• Journal of Korean society of Dental Hygiene
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• v.19 no.6
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• pp.1047-1058
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• 2019

Objectives: The aim of this study is to investigate extracurricular program needs according to the learning styles of dental hygiene students, and to develop and organize non-subject programs that strengthen student competencies. Methods: The subjects in this study were dental hygiene students from three colleges located in Chungbuk, Chungnam, and Ulsan, respectively. The survey tools were composed of learning style, a non-subject field, and non-subject teaching and learning methods. Lastly, 313 data points were analyzed. Results: Learning styles of subjects were as follows: assimilators, divergers, convergers, and accommodators, at 44.6%, 33.0%, 16.0%, and 6.4%, respectively. Preference of the non-subject field, according to learning style, showed that accommodators were higher than divergers on startup, and the difference was found to be statistically significant (p<0.05). Preference of non-subject teaching and learning methods, according to learning style, shows that both divergers and convergers prefer special lectures, while assimilators prefer tours, and convergers prefer experience/exercise. The results had achieved statistical significance (p<0.05). Conclusions: This study shows that dental hygiene students had different learning styles, and their learning methods varied depending on learning style. Therefore, a method should be identified to develop and run non-subject programs suitable for each learning style.

• Fourth Industrial Review
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• v.3 no.2
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• pp.11-17
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• 2023

Purpose - Recently, in the field of language education, interest in edutech has increased due to difficulties in classroom teaching due to COVID-19. Accordingly, we would like to analyze research topics related to e-learning before and after COVID-19 and examine the implications for the future Korean language education field. Research design, data, and methodology - This study organized a list of papers to be analyzed by searching for e-learning terms applicable to Korean language education in RISS. The collected data was electronically documented, keywords were extracted using text mining techniques, and word frequencies were checked, and then viewed through cloud visualization. Result - It was confirmed that research on e-learning in the field of Korean language education has increased rapidly in 2021 and 2022. In particular, extensive research on online learning methods has been actively conducted due to the difficulties of face-to-face learning in the COVID-19 era. There have been many studies on teaching and learning methods, such as flipped learning, hybrid learning, blended learning, mobile learning, and smart learning. Conclusion - Since the research so far has mainly focused on online class management methods. Therefore, future research suggests that efforts should be made to develop educational contents and teaching methods using specific ICT technologies. These efforts will contribute to advancing smart education that future education aims for.

• Educational Technology International
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• v.11 no.1
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• pp.145-169
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• 2010

Many universities are searching for educational methods to cultivate problem-solving ability and cooperative learning ability or already trying to implement them. Problem Based Learning(PBL) and Action Learning(AL) are effective teaching and learning methods to cultivate men of talent qualified for problem-solving and cooperative learning abilities that universities are seeking after. PBL and AL have something in common in that learning is accomplished while learners are solving the authentic problem. But, in spite of this similarity, PBL and AL have differences. However, most literatures and cases on these two models introduce only the outline of commons and differences and do not provide teachers with actual helping aids to select a model appropriate for the actual design or operation of classes. Accordingly, many teachers usually select and utilize a familiar model rather than select a proper model to the nature of a subject and the educational goal. Teaching and learning methods or learning environment should be selected appropriately to the educational goal. This study indicates the characteristics of PBL and AL that are being introduced and utilized as a principal teaching and learning method of college education and then shows how this method can be realized in the university by comparing the cases of classes applied in two methods.

• The Journal of Korean Association of Computer Education
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• v.20 no.5
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• pp.15-33
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• 2017

The 2015 revised educational curricula focused on creative and convergent student education, so the importance of informatics education is arising along with emphases on its teaching and learning methods. This study has analyzed the research trend of teaching and learning methods and suggested their implications by selecting 179 studies of same keyword searching from 2000 to the present years and classifying them into 16 categories. This analysis showed that problem based learning was the most researched topic on these subjects, while unplugged learning, Creative Problem Solving model and peer teaching were among the actively studied topics. In the content domain of informatics curriculum, the problem solution and programming was most researched. This study is expected to suggest implications for not only studying informatics education research but also selecting teaching and learning methods in the field of class for teachers.

• Culinary science and hospitality research
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• v.14 no.4
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• pp.14-26
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• 2008

The purpose of this study is to develop a communication model of teaching-learning at culinary practical learning class in school. Statistically, the organizational culture of culinary schools was influenced by the nature of hierarchical culture, task outcomes, and the conservative culture of organizations in companies. First, in basic skill class, teaching and learning methods are based on a teacher who leads students according to his plans and decisions. Second, in a higher skill course, teaching and learning methods are based on students who take an active part by injecting some fresh ideas into their class. Third, the model of three courses for culinary skill development has an effect on processing into a modeling-scaffolding-fading method by teaching and learning in school. It was ascertained that organizational culture directly or indirectly influenced organizational effectiveness and organizational culture in culinary schools. Moreover, it was found that organizational culture was the biggest influencing concept for communication effectiveness between teachers and students.

• Cross-Cultural Studies
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• v.35
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.131-138
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• 2020

This study was intended to explore the changes in teaching methods when freedom to choose curriculum, instruction, and evaluation methods is allowed and when 'free semesters' are free from entrance examination for high school. For this question, we analyzed free semester education plans of eight sample schools and interviewed 33 teachers and students respectively. The results were as follows. Firstly, all schools planned to use teaching methods for meaningful learning, although they are limited to those exemplified in guidelines for free semester. Secondarily, teaching methods adopted for free semester were characterized as activities enhancing student participation. Thirdly, teaching methods such as career exploration, scientific experimentation, cooperative learning, flipped learning, interdisciplinary learning were used only a couple of times in a semester. Changes in teaching methods were referred to enhance students' interest, confidence, self-regulation, creativity, problem-solving and cooperative learning.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.247-251
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• 2014

As smart education increases the demand for new teaching-learning methods, teacher training colleges need to systematize smart education teaching-learning methods for pre-service teachers. This study designed a smart education teaching-learning model, which is applicable to pre-service teachers, by analyzing the smart education teaching-learning types for primary and secondary schools at national and international levels and by analyzing the Creation Teaching Learning Assessment (CTLA) model. The goal of smart education is to reinforce capability of learners. The smart education teaching-learning model designed to help pre-service teachers reinforce their smart literacy is suitable for reinforcing capability of future learners to receive smart education. The smart education teaching-learning model in this study was designed as a 15-week teaching plan applicable to pre-service teachers at teacher training colleges. In the teaching-learning model, problem-based learning (PBL), a situated learning model, and cooperative learning model were applied to weekly instructions. Further research should be conducted to prove its effectiveness in allowing pre-service teachers to reinforce their smart literacy by making gradual improvement in this model and to develop and test smart education teaching-learning models constantly.

• Journal of the Korea Society of Computer and Information
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• v.17 no.12
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• pp.259-267
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• 2012

The objectives of this study are to study and propose the learning elements and it's teaching methods for Information Ethics by expert survey. In recent days, Internet is the new field of our living, but teaching the students in elementary and secondary schools the subject of Information Ethics which purpose is to have positive attitude of utilizing Internet is not properly executed. The first step to teach Information Ethics in schools is to choose the learning elements in Information Ethics. Therefore, this paper is to choose the learning elements and re-arrange them with point of view to elementary and secondary schools. And more, in order to teach the students the learning elements of Information Ethics effectively, we propose the proper teaching methods to the learning elements by teacher's survey. The learning elements and teaching methods in Information Ethics is not the perfect guide to teach students in school, but the output of this study will be the good guide to revise the Information Ethics-related curriculums and product the textbooks about Information Ethics.

• The Mathematical Education
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• v.42 no.4
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• pp.453-463
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• 2003

The main purpose of this paper is to develope elementary mathematics teaching-learning programs for pre-service elementary teachers. The elementary mathematics education program developed in this work is divided into two parts: One is the theory, the other is the practice. The theory deals with the foundations of mathematics, the objectives of mathematics education, the history of mathematics education in Korea, the psychology of mathematics learning, the theories of mathematics teaching and learning, and the methods of assessment. With respect to the practice, this study examines the background knowledge and activities of numbers and their operation, geometry, measurement, statistics and probability, pattern and function.