• Journal of the Korea Computer Industry Society
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• v.5 no.2
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• pp.193-202
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• 2004

In this paper, we studied about method that instructor and learner execute teaching-learning activities and about the educational effects of a web based practice instruction. And, in practice instruction, we examined about role and influence of instructor, learner and manager. This study shows the method that instructor and learner execute teaching-learning activities and interaction activities in a "construction of e-business system" curriculum to support the informational education for an industrial workers. The research subject was the 15 industrial workers who enrolled a informational instruction coulee provided for two weeks by kimpo college, As a research method, workers survey, interview, and profile analysis were used for this study. The result of this study show that interaction between instructor, learner and manager was not executed actively, but the manner of lecturing about interest of learner, usage of email, question and answer of bulletin board, online-practice were brought an effect on interaction of learner activities and the educational effects.l effects.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.780-788
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• 2019

This study is intended to analyze flipped classroom learning activities, which have recently been spotlighted as a learner-centered teaching method in universities, from the perspective of cultural and historical activity theory. A survey and some participation observations were conducted with one professor and the students who participated in Educational Methods and Technology courses at A university. The components of the flipped classroom learning activities were analyzed based on the model of the activity system, and contradictions that appeared in the interactions between components were analyzed. Four implications were proposed for a more advanced flipped classroom learning activity system: the professor's and the learners' true identity recognition and role performance, strengthening the organic link between online and offline activities, support for alleviating the burden of teaching and learning preparation, and readjusting the system to support its smooth operation.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.137-160
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• 2001

This paper is to suggest the way to improve EFL reading skill through semantic mapping by leveled group activities. Semantic mapping is a categorical structuring of information in graphic forms or diagrams. It can be used to activate and organize background knowledge on topics in classrooms. For small group activities, the class is divided into higher leveled groups and lower leveled groups of four members based on their grades. The teaching process has three stages: Pre-reading, while-reading, and post-reading. In the pre-reading stage, students discuss what they know about the topic. They map ideas with a brainstorming technique. In the while-reading stage, they read the text about the topic. While they are reading, they could ask some questions they might have and discuss the information in the text and categorize them with semantic mapping. In the post-reading stage, they discuss what they thought of the topic and add some information about the topic with semantic mapping. For the subjects of this study, third grade, middle school students were selected: 41 students for the experimental group and 35 students for the control group. The experimental period covered almost one semester from March to August, 2000. The results were as follows: 1) The students in the experimental group had higher scores in reading comprehension than those in the control group when semantic mapping was used; 2) The use of semantic mapping in reading comprehension was found to be much more effective in the higher leveled group than in the lower leveled group; 3) The results of questionnaires showed that many students became more interested and motivated in English, and semantic mapping helped them to participate positively in reading the English text. Thus, using semantic mapping by leveled group activities can be an effective alternative to traditional teaching methods for teachers who desire to improve reading skill in middle school students' English classes.

• Journal of the Korea Society of Computer and Information
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• v.18 no.10
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• pp.235-243
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• 2013

This study deals with the methods of improving about effects of Teaching-Learning Activities Based Smart learning on Learning Attitudes and the Attention of Students with Intellectual Disorders. Analysis method of the data in this study included comparison pre-and post test among the two groups( experimental group and control group) first, indicated that the experimental group showed that significantly greater improvement in the Learning Attitudes. Seconds, As for the attention of the two groups, the experimental group maintained their attention at relatively similar levels throughout the study period, while the attention of the control group had shortened toward the end of the study. These results suggest that the Teaching-Learning Activities Based Smart learning through authoring tool was highly effective in improving mentally with Intellectual Disorders' Learning Attitudes and attention.

• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.369-375
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• 2021

The study explores the kinds of emotions freshmen in South Korea universities experience. Specifically, the study examines their emotional experiences on level-differentiated classes, team-teaching by native speakers and Korean professors, and communicative activities. 327 freshmen participated in the survey based on 'Academic Emotions Questionnaire (AEQ)' and the statistical results are as follows: Firstly, research showed that the participants in advanced classes feel higher negative emotions such as 'worries' and 'boredom' than those of beginner and intermediated classes (P < .05). Secondly, participants feel higher level of 'fun', 'satisfaction' and lower level for 'boredom' in the native speaker classes than those of Korean professors (P < .001). Thirdly, participants feel games are the most 'fun' and 'satisfying', while presentations are viewed as the most 'worrying' and 'boring' among the communicative activities (P < .001). Finally, the pedagogical implications and suggestions are discussed.

• International Journal of Contents
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• v.12 no.4
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• pp.62-68
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• 2016

This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.

• Cross-Cultural Studies
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• v.37
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• pp.267-286
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• 2014

The purpose of this study is to improve the writing skills through activities to read and summarize the internet children newspaper article. The subjects of study are the college students of A2-B1 level in the French writing classes. The range of study was as follows: - As the previous activity of writing, activities of teaching and learning of vocabularies to comprehend the internet children newspaper article. - learn about the rules of summary - writing the summary The children's newspaper used in this study has the advantage that can increase the learning motivation of learners as having a topicality by itself and a level of easy language. The summary activities can be called a comprehensive activities of teaching and learning that combine the critical reading ability that can distinguish important information and secondary one with the creative writing ablility that can reconstruct one's own style from the selected content. In addition, the summary assists the understanding of a text and is a help to its memory. It is the strategy of reading comprehension and also is simultaneously the strategy of writing that can write with one's own vocabulary by newly structuring the text. The results of this study will provide a vitality for the education environment and field of study of French language that have been neglected the writing ability. Moreover it will be the motivation to propose a way of a balanced French language communication to our French language learners weighted on oral communication.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.153-162
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• 2022

Relevance. Innovative activities in education should be aimed at ensuring the comprehensive development of the individual and professional development of students. The main idea of modular technology is that the student should learn by himself, and the teacher manages his learning activities. The advantage of modular technology is the ability of the teacher to design the study of the material in the most interesting and accessible forms for this part of the study group and at the same time achieve the best learning results. Innovative Moodle technology. it is gaining popularity every day, significantly expanding the space of teaching and learning, allowing students to study inter-faculty university programs in depth. The purpose of this study is to assess the quality of implementation of the e-learning system Moodle. The study was conducted at the South Ukrainian National Pedagogical University named after K. D. Ushinsky in order to identify barriers to the effective implementation of innovative distance learning technologies Moodle and introduce a new model that will have a positive impact on the development of e-learning. Methodology. The paper used a combination of theoretical and empirical research methods. These include: scientific analysis of sources on this issue, which allowed us to formulate the initial provisions of the study; analysis of the results of students 'educational activities; pedagogical experiment; questionnaires; monitoring of students' activities in practical classes. Results. This article evaluates the implementation of the principles of distance learning in the process of teaching and learning at the University in terms of quality. The experiment involved 1,250 students studying at the South Ukrainian National Pedagogical University named after K. D. Ushinsky. The survey helped to identify the main barriers to the effective implementation of modern distance learning technologies in the educational process of the University: the lack of readiness of teachers and parents, the lack of necessary skills in applying computer systems of online learning, the inability to interact with the teaching staff and teachers, the lack of a sufficient number of academic consultants online. In addition, internal problems are investigated: limited resources, unevenly distributed marketing advantages, inappropriate administrative structure, and lack of innovative physical capabilities. The article allows us to solve these problems by gradually implementing a distance learning model that is suitable for any university, regardless of its specialization. The Moodle-based e-learning system proposed in this paper was designed to eliminate the identified barriers. Models for implementing distance learning in the learning process were built according to the CAPDM methodology, which helps universities and other educational service providers develop and manage world-class online distance learning programs. Prospects for further research focus on evaluating students' knowledge and abilities over the next six months after the introduction of the proposed Moodle-based program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.1
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• pp.321-330
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• 2018

This study aims to analyze anti-bias education activities for young children in Korea by reviewing related research. Focusing on the themes of biases and teaching medium/methods applied in the research, it tends to enhance general understanding about anti-bias education activities for young children. For this purpose, a total of 125 research papers published from 1995- 2017 dealing with anti-bias activities/programs for young children were analyzed. The results of this study were as follows: In terms of the period of research, almost half of the studies (53 studies) were conducted from 2000- 2004. Regarding the themes of biases covered in the education activities, single bias related activities included 64.8% of the total studies reviewed, and the main themes of bias included disability and gender. In studies that included multiple bias themes, more than half investigated from three to five different bias themes, including appearance, family, disability, gender, race, and culture. The most common teaching medium/method applied in activities was children's story, accounting for 60.8% of all activities. The following was utilizing inclusive environment, which was 14.4% of the activities. Based on these findings, this study would help systematize the contents of anti-bias education and develop diverse teaching-learning approaches.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.33-41
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• 2012

The purpose of this study was to examine the effectiveness of problem-based learning(PBL) of information communication ethics on the problem-solving skills of fifth- and sixth-grade elementary school students about information communication ethics and their attitude. The findings of the study were as follows: First, the PBL-based teaching materials for information communication ethics could serve to stir up the interest of students by letting them face problem situations caused by the disfunction of the information society. Second, a wide variety of teaching-learning activities including cooperative learning and discussion were implemented while the selected students performed the given problem-solving tasks, and the activities had a very good effect on PBL-based information communication ethics education. Third, PBL-based information communication ethics education could be one of effective ways to boost not only the problem-solving skills of students but the teaching interest and capability of teachers.