• Cross-Cultural Studies
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• v.19
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• pp.411-444
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• 2010

This paper explored the academic socialization of a group of Mongolian college students, learning Korean as their L3 (Third Language), by focusing on their uses of an electronic communication channel. From a perspective of the continua of bi-literacy, this case study investigated how Mongolian students who had limited exposure to a Korean learning community overcame academic challenges through the use of a written communication channel as a tool in the socialization process. Data were collected mainly through three methods: written products, interviews, and questionnaires. The results from this study were as follows. Interactional opportunities for these minority students were seriously constrained during the classroom practices in a Korean-speaking classroom. They also described the lack of communicative competence in Korean and the limited roles played by L2 (English) communication as key barriers to classroom practices. However, students' ways of engaging in electronic interactions differed widely in that they were able to broaden interactional circles by communicating their expertise and difficulties with their Korean peers through the electronic channel. More importantly, the communication pattern of "L2-L2/L3-L3" (on a L2-L3 continuum) emerging from data demonstrated how these students used a written channel as a socialization tool to mediate their learning process in a new community of learning. This study argues that a written communication channel should be taken as an essential part of teaching practices especially for foreign students who cannot speak Korean fluently in multi-cultural classes.

• Educational Technology International
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• v.25 no.1
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• pp.129-159
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• 2024

The purpose of this study was to examine changes in students' awareness of online classes in university education over the three years from 2020 to 2022 during the COVID-19 pandemic. To achieve this, various aspects of online classes, including self-directed learning, interaction (between instructors and learners, and among learners), evaluation of the learning process and outcomes, and the learning environment and control of learning, were analyzed for changes from 2020 to 2022. The study included 534 university students enrolled in University A who participated in online classes in both 2020 and 2021. The results indicated that there was no significant difference in the awareness of self-directed learning, but significant differences were found in the awareness of interaction, evaluation of the learning process and outcomes, and the challenge related to learning environment and control of learning in online classes, which were higher in 2021 and 2022 than in 2020. Additionally, detailed changes in awareness of online classes showed significant differences in specific aspects of awareness in university online classes. In summary, students' awareness of online classes improved in 2021 and 2022 compared to 2020, as learners adapted to online classes due to the COVID-19 pandemic. Moreover, it was observed that difficulties in the challenge related to learning environment and control of learning were overcome in 2021. Based on these research findings, several implications for improving the design and operating strategies of effective online classes in future university education were proposed.

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.138-147
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• 2021

This study aims to analyze the characteristics and preferences of learners who participated in college online classes for effective online learning. A total of 101 college students who participated in online classes completed the survey including personal characteristics of students and learning factors that affect online classes. The results showed that male students were more likely than female students to respond that online classes were more effective. Likewise students who learned from video recordings compared to those who learned from real-time lectures. As a result of analyzing the difficulties of online learning, there was a high probability that online learning was ineffective for students who had difficulties in self-learning and asking questions to their lecturers. Likewise, students who spent a lot of time studying online lectures, there was a high probability that online classes would be more effective for students who spent a lot of time on assignments. The results suggest that online learning is more effective for students who learn actively and self-directedly than those who passively participate in classes. This study implies that it is necessary to design online classes based on the characteristics and preferences of learners to improve the quality of education.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.770-779
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• 2016

The study aimed to investigate what difficulties and needs North Korean refugee college students have in their college English programs and what they experience over an English tutoring program offered by pre-service English teachers. Before the tutoring started, a survey was conducted to examine the current difficulties and needs 100 NK refugee college students had. After the survey, six NK refugee college students and 12 pre-service English teachers participated in the tutoring on the voluntary basis. The survey questionnaires were analyzed statistically, and the effects of the tutoring program were analyzed qualitatively. The results show that NK refugee students reported the severe difficulties in learning English, their increased awareness of the slightly improved English skills over the tutoring program, the increased awareness of their affects, and the increased awareness of their linguistics development at the end of the tutoring. Pedagogical implications for supporting NK refugee college students are discussed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.4
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• pp.213-229
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• 2011

Although many elementary school students love to read edutainment comics, they are not appropriately guided when they read those books. This study aimed to suggest the necessity of reading instruction for the edutainment comics. To achieve the purpose of this study, we examined the 8 chapters programs of reading instruction-for the 4th grade students-in 2 times. After carrying out the 1st program, we found out the problem related to the program and developed the trouble shooted the 2nd program. The purpose of this study is to show necessity of reading instruction on the edutainment comics in order to activate students' reading. This research shows that if teachers use edutainment comics appropriately to teach students with learning difficulties and reading difficulties, they might help the students by developing their learning abilities and enthusiasm for reading. This study suggests reading guidance program should be used to improve students' learning and reading activities as elementary school students can have more interests to specific topics through the edutainment comics.

• Journal of Science Education
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• v.41 no.2
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• pp.213-225
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• 2017

Most students have difficulties and negative perceptions about physics learning. Especially, it is difficult to understand the whole context by learning based on logical-scientific thinking which excludes narrative thinking. This study aims to develop a storytelling teaching-learning method using the narrative thinking in physics lessons for improving the difficulty of students of physics learning, For this purpose, a storytelling teaching-learning method that can improve scientific attitude and understand and change the concepts was developed through literature research. The following results were confirmed its effects to apply high school students and middle school students. First, the teaching-learning method using the storytelling for high school students with low interest in learning had a significant effect in science-related occupation, interest in science and science-related activities, criticism, openness, cooperation, and spontaneity. Second, the middle school students who are active in learning recognized that teaching and learning methods using storytelling helped to understand physics concepts. The storytelling teaching-learning method developed through this study is expected to stimulate students' interest and motivation in physics and to be useful for learning concepts by improving their scientific thinking skills.

• Women's Health Nursing
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• v.22 no.4
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• pp.221-232
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• 2016

Purpose: The purpose of this study was to examine the applicability of a flipped learning course in Women's Health Nursing for nursing students. Methods: A total of 200 senior nursing students participated in flipped learning class of pregnancy, delivery and postpartum area, which included team-based learning and self-reflection for 8 weeks. One group pre-post test design was adopted and the changes in learning motivation and satisfaction were examined. In addition, reflective journals of the students were analyzed by making a qualitative content analysis. Results: Students showed a significant increase in score of learning motivation in the posttest (t=-4.47, p<.001). They had a mean of 3.90 in learning satisfaction out of possible five points. As a result of content analysis, three themes were selected: 'Improved attitude toward active learning', 'Burden caused by excessive workload', and 'Valuing to the team-based activity' To be specific, six sub-themes were selected, with three positive and three negative categories: 'improved class attention and understanding', 'positive class participation by preparing lessons in advance', 'peer interactions through discussion', 'A lot of time and effort consuming', 'stress caused by the burden of preparing lessons', and 'difficulties in cooperative activities'. Conclusion: This study supports and confirms that the flipped learning can be a creative instructional model of positive teaching-learning strategy in clinical nursing courses to enhance students' learning motivation.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.117-133
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• 2008

The purpose of this study was to investigate the elementary students' views about lab-based science learning. For the purpose of this study, semi-structured interviews were conducted with thirty sixth grade students in 12 classes from two elementary schools located in Daegu City. The interview contents consisted of three major categories. The first category was related to attitude toward science lab, the second was related to lab-based science learning which had four sub-categories; recognizing lesson object, planning experiment, performing experiment, drawing conclusion in lab-based science learning in which the students had ordinary have views and expectations, and the last category was related to students' difficulties and something need to be improved in lab-based science learning. In-depth interviews were performed individually and the interviews were recorded. From the interviews, we found that students, in first category, do like lab-activities more than lectures or instruction-based activities in textbook. Students, in second category, wanted generally more discussion for their own activities rather than teacher's instruction and they wanted teacher' mediation conflicts within small groups and comments for students' experiment results. In the last, most of students had fears for some dangerous reagents and accidents. Based on the results, the study suggested that teacher need to give their students to autonomous discussion opportunities to design and interpret data through teacher' guided questions in inquiry steps, to produce some intimate atmosphere for active interaction in small groups, and to teach the safety education on some dangerous reagents.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.306-321
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• 2014

This study aims to analyze difficulties that pre-service elementary teachers experience in investigating the life cycle of a common cabbage butterfly in person. As difficulties they face during the process of this research, they pointed out collecting eggs, observing molting, creating environments for a breeding cage, feeding, building a breeding cage, and making butterfly specimens. Out of all the environmental difficulties related to their school fields, they pointed out a difficulty of time management most of all, followed by placing a breeding cage in the classroom and the lack of microscopes for observation. In regard to difficulties related to their evaluations on students' activities, they found it difficult to evaluate students' activity with the life cycle of an insect in the aspect of knowledge and even to set evaluation criteria. Besides, many of them responded that it would be appropriate to evaluate a research on the life cycle of an insect through a portfolio or an observation journal. In regard to difficulties in terms of teachers' knowledge, they found it difficult to understand insect molting, metamorphoses, complete metamorphoses, incomplete metamorphoses, the structure of an insect body, and how to distinguish a female insect from a male one. In regard to the application of class models, they knew it is important for students to have various experiences through direct observation, so the experience-based learning model was proper for the process of observing the life cycle of a common cabbage butterfly. However, they found it difficult for students to observe each stage of the life cycle in person.

• Journal of Technologic Dentistry
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• v.41 no.2
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• pp.137-146
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• 2019

Purpose: This research was to examine some 4-year dental technology students perceptions of field learning environment(FLE). Methods: This study was conducted from October 15th to November 30th, 2017. 163 copies were used as the final analysis data. We surveyed questionnaire 163 of some 4-year dental technology students. The collected data were analyzed using SPSS (Statistical Package for Social Science) 22.0 for windows, and frequency analysis, chi-square test analysis, and correlation analysis were performed. Results: Satisfaction of practicing educator 3.88, satisfaction of clinical practice 3.49, major satisfaction 3.34, and university life satisfaction 3.25. Factors influencing satisfaction with clinical practice were clinical practice place, number of clinical practice sites, work done in clinical practice, and difficulties (p < .05). There was a significant positive correlation between satisfaction with clinical practice and satisfaction with major (P < .05). Conclusion: The results of this study, we were able to check the current field learning environment(FLE) and actual condition of students. Through the investigation of the desired clinical practice, it is anticipated that it will be possible to provide a field learning environment suitable for the course of the field desired by the user.