• Educational Technology International
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• 제17권2호
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• pp.229-251
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• 2016

This study was designed to investigate the relationship between middle school students' smart media competency and online learning outcomes. The context of this study was on online inquiry-based mathematics and science learning environment, and four-hundred and fifty-five (455) 7^th to 9^th grade students in Korea participated in this research. To assess students' smart device competency, Smart Media Literacy Quotient (SMLQ) which consisted of 18 items regarding the operation ability of smart media and its application (14 items) and positive beliefs of smart media (4 items) was administered to each student. The findings of this study first showed that students' smart media literacy varied according to their characteristics such as gender, grade, class (subject), and socio-economic status. Female students' scores were higher in overall smart media literacy operation and learning ability of smart media than male students. 7^th grade middle school students represented lower smart media literacy scores, compared to 8^th and 9^th graders. Also, minority students were significantly lower in smart media literacy, operation and learning ability of smart media, and positive belief of smart media than the non-minority students. Second, overall smart media literacy and operation and learning ability of smart media varied among high, medium, and low score achievers in inquiry tasks. Low scored students in inquiry tasks were significantly lower in overall smart media literacy and operation and learning ability of smart media than medium scored students. Lastly, smart media literacy also varied by students' dropout/completion. Students who dropped out reported significantly lower scores in overall smart media literacy, operation and learning ability of smart media, and positive belief of smart media.

• Educational Technology International
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• 제22권2호
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

• 한국수학교육학회지시리즈A:수학교육
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• 제50권3호
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• pp.367-381
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• 2011

It is important to concern about individual difference on every subject and every class. How can we know the individual difference? It is helpful for that to find out students' math learning style and learning type. In this paper, I conducted a survey to look for math learning style and math learning type of 4th, 5th and 6th grade students, and analyzed those data. The research findings are summarized as follows; First, 4th, 5th and 6th grade students prefer the visual learning style to the verbal style, and they have more wholistic tendency than analytical tendency in the domain of the cognitive learning style. Second, they prefer the authoritative and goal-oriented learning style to the practical and recreational learning style, and they have more interior-oriented than exterior-oriented in the domain of affective learning style. Third, the representative math learning type of 4th, 5th and 6th grade students is visual/holistic/authoritative and goal-oriented/interior-oriented. The math learning styles of students have a lot of influence on their learning, so that an appropriate teaching method for each student could arouse a maximum effect in the math study.

• 한국임상보건과학회지
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• 제8권1호
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• pp.1369-1376
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• 2020

Purpose: This research was conducted to the comparison of flipped learning on nursing students' learning motivation, learning attitude and problem solving ability. Method: Flipped learning was a learner-centered learning method. This study was conducted on 93 nursing students and 4th grade students taking community nursing. This study was a comparative experimental study of single group. The collected data were analyzed using SPSS Win 20.0 program. Results: The results of this study showed that the instruction of the flip learning application was statistically different from that before the test in the learning motivation (t=-2.149, p=.034) and problem solving ability (t=2.210, p=.030). However, there was no statistically significant difference in learning attitude. It is thought that the flipped-learning classes was progressed with the learner-centered, and the learner was given a lot of tasks and the preparation time was required. The classes with the flip learning was effective for the motivation and problem solving ability improvement. Conclusion: Therefore, in the next study, it is necessary to design a classes that complements this part in order to positively increase the students' attitude of learning. I would like to apply flipped-learning classes in various subjects.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권2호
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• pp.99-115
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• 2022

This study examined difficulties middle school students have in learning mathematics and proposed a flipped classroom consisting of Khan Academy activities, small-group problem solving, and mathematical modeling to help improve their learning. A mixed-method approach was used to identify difficulties students have in learning mathematics, explore how the flipped classroom helped them reduce the learning difficulties identified, and examine if there were differences in students' mathematics achievement and their affective characteristics after participating in the flipped classroom. Qualitative analyses showed that students had difficulties in understanding mathematical concepts and finding effective ways to learn as well as negative views towards learning mathematics. This study also found that each activity of the flipped classroom had a different impact on student learning. Before class, the Khan Academy activities were most likely to help students understand mathematical concepts. In class, small-group problem solving activities were most helpful for students who had trouble finding effective learning methods and environments. Mathematical modeling activities were most likely effective in changing students' negative views towards mathematics. A quantitative analysis showed that the flipped classroom not only significantly improved the students' mathematics achievement, but also positively affected their confidence and motivation and how much they valued learning mathematics.

• Educational Technology International
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• 제15권1호
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• pp.27-48
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• 2014

The purpose of the present research was to examine the relationship between the using goals of computer and self-regulated learning ability on the gender difference. To accomplish this goal, we have analyzed the data of Korea Children and Youth Panel Survey III which is nationally collected from primary school students, currently on the 6th grade in South Korea. 2,219 samples were used in the study excluding missing samples. The participants were 1167 males (49.5%) and 1052 females (50.5%). The mean age was 13.94 years (SD=.25). As results, female students spent more time on using computer than male students did: (1) the male students' time spent on Playing game was significantly larger than that of female students, but (2) on the rest seven using goals of computer including e-Learning/Information retrieval for learning, the female students spent significantly more time than the male students did. Also, in terms of the self-regulated learning ability, using computer for e-Learning/Information retrieval for learning itself gave significantly positive effects on both male and female students' self-regulated learning ability. On the other hand, Playing game gave significantly negative effects on both. Based on the results, some strategies were suggested on the proper use of computer for learning.

• International Journal of Contents
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• 제15권2호
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• pp.59-74
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• 2019

The objective of this study was to analyze the influence of physical education classes based on Flipped Learning on self-directed learning abilities and learning attitude towards these classes, for middle school students. The study selected 90 students as an experimental group (3 classes) and 97 students as a control group (3 classes), among 240 students of the first-year students attending a middle school located at Jeonju City of South Korea, applying convenience sampling, one of the non-probability sampling methods. For the experimental group, 36 sessions of physical education classes were held for 14 weeks, while the control group received teacher-centered classes. Comparing the results with the control group, the experimental group showed significant differences in terms of all sub factors of self-directed learning abilities, namely; desire for learning, learning objective establishment, basic self-management abilities, selection of learning strategy and self-reflection. Moreover, the experimental group manifested significant differences in terms of all sub factors of attitude towards the physical education subjects, namely; positive emotions, negative emotions, health & physical strength, interpersonal relations, physical activities & movements, and active participation & positive performance. From the findings, it can be considered that physical education classes based on Flipped Learning contributed to improving self-directed learning abilities and attitude towards physical education classes. This result can serve as a significant basic material for designing and performing classes in raising the understanding of Flipped Learning and effectively applying Flipped Learning in physical education classes.

• International Journal of Computer Science & Network Security
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• 제21권12호
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• pp.137-142
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• 2021

Distance learning universities provide online course content. The main methods of providing class contents are on-demand and live-streaming. This means that students are not restricted by time or space. The advantage is that students can take the course anytime and anywhere. Therefore, unlike commuting students, there is no commuting time to the campus, and there is no natural process required to take classes. However, despite this convenient situation, the attendance rate and graduation rate of distance learning universities tend to be lower than that of commuting universities. Although the course environment is not the only factor, students cannot obtain a bachelor's degree unless they fulfill the graduation requirements. In both commuter and distance learning universities, taking classes is an important factor in earning credits. There are fewer time and space constraints for distance learning students than for commuting students. It is also easy for distance learning students to take classes at their own timing. There should be more ease of learning than for students who commute to school with restrictions. However, it is easier to take a course at a commuter university that conducts face-to-face classes. I thought that the reason for this was that commuting to school was a part of the process of taking classes for commuting students. Commuting to school was thought to increase the willingness and motivation to take classes. Therefore, I thought that the inconvenient constraints might encourage students to take the course. In this research, I focused on the act of commuting to school by students. These situations are also applied to the distance learning environment. The students have physical time constraints. To achieve this goal, I will implement a course restriction method that aims to promote the willingness and attitude of students. Therefore, in this paper, I have implemented a virtual school system called "virtual go to school (VG2S)" that reflects the actual route to school.

• 아동학회지
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• 제30권5호
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• pp.73-85
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• 2009

The purpose of this research was to compare mathematically gifted students with non-gifted students in perception of learning environments, learning ability beliefs, and preference for problem-solving and task. Thirty-seven mathematically gifted students and 75 general students in middle school completed questionnaires about perceptions about mathematics. Data were analyzed by ${\chi}^2$ test and t-test. Compared with general students, mathematically gifted students estimated their talents for mathematics higher, studied mathematics more, expended more time and effort to solving difficult problems, put learning mathematics itself as their primary purpose for studying mathematics and regarded inappropriate environments as the major obstacle to mathematics study. Mathematically gifted students perceived their parents' support higher, solved problem creatively, and had higher preference for challenging tasks.

• 수산해양교육연구
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• 제24권2호
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• pp.272-285
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• 2012

The purpose of this study was to develop the Learning Strategy e-Learning Contents based on the storytelling in university students. The objective of the Learning Strategy e-Learning Contents based on the storytelling was to increase in learning skill which university students will use to keep major learning during their courses. The Learning Strategy e-Learning Contents was based on the results of pre-research on storytelling and learning skill. In order to verify the effectiveness of the Learning Strategy e-Learning Contents based on the storytelling, it was analyzed to validity of contents by five professionals. The results of the study were as follows. The Learning Strategy e-Learning Contents based on the storytelling for increasing in learning skill of university students consisted of 15 sessions which proceeding a per semester: the starting phase(1-2), the execution phase(3-13), and the ending phase(14-15). The subjects were 20 university students who had randomly assigned to an experimental group(10) and a control group(10). Subjects completed a learning skill scale. Data analyses were conducted using ANCOVA. The results of the analyses revealed that subjects of experimental group showed significantly higher scores on learning skill than one of control group. Based on the above results, it is concluded that the Learning Strategy e-Learning Contents based on the storytelling was effective in improving learning skill of university students.