• The Mathematical Education
• /
• v.59 no.1
• /
• pp.17-29
• /
• 2020

The purpose of this study is to analyze the teacher's discourse structure of teachers according to the interaction pattern between teacher and student in the process of mathematization. To achieve this goal, we observed a semester class (44 lessons) of an experienced teacher who had practiced teaching methods for promoting student engagement for more than 20 years. Among them, one lesson case would be match the teacher's intention and the student's response and the other one lesson case would be to mismatch between the teacher's intention and the student's response was analyzed. In other words, in the process of mathematization based on students' engagement, the intention of the teacher and the reaction of the student was determined according to the cases where students did not make an error and when they made an error. A methodology used to develop a theory based on data collected through classroom observations(grounded theory). Because the purpose of the study is to identify the teacher's discourse structure to help students' mathematization, observe the teacher's discourse and collect data based on student engagement. Based on the teacher's discourse, conceptualize it as a discourse structure for students to mathematization. As a result, teacher's discourse structure had contributed to the intention of the teacher and the reaction of the student in the process of mathematization. Based on these results, we can help the development of classroom discourse for mathematization by specifying the role of the teacher to help students experience the mathematization process in the future.

• International Journal of Computer Science & Network Security
• /
• v.22 no.4
• /
• pp.47-52
• /
• 2022

The current study investigates how student-teacher interaction can be developed through task-based teaching in undergraduate students' Saudi teaching and learning context. An experiment was conducted for five weeks on 85 male undergraduate students at a Saudi public university based in Jeddah, Saudi Arabia. The study investigated different types of student-teacher interaction through task-based teaching (speaking activities). The results revealed that the experimental group (43 students) evinced much more enthusiasm, willingness, engagement and readiness in their inclass participation than their peers in the control group (42 students). The student-teacher interaction also helped students to be more responsive to general and specific topics in speaking activities. The study recommends that decision-makers in education make student-teacher interaction part of the student's monthly assessment. It also recommends that more efforts be made to foster the awareness of students, teachers, and parents awareness of the academic and non-academic importance of interaction. One final recommendation of the research is that student-teacher interaction should be more emphasized and integrated into the school curriculum and adopted as a critical teaching strategy.

• International Journal of Costume and Fashion
• /
• v.14 no.1
• /
• pp.63-73
• /
• 2014

With the rapid development of digital technologies potential exists to expand upon the accessibility of fashion archives and increase their use as a pedagogical tool for research. At present this is compromised due the three-dimensional, tactile nature of the objects being viewed and the fact that they are not necessarily replicable in a digital format. The aim of this paper is to examine art and design students physical object research skills and discuss how they are positioned in relation to creative tools and strategies they use to produce outcomes such as they own collections and design responses. Findings and conclusions are drawn from projects concerned with the development and use of physical and virtual archives and inform the methodology used. Traditional methods and tools within higher education are discussed together with students increased use of digital resources and innovative ways to engage students. The academic challenge of supporting student engagement in archival research across digital and physical dimensions is explored. The papers findings indicate a need for further research considering the impact of digital technology on students' physical integration with archives and the need for more structured support surrounding student physical and digital research investigations.

• Journal of Digital Convergence
• /
• v.13 no.9
• /
• pp.169-175
• /
• 2015

The significant changes of convergence study in the 21st century is the shift from theoretical-based instruction to computer-based instruction. This study investigated the student's cognitive engagement in TPB(Theory of Planned Behavior) of accounting information classes in the Digital Convergence Era. Hypothesis test was conducted from 99 accounting information learners from four year course university in the Gyeonggi-do. A questionnaire was given and analyzed. The results showed. First, the TPB variables han a positive effect on intrinsic curiosity of students. Second, the subjective norm of TPB variables could develop student's enjoyment. Subject norm could have a positive effect on enjoyment. The results of this study may contribute to propose desirable ways of improving the psychological states in the relationship between TPB and cognitive engagement. In the future, variables of cognitive engagement will be compliment to analyze.

• Journal of Korea Multimedia Society
• /
• v.21 no.11
• /
• pp.1353-1361
• /
• 2018

With the availability of real-time educational data collection and analysis techniques, the education paradigm is shifting from educator-centric to data-driven lectures. However, most offline and online education frameworks collect students' feedback from question-answering data that can summarize their understanding but requires instructor's attention when students need additional help during lectures. This paper proposes a content restructure recommendation framework based on collected student feedback. We list the types of student feedback and implement a web-based framework that collects both implicit and explicit feedback for content restructuring. With a case study of four-week lectures with 50 students, we analyze the pattern of student feedback and quantitatively validate the effect of the proposed content restructuring measured by the level of student engagement.

• Educational Technology International
• /
• v.23 no.2
• /
• pp.129-155
• /
• 2022

This study sought to design and develop an interactive video player (IVP) capable of promoting student engagement through the use of online video content. We designed features built upon interactive, constructive, active, passive (ICAP), and crowd learning frameworks. In the development stage of this study, we integrated numerous interactive features into the IVP intended to help learners shift from passive to interactive learning activities. We then explored the effectiveness and usability of the developed IVP by conducting an experiment in which we evaluated students' exam scores after using either our IVP or a conventional video player. There were 158 college students who participated in the study; 76 students in the treatment group used the IVP and 82 students in the control group used a conventional video player. Results indicate that the participants in the experiment group demonstrated better achievement than the participants in the control group. We further discuss the implications of this study based on an additional survey that was administered to disclose how usable the participants perceived the IVP to be.

• Management & Information Systems Review
• /
• v.24
• /
• pp.97-124
• /
• 2008

This study aimed to explore how the involvement of environment influenced eight subjects group. Thus, experiment was performed to clarify the role that the attitude of university student consumer plays in the communication process depending on the level of engagement of consumer in the environment and method to raise donation for preservation of environment. Analyzing as per the type of appeal, the mark in altruistic appeal type was higher in all variables than egoistic appeal type. Finally, checking the average mark of each variable as per the condition of donation, the value in unconditional donation was higher than in all variables than conditional donation. It was found 3 groups composed of 2 groups with high level of environmental engagement and 1 group with low level of environmental engagement were suitable to double mediation model among the 8 experimental groups. The group where double mediation model best corresponds than any other group was high level related to environment and the group that contacts altruistic appeal and the message in the form of conditional donation. It was also found that the group that has low level of environmental engagement and contacts egoistic appeal type and conditional donation shows the group that corresponds to double mediation model in the second place among the 8 groups. Finally, it was found that the group that has high level of environmental engagement and is stimulated by altruistic appeal and unconditional donation corresponds to double mediation model. Depending on the condition of message stimulation, unconditional donation is found to better correspond to double mediation model than conditional donation. However, opposite phenomena is observed when the level of environmental engagement is high and appeal type is egoistic. Namely, it was found that conditional donation better corresponds to double mediation model than unconditional donation.

• Research in Mathematical Education
• /
• v.23 no.2
• /
• pp.63-92
• /
• 2020

Student engagement in high-level, cognitively demanding instruction is pivotal for student learning. However, many teachers are unable to maintain such instruction, especially in instances of non-responsive students. This case study of three middle school teachers explores prompts that aim to move classroom discussions past student silence. Prompt sequences were categorized into Progressing, Focusing, and Redirecting Actions, and then analyzed for maintenance of high levels of cognitive demand. Results indicate that specific prompt types are prone to either raise or diminish the cognitive demand of a discussion. While Focusing Actions afforded students opportunities to process information on a more meaningful level, Progressing Actions typically lowered cognitive demand in an effort to get through mathematics content or a specific method or procedure. Prompts that raise cognitive demand typically start out as procedural or concrete and progress to include students' thoughts or ideas about mathematical concepts. This study aims to discuss five specific implications on how teachers can use prompting techniques to effectively maintain cognitively challenging discourse through moments of student silence.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.6
• /
• pp.547-557
• /
• 2017

This study analyzed the differences depending on gender differences, the years for graduation, college majors, and grades by the level of students' learning process about the student engagement of college students. Subjects were 684 students who responded to a student engagement survey questionnaire among the students attending the regular curriculum at the K-college located in Geoje-si. For measurement, the college students' learning process analysis scale was modified and supplemented prior to use. Frequency analysis was adopted to search individual backgrounds of college students. One-way ANOVA and Post-hoc test were conducted in order to find differences according to gender differences, the years for graduation, college majors, and grades by the level of learning process. The study results are as follows. First, the college students' learning process on gender had significant differences in involvement in and out of instruction, teaching-learning outcomes, and college facility system and service. Second, the college students' learning process according to the years for graduation had significant differences in involvement in and out of instruction, class satisfaction, and college facility system and service. Third, the college students' learning process according to major differences had significant differences in involvement in and out of instruction, study interactions, academic achievement, and college facility system and service. Fourth, the college students' learning process according to grades had significant differences in total sub-components (involvement in and out of instruction, class satisfaction, study interactions, academic achievement, and college facility system and service). Lastly, the study discussions and implications are described.

• Journal of the Korea Society of Computer and Information
• /
• v.17 no.10
• /
• pp.217-226
• /
• 2012

This study intends to analyse the programming class with visual-basic, scratch and pico-cricket in elementary school. The study analyses cognitive domain by creativity tests and instructional process by student task engagement and the required factor of student's activity-nowadays, a lot of encouragement of learning use-. According to the result, The creativity of groups who use three teaching aid improves, but it hasn't any meaning. according to the student task engagement analysis by instructional process, According to the student task engagement analysis by instructional process, The concentration of group that uses pico-cricket and scratch falls down a little, but The concentration of group that uses visual-basic falls down remarkably. At last, according to the result of the required factor of student's activity, scratch and pico-cricket spend time discussing and programming, but visual-basic spends time correcting coding error. But pico-cricket spends much time preparing teaching aid or checking instrument, so this fact has to reflect when teacher plans his class. Through this fact, scratch and pico-cricket are better than visual basic as effective teaching aid when teacher teaches programming.