalized e-learning system, which increase the effectiveness of learning. An e-learning system following this model makes the learner choose the learning goal. The learner's choice would lead learning. Therefore, the system enables a personalized adaptive learning, which will raise the effectiveness of learning. Moreover, this paper proposes a SCORM standard, which modifies SCORM 2004 that has been insufficient to implement the "goal driven personalized e-learning system." We add a data model representing the goal that motivates learning, and propose a standard for statistics on learning objects usage. We propose each standard for contents model and sequencing information model which are parts of "goal driven personalized e-learning system." We also propose that manifest file should be added for the standard for contents model, and the file which represents the information of hierarchical structure and general learning paths should be added for the standard for sequencing information model. As a result, the system could sequence and search learning objects. We proposed an e-learning system and modified SCORM standards by considering the many factors of adaptive learning. We expect that the system enables us to optimally design personalized e-learning system.

• 컴퓨터교육학회논문지
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• 제9권2호
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• pp.27-36
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• 2006

본 연구는 e-Learning 협력학습 기술 개발 지원을 위한 기반 연구로서, e-Learning 에서의 협력학습을 위한 기본모형 개발과 협력학습 활동에서 발생하는 학습자들의 학습행위요소를 세부적으로 분석 제시하는 것을 연구의 목적으로 하였다. 연구의 목적을 달성하기 위하여 면대면 교실수업에서 이루어져 온 다양한 협동학습 모형들을 분석하였으며, 면대면과 온라인 환경에서 협력학습 및 커뮤니케이션 활동을 강조하는 문제중심학습, 프로젝트 학습, 탐구학습, 토론학습 등 교수모형에 기초한 주요 학습모형들의 절차와 단계, 학습활동 등도 분석하였다. 연구 결과 e-Learning에서의 협력학습을 위한 일반 모형과 세부 학습행위요소들, 그리고 시스템적 지원기능들이 제시되었으며, 추후 연구를 위한 과제가 제안되었다.

• 대한공업교육학회지
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• 제30권1호
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• pp.19-36
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• 2005

The purpose of this study is to develop the Public Practice Center's teaching-learning model by applying blended learning strategies which is complementary to the expected problems such as expansion of the educational object and diversity of the curriculum to maximize the educational effect and to analyze activation types of the Practical Practice Center to expand the Public Practice Center's function and role by studying the document. Blended Learning Strategies are established in consideration of the following eight (8) factors ; learning environment, learning purpose, learning contents, learning time, learning place, learning type, learning media, type of interaction. It is redesigned and amended to the KEDI's individual confirmation instruction model for skill learning (1975) which is considered to be effective in the filed of education by applying features, educational contents of the Public Practice Center's teaching and merit of Blended Learning Strategies simultaneous. This model is composed of six (6) steps as shown below; 1. Understanding on the purpose and orientation 2. Observation for demonstration of fundamental skill 3. Ex on-line learning 4. Acquirement of element skill 5. Confirmation for acquirement of fundamental skill 6. After on-line learning. Further to this, this model is designed so that the above eight factors will be applied to the students effectively and the merit of e-learning and off-line practice will be mixed to the learner's expectation and satisfaction.

• 산업경영시스템학회지
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• 제15권26호
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• pp.77-84
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• 1992

This paper constructs Croup Technology process-based learning curve model adjusted to a Group Technology environment which accounts for shared learning that occurs when multiple products utilize some of the same process steps. Through this constructed model, the estimated times and productivity of labor calculated by the Group Technology process-based learning curve model are compared with those generated by employing product-based 1 earning curve model. For sensitivity analysis of the model, the impact of learning rate and the ordered production quantity on the ratio differences between Group Technology process-based learning curve model and product-based learning curve model are examined. These results indicate the critical importance of employing Group Technology process-based learning curve model when a process spans multiple products.

• 한국정보기술응용학회:학술대회논문집
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• 한국정보기술응용학회 2005년도 6th 2005 International Conference on Computers, Communications and System
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• pp.127-133
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• 2005

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-leaner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on self regulated learning strategy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. We will show the validity of the model empirically. As result, most of the hypotheses except for H6 suggested in this model were accepted.

• Asia pacific journal of information systems
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• 제16권1호
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• pp.1-21
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• 2006

e-Learning can be seen as not only one of Internet-based information technologies which can provide education services but also one of teaching-learning methods which can implement self-directed learning. Thus, for evaluation of e-Learning effectiveness, both information-technology-based learning environment and learners' abilities in self-learning and computer-using should be considered simultaneously. This study suggests a research model for evaluating the effectiveness of e-Learning, which is theoretically based on information systems success model, constructivism and self-efficacy. The model is composed of three parts: effectiveness, learning environment, and learners' self-efficacy. Effectiveness is a part of dependent variables: satisfaction and academic performance. Learning environment and learners' self-efficacy can be considered as two sets of explanation variables for effectiveness. The former consists of learning management system, learning contents, and interactions that are provided bye-Learning and the latter means learners' self-regulated efficacy and computer self-efficacy. We show validity of the model empirically by surveying the college students who have experienced e-Learning. In result, most of all hypotheses suggested in this model are accepted in low significant level.