• Title/Summary/Keyword: Learning Type

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A Study on the Differences in Learning-Activity Preferences between Gifted and Average Students according to Thinking Styles (사고 유형에 따른 영재 아동과 일반 아동의 학습 선호 활동의 차이 연구)

  • Shin, Jong-Ho;Seo, Jeong-Hee;Choi, Jae-Hyeok;Kim, Yong-Nam;Kim, Yun-Keun;Lee, Byun-Joo
    • Journal of Korean Elementary Science Education
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    • v.25 no.spc5
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    • pp.495-506
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    • 2007
  • This study investigated the differences in learning activity preferences according to different thinking styles between gifted and average students. A cluster analysis procedure was performed to classify students on the basis of thinking styles. Two clusters of different thinking styles were deduced: the gifted group with a high level thinking style (cluster 1), and the average group with a low level thinking style (cluster 2). The gifted group (cluster 1) preferred projects, simulations, discussions and game activities to other types of loaming activities. Gifted students and average students also were clustered into each three unique subgroups with respect to levels and patterns in thinking styles, and these subgroups also showed different learning preferences. The clusters of gifted students included the self-regulated learning type (cluster a), cooperative-learning type (cluster b), and the passive-learning type (cluster c). The clusters of average students included the independent learning type (cluster i), no-preference learning type(cluster ii), and the no-motivation & teacher-directed learning type (cluster iii). Theses clusters indicated significant differences not only in thinking styles but also in terms of preferences regarding learning activities. Theses findings are discussed in terms of their educational implications.

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An Analysis on Math Learning Styles and Math Learning Types of 4th, 5th and 6th Grade Students (초등학교 4, 5, 6학년 학생의 수학 학습 양식과 유형 분석)

  • Kim, Jeong-Ha
    • The Mathematical Education
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    • v.50 no.3
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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.

A Study on the Activation Plan for the Participation in Citizen Participation Education by Types of Lifelong Education Participation : Focusing on Chungcheongnam-do (평생교육 참여유형별 시민참여교육 참여 활성화 방안에 관한 연구: 충청남도를 중심으로)

  • Jeong, Jae-Hun;Lim, Se-Young;Kang, Hyun-Jung
    • Journal of the Korea Convergence Society
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    • v.9 no.1
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    • pp.331-340
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    • 2018
  • This study used data from '2016 Chungnam Citizens' Lifelong Education Needs Survey'. This analyzed the basic situation of Citizen Participation Education. It also typifies the interest and participation intention of lifelong education by region, and compared the interest and participation intention of Citizen Participation Education. Through this, we intend to provide concrete basic data for activating the Citizen Participation Education in Chungnam. We analyzed data of 4,108 people in 2016 lifelong education needs survey. This was named enjoy learning type, bias earning type, and elderly learning type. Second, the enjoy learning type group is a group that enjoys participating throughout lifelong education area. bias earning type group is a group that perceives that lifelong education is limited to vocational ability education, culture art education, and liberal arts education. These are groups that are interested and participating only in three areas. The elderly learning type group is a group that shows typical characteristics of the elderly learners and is a group that is concentrated on participation in culture arts education. Third, enjoy learning type group is the second most experienced participant. They are the group with the highest participation interest and participation intention. bias earning type group is the group with the highest participation experience. They are also the second highest group of participating interests and willingness to participate. elderly learning type group is the group with lowest participation experience, participation interest, and participation intention. Finally, we suggest the ways to revitalize Citizen Participation Education in lifelong education.

Analysis of Types and Characteristics of Self-Directed Learning of Learners in Online Software Education (온라인 소프트웨어 교육 학습자들의 자기주도학습 유형 분류 및 특징 분석)

  • Sung, Eunmo;Chae, Yoojung;Lee, Sunghye
    • The Journal of Korean Association of Computer Education
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    • v.22 no.1
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    • pp.31-46
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    • 2019
  • The purpose of this study is to analyze the self-directed learning types of software education learners and to characterize them according to each type. To do this, 429 middle school students participating in online software education at K university were surveyed and a latent class analysis to analyze self-directed learning types was conducted. As a result, the self-directed learning types of the software education learners were classified into 'highest level of self-directed learning type (class 1)', 'self learning style recognition type (class 2)', 'self learning style preference type (class 3)', and 'lack of self-directed learning type(class 4)'. Also, the level of software learning achievement according to self-directed learning type of software education learners was found to be the highest at 'highest level of self-directed learning type (class 1)' and lowest at 'self learning style preference type (class 3)'. Based on these results, we suggested the strategic implications for software education.

Effects of High-Fidelity Simulation-Based Training of Nursing Students according to their Learning Styles (일 대학 간호학생의 학습유형별 시뮬레이션 교육 효과)

  • Kim, Soon-Ok;Pak, So-Young
    • The Journal of the Korea Contents Association
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    • v.13 no.11
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    • pp.1046-1057
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    • 2013
  • The purpose of this study was to establish basic materials for providing a learning type specific simulation education through identifying the differences in self-efficacy, problem solving ability and clinical competence before and after a learning type specific simulation education, with 145 3rd-year nursing students at a university as the study subjects. This study is a single-group, before-and-after designed experiment for verifying the learning type specific effects after simulation education. As a result of the experiment on the learning types of nursing students, the adaptors were seen to be the most, and the after-simulation education problem solving ability (F=5.015, p = 0.02) and the after-education clinical competence (F=3.288, p = 0.02) showed statistically significant differences. From which, based on the fact that the convergers were seen to be significantly higher than the adaptors and the divergers were higher than the adaptors in regard to problem solving ability, and the fact that the convergers were seen to be significantly higher than the adaptors in regard to clinical competence, it was possible to ascertain that there are differences in the effects of learning type specific simulation education. However, self-efficacy did not show any statistically significant differences. Based on these results, it can be expected that a simulation education by learning types can be provided.

Investigating Online Learning Types Based on self-regulated learning in Online Software Education: Applying Hierarchical Cluster Analysis (온라인 소프트웨어 교육에서 학습자의 자기조절학습 관련 특성에 기반한 온라인 학습 유형 분석: 계층적 군집 분석 기법을 활용하여)

  • Han, Jeongyun;Lee, Sunghye
    • The Journal of Korean Association of Computer Education
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    • v.22 no.5
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    • pp.51-65
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    • 2019
  • This study aims to provide educational implications for more strategic online software education by the types of online learning according to learners' self-regulated learning characteristics in the online software education environment and examining the characteristics of each type. For this, variables related to self-regulated learning characteristic were extracted from the log data of 809 students participating in the online software learning program of K University, and then analyzed using hierarchical cluster analysis. Based on hierarchical cluster analysis learner clusters according to the characteristics of self-regulated learning were derived and the differences between learners' learning characteristics and learning results according to cluster types were examined. As a result, the types of self-regulated learning of online software learners were classified as 'high level self-regulated learning type (group 1)', 'medium level self-regulated learning type (group 2)', and 'low level self-regulated learning type (group 3)'. The achievement level was found to be highest in 'high-level self-regulated learning type (group 1)' and 'low-level self-regulated learning type (group 3)' was the lowest. Based on these results, the implications for effective online software education were suggested.

Analysis on the Characteristics of Cognitive & Affective Learning Style of Engineering University Students (공과대학생의 인지적.정의적 학습양식 특성 분석)

  • Kim, Eun Jeong
    • Journal of Engineering Education Research
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    • v.17 no.6
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    • pp.20-29
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    • 2014
  • The purpose of this study is to analyze the traits on the cognitive and affective learning style of university students. CALSIU(The Cognitive & Affective Learning Style Inventory for University School Students) by Kim, E. J. was modified for applying to university students and performed with 399 university students from three universities in Daejeon and Chungnam. Statistical analysis done in this study were ANOVA and Scheffe's test. Findings of the study are as follows : First, the students with high academic achievements have intuitive perception type, whole processing type, and deep storage & recall type. Secondly, the students with low academic achievement have strong non-academic learning type. Third, interaction attitude of affective learning styles is the important element to determine their academic achievement. The students with independent type get high academic achievements. Therefore, instructor should consider the learning styles of students, and it should be used to improve their teaching & learning strategy for better academic achievements of university students.

Fuzzy logic control of a planar parallel manipulator using multi learning algorithm (다중 학습 알고리듬을 이용한 평면형 병렬 매니퓰레이터의 Fuzzy 논리 제어)

  • Song, Nak-Yun;Cho, Whang
    • Journal of Institute of Control, Robotics and Systems
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    • v.5 no.8
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    • pp.914-922
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    • 1999
  • A study on the improvement of tracking performance of a 3 DOF planar parallel manipulator is performed. A class of adaptive tracking control sheme is designed using self tuning adaptive fuzzy logic control theory. This control sheme is composed of three classical PD controller and a multi learning type self tuning adaptive fuzzy logic controller set. PD controller is tuned roughly by manual setting a priori and fuzzy logic controller is tuned precisely by the gradient descent method for a global solution during run-time, so the proposed control scheme is tuned more rapidly and precisely than the single learning type self tuning adaptive fuzzy logic control sheme for a local solution. The control performance of the proposed algorithm is verified through experiments.

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A Study on Development of Learning Type AI Game using Genetic Algorithms (유전알고리즘을 이용한 학습형 AI 게임 개발에 관한 연구)

  • Park, JongMin;Kim, JuJin;Park, JunHo;Lee, JongSung;Song, Eunjee
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • pp.598-601
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    • 2016
  • 최근 알파고로 인해 인공지능의 인기가 급부상하고 있고 '머신러닝'의 가능성과 위상을 널리 알려 컴퓨터 및 여러 분야에서 연구단계를 넘어 실용화, 상업화 될 가능성을 확인 시켜주었다. 본 연구는 전망 있는 인공지능산업에 발맞춰 비록 '알파고' 같은 고성능 완벽한 인공지능이 아니지만 랜덤 상태의 초기에서 한 최적의 해를 찾기 위한 도구로서, 유전알고리즘(genetic algorithms)을 사용하여 목표 값에는 최대한 수렴하도록 하는 학습형 AI 게임을 개발하였다. 본 연구에서 개발한 게임은 향후 각각의 다양한 개성을 가진 양산형 인공지능 게임개발에 응용되리가 사료된다.

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The Effects on Students' Leaning Types through the Creative Problem Solving Teaching Model in Elementary Science Class (초등과학에서 창의적 문제 해결 수업 적용에 따른 학습자 유형에 대한 효과)

  • Choi, Sun-Young;Kim, Ji-In
    • Journal of Korean Elementary Science Education
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    • v.30 no.4
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    • pp.615-623
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    • 2011
  • The purpose of this study was to analyse of the effects on students' leaning types through the Creative Problem Solving Teaching Model in elementary science class. The results of this study were as follows; 1. experimental group in creative problem solving, scientific inquiry skills and academic achievement was higher than control group which was statistically significant (p<.05). 2. for the students' learning type the experimental group was distributed to accommodators (35.7%), divergers (25.0%), convergers (25.0%) and assimilators (14.3%). 3. after the program treatment, assimilator type group students in creative problem solving were higher than other type group students. 4. diverger and assimilator group students in academic achievement, diverger group students in scientific inquiry skills, and accommodator group students in scientific attitude were higher than other groups.