• Journal of the Korea Institute of Information and Communication Engineering
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• v.21 no.5
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• pp.1042-1048
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• 2017

Recently rapid changes in the industrial environment require new talents in companies. Flipped learning is drawing attention as an effective teaching-learning method. The existing traditional lecture teaching-learning method have various problems that the dropout rates of the student is high and the creative problem solving ability is hindered. In the case of the IT engineering college, most of the major theoretical courses require prior learning of the prerequisite coursework subjects. Therefore, effective teaching-learning methods must be developed to improve student participation and academic achievement. This paper proposes the flipped learning model consisting of five sets that combine the flipped learning and practice to improve student motivation and self - directed learning. Also, this paper analyzes the learning effect by applying it to the algorithm lecture of computer engineering and presents problem and utilization plan according to the result.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.07a
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• pp.211-214
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• 2013

프로그래밍 교육은 프로그래밍 언어 습득과 원리 이해, 활용뿐만 아니라 학생들의 고등사고 능력 향상 측면에서 정보 교육의 중요한 영역이라 할 수 있다. 하지만 일반적인 텍스트 형태의 프로그래밍 언어는 초 중등학교 학생들이 익히기 쉽지 않은 문법과 구조를 가지고 있어, 학생들이 보다 쉽고 재미있게 프로그래밍 언어를 학습할 수 있는 도구와 방안이 필요하다. e-textile은 프로그래밍 가능한 마이크로 컨트롤러 보드와 센서 등을 직물에 연결하여 다양한 작품을 만드는 것으로 프로그래밍 학습에 대한 학생들의 호기심과 관심을 불러일으킬 수 있다. 따라서 본 연구에서는 e-textile을 활용하여 학생들의 프로그래밍 학습에 대한 동기 유발 방안을 모색하고자 하였으며, 이를 위해 Keller의 ARCS 모델의 동기 유발 전략을 바탕으로 프로그래밍 수업을 위한 교수 설계를 하였다.

• Journal of the Korea Society of Computer and Information
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• v.18 no.11
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• pp.229-240
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• 2013

This study critically review the textbooks and the syllabus of computer network courses currently used at universities, and the specifications of the certifications concerned to provide the students with the competitive and optimized course contents. Considering the vitality of the practicum in the computer network courses, we also suggest a new learning-instruction case study that focuses on the practice by analyzing the computer network practice test simulators which are certified nationally and the internationally. The proposed learning-instruction case study for computer network courses includes the weekly core lessons and contents, study goals and key points, the practice theme, handy tools based on two track of lecture and practice. Therefore it is expected to be a quite resourceful and practical teaching plan for the teacher, and a highly achievement of learning outcomes through motivation which can facilitate CCNA certification enrolling in the field of network aspect for the learner.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.177-185
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• 2020

The spread of COVID-19 has caused confusion in the education field as it has led to the implementation of untact classes without preparation. The purpose of study is to find ways to effectively design and operate untact classes for tax accounting department. The survey and FGI were conducted on professors and learners. As a result, video classes through lecture shooting and PPT-based video conversion were the most utilized. Students prefer these two types most, because they can learn repeatedly regardless of time and space. The improvement measures are as follows. For video classes that reflect various characteristics of the subject, supporting for equipment and human resources is needed, and for professors, teaching support for untact classes and education on equipment manipulation is needed. Continuous Quality Improvement for untact classes should be overhauled. In the future, in-depth research is needed to various majors, this will help find ways of untact classes suitable for the characteristics of the subjects.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.557-570
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• 2023

The purpose of this study is to develop a digital-based non-face-to-face instructional design model for national public servants. For this purpose, we reviewed the direction of non-face-to-face instructional design based on previous research, and interviewed a total of 10 instructors and learners with experience in non-face-to-face education to identify the success factors of non-face-to-face instructional design for government employees. In addition, to ensure the validity of the instructional design model, a Delphi survey was conducted with experts in instructional design and educational management. As a result, the digital-based instructional design model for national public servants reflects the importance of learning objectives and content design to enhance learning motivation and improve educational effectiveness, and includes detailed implementation plans to support specific and clear performance activities for instructors in non-face-to-face education situations. The instructional design model developed through this study can be expanded as a standard for improving the quality of education in public human resource development, and can be used as a teaching and learning guide according to learner types and characteristics.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.163-180
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• 2019

This study introduces a development of calculus contents which makes to understand the main concepts of calculus in a short period of time and to enhance problem solving and computational thinking for complex problems encountered in the real world for college freshmen with diverse backgrounds. As a concrete measure, we developed 'Teaching and Learning' contents and Python-based code for Calculus I and II which was used in actual classroom. In other words, the entire process of teaching and learning, action plan, and evaluation method for calculus class with Python based coding are reported and shared. In anytime and anywhere, our students were able to freely practice and effectively exercise calculus problems. By using the given code, students could gain meaningful understanding of calculus contents and were able to expand their computational thinking skills. In addition, we share a way that it motivated student activities, and evaluated students fairly based on data which they generated, but still instructor's work load is less than before. Therefore, it can be a teaching and learning model for college mathematics which shows a possibility to cover calculus concepts and computational thinking at once in a innovative way for the 21st century.

• Proceedings of the Korean Information Science Society Conference
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• 2001.10b
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• pp.559-561
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• 2001

현재 웹 기반 교육시스템 (Web-based Educational System WES)은 웹이 플랫폼 독립적이라는 점과 장소와 시간에 대해 자유롭다는 점을 가지고 급성장하고 있으며, 활발히 연구되고 있는 분야이다. 초기의 WES 시스템들은 코스웨어의 정적인 구성과 상호작용성의 부족 등의 문제점들이 있었으나 최근에는 학습자 개개인의 능력에 따라 적응력 있는 학습을 제시하는 연구 방향과 기존 단독형 ITS에서 연구된 결과를 웹 기반으로 적용하려는 두 가지 연구방향으로 접근하고 있다. 본 논문에서는 기존 ITS의 연구결과를 웹 기반 시스템에 적용하여 보다 지능적이며, 적응력 있는 웹 기반 교육시스템을 목표로 이를 설계 및 구현하였다. 특히 시스템의 여러 모듈 중, 교수 계획기의 설계 및 구현을 설명한다. 또한, 교수 계획기는 학습의 효과를 상승시키기 위한 방안으로, 학습자가 학습상황을 시각적으로 선택 및 이해할 수 있게 도와줄 수 있는 curriculum map 개념으로 설계되었다.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.11-26
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• 2003

Although many mathematical teaching/learning materials are already developed in the web, diverse utilization of this materials such as calculation, searching, or reusing of expressions are limited since the expression is actually a figure. To cope with this, MathML which describing mathematical notation was developed. In the paper, we proposed the methods of developing teaching materials using MathML, making learning assistance tools which utilize MathML, and applying MathML to information exchange community for Mathematics courses in ICT environment. Using MathML to develop a teaching material makes easy to correct and reuse the mathematical notations conveniently. Furthermore, learning assistance tools made by placing MathML help teachers reorganize and utilize these materials in the classroom as well as enhancing the connection between mathematical notations and concepts. The web-board that can make a use the mathematical notations using MathML enables the teachers and students to exchange information actively. It also helps to fulfill different types of teaching using ICT such as "discussion on the web".

• School Mathematics
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• v.16 no.3
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• pp.567-584
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• 2014

Recently professional development of teaching competence is emphasized for mathematics teachers. It is necessary to teaching experience in pre-service mathematics teacher for development of teaching competence. It need to systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. That is, Theory of teaching practice for reflect thinking and practical knowledge of teaching and systemic guidance on theory and practice of teaching practice. Therefore, the aim of this study is to develop an component and application procedure of Teaching and Learning portfolio for improvement teaching component of pre-service mathematics teacher. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching and Learning portfolio for improvement teaching component.