• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.271-289
• /
• 2020

This study investigates the types of teacher feedback in the process-centered assessment for scientific argumentation. The process-centered assessment visualizes the process of developing scientific argumentation at a group level. Four teachers and 353 high school students participated in this study. We analyzed video recordings, the collaborative modeling-argumentation papers, and teachers' interviews. The findings indicate that the teachers provided feedback on scientific concepts and the development of small group argumentation. We presented a representative case for each category in detail. The study suggests that teachers' efficient use of feedback leads to improvement in students' self-regulation. This study contributes to providing specific and useful guidelines on the use of process-centered assessment for enhancing students' scientific argumentation.

• Journal of The Korean Association of Information Education
• /
• v.18 no.4
• /
• pp.483-490
• /
• 2014

Smart classrooms have been set up nationwide to utilize smart devices for teaching and learning in the knowledge- based society, As this trend might quickly spread, we have investigated the utilization levels, and issues around the facilities from the experienced teachers. In order to study the impact of easy access to smart devices, the teacher sampling groups were divided into two: one teacher group responsible for smart classrooms and the other group teaching in ordinary classrooms. Survey questions dealt with teacher needs analyses, their expectation of their students' attitude changes, their satisfaction and utilization levels of smart devices currently built in classrooms. The results showed us that teachers have vague expectation about the smart devices and want more highly applicable devices for instruction, improvement of their compatibility with other multimedia devices or applications as well as to improve the resolution of electronic boards. and basic functions of information search and videos that they use everyday.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.20 no.4
• /
• pp.847-856
• /
• 2016

Flipped learning is a pedagogic model in which the typical lecture and homework elements of a course are reversed. Short video lectures or e-learning contents or other learning materials are viewed by students at home before the in-class session, while students are mainly carried out diverse active learning activities such as the discussions, exercises, team projects and so on in class time. Recently flipped learning has been emerging as an effective teaching-learning method that can train the 21st century talents who can create creative values based on fusion competencies. Based on the experience in applying the flipped learning to the database class that is an elective course of the school of computer engineering through three semesters, this paper proposes a flipped learning model consists of 7 steps in detail. Also, this paper analyzes the effects and weak points of the flipped learning and proposes several things for the successful flipped learning application.

• Convergence Security Journal
• /
• v.19 no.2
• /
• pp.105-111
• /
• 2019

Since the problem-based learning (PBL) shows the effectiveness of self-directed learning ability and internalization of learning motivation in the process of solving real problems, studies on PBL and application cases are actively pursued in the university education. This study analyzed the effects of PBL on the academic achievement and computational thinking in a non-SW major students' programming course. The programing course was divided into the PBL class and non-PBL class, and at the end of the classes, the scores of the exams and the results of questionnaires about the educational effectiveness and computational thinking were analyzed. As a result, the students in the PBL class, compared to those in the non-PBL class, showed significantly higher scores in the areas of the algorithm implementing skill, self-directed learning, problem solving ability, and continuous learning motivation.

• 재활복지
• /
• v.15 no.4
• /
• pp.351-375
• /
• 2011

The purpose of this study is to research the actual condition of on-line and off-line computer education in order to create more opportunities for the possibility of effective learning and u-Learning - based IT vocational education development of persons with hearing impairments. To carry out this study, we had a preliminary education of this study for a sign language interpreters who had working in a association of the deaf in Daegu, and had conducted a survey study participating for 100 persons with hearing impairments living in Daegu-Kyungbook Region. The results of this study were as follows: First, during on-line and offline education environment for persons with hearing impairments, factors such as teaching methods and contents, screen organization, learning effects, offering lecture material and subtitle, subtitle and sign language video of position and size, offering computer instructor who have a sign language interpreter with IT mentoring, on-line educational user environment setting must be considered factors for u-Learning - based IT vocational education development. Second, 74% of the subjects showed their interest in taking a course, after u-Learning contents are developed for persons with hearing impairments. Third, the subjects preferred IT device was a tablet PCs and IT certification related courses as their IT vocational education curriculum. Also, to link between professional training and job opportunity, subjects will need a IT vocational education courses such as computer intermediate and advanced levels.

• 한국정보교육학회:학술대회논문집
• /
• 2006.01a
• /
• pp.267-275
• /
• 2006

과학교육의 특성상 가장 효과적인 교수 방법은 직접 실험하고, 탐구, 체험 학습을 하는 것이나 시간적, 공간적 제약, 환경 여건, 비용 등을 고려해 볼 때 항상 직접 체험 학습 환경을 제공해 주기는 어렵다. 또한 '지구과학' 영역의 학습은 교실이나 실험실에서 지도하기 어려운 문제점이 있고, 학습 내용들이 본질적으로 가지고 있는 초실험적인 내용이 많아 교수 학습과정에서 많은 어려움을 겪고 있는 실정이다. 이러한 제한점이 많은 초등학교 과학과 '지구과학' 영역에 대하여 직접 탐구하고 체험할 수 있는 환경과 가까운 멀티미디어 웹 기반 코스웨어를 설계 개발하여 이러한 어려움을 보완한다면 과학 교육의 학습 효과를 더욱 높일 수 있을 것이다. 이에 본 연구에서는 과학과의 지구과학 영역 중 기상 교육을 위한 웹 코스웨어를 설계 개발하여 수업현장에 적용해보고자 한다. 본 연구에서 제시한 웹 코스웨어 학습 프로그램은 단지 디스플레이 형식의 자료에서 벗어나 여러 가지 그림, 소리, 동영상 등의 애니메이션 자료를 제시함은 물론 아동들이 직접 컴퓨터를 조작함으로써 학습목표에 보다 쉽고 재미있게 도달할 수 있도록 제작하여 과학과 교수 학습 방법의 개선을 꾀하고, 학습자들의 과학적 사고력 발달을 도모하고자 한다.

• Journal of the Korea Convergence Society
• /
• v.8 no.7
• /
• pp.323-330
• /
• 2017

Emotion in early childhood has been observed to make an important effect on behavioral development. The teacher has coached to develop good behavior based on considering emotional response rather than rational response. This study was to determine significance of emotional coaching for behavior development according emotion recognized by non-verbal measurement system developed specially in this study. The participants were 44 people and were asked to study in four experimental situation. The experiment was designed to four situation such as class without coaching, behavioral coaching, emotion coaching, and emotion coaching based on emotional recognition system. The dependent variables were subjective evaluation, behavioral amplitude, and HRC (Heart Rhythm Coherence) of heart response. The results showed the highest positive evaluation, behavioral amplitude, and HRC at emotion coaching based on emotional recognition system. In post-doc analysis, the subjective evaluation showed no difference between emotion coaching and system based emotion coaching. However, the behavioral amplitude and HRC showed a significant response between two coaching situation. In conclusion, quantitative data such as behavioral amplitude and HRC was expected to solve the ambiguity of subjective evaluation. The emotion coaching of teacher using emotional recognition system was can be to improve positive emotion and psychological stability for children.

• The Journal of the Convergence on Culture Technology
• /
• v.6 no.3
• /
• pp.225-231
• /
• 2020

This study aims to examine the efficacy of online lectures conducted by most universities in 2020 in response to the Covid-19 crisis. Furthermore, this study analyzes students' opinions regarding online lectures, thereby assessing the possible direction that future online lectures could take. This study's results indicate that online lectures can have a positive effect on learners' reading comprehension. Also, student satisfaction with online lectures was found to be quite high. Among the reasons students cited for favoring the online format were: (1) the fun presentation of class information; (2) the diversity of subjects covered; and (3) the ease of using the Internet. Among the improvements made for enhancing online lectures were technical enhancements (such as fixing attendance check authentication errors) and stabilizing the playback of lecture videos. By way of concluding, this study claims that professors who are familiar with giving lectures in person should come to recognize that online lectures are not simply another option, but are essential for the future. As such, the academic community must focus on developing online content as a way to further higher education's development in meeting the academic demands of both the present and the future.

• Journal of the Korean Geographical Society
• /
• v.46 no.6
• /
• pp.707-723
• /
• 2011

The purpose of this study was to quantitatively evaluate the effectiveness of learning management systems (LMS) in the physical geography class. The study adopted the experimental design and three classes participated in this study. The first class was controlled using only classroom lectures, the second class used PPT slides along with the classroom lectures, and the third class used online video clips along with the lectures. The experiments were conducted from the Spring Semester 2007 to the Spring Semester 2008 for the introductory physical geography course. The study results showed that online learning tools help students improve academic performance and their attitudes towards the class and the instructor. Compared to simple PowerPoint slides, voice recording attached to the visual lecture slide materials enhanced students' motivation. Class lectures with lecture slides did not improve students' scores. However, when the visual materials were combined with voice recording, the number of internet access to online class materials increased, and class attendance and students' final grades were improved. Based on the results, the instructional design model that combines classroom and online learning was suggested.

• The Journal of the Korea Contents Association
• /
• v.10 no.3
• /
• pp.72-79
• /
• 2010

A EAARS(Electronic Attendance-Absence Recording System) is the important LSS(Learning Support System) for blending a on-line learning in the face-to-face classroom. However, the EAARS based on the smart card can not identify a real owner of the checked card. Therefore, we develop the CS(Client-Sever) system that manages the attendance-absence checking automatically, which is used the self-organizing neural network for the face recognition. A client system creates the ID file by extracting the face feature, a server system analyzes the ID file sent from client system, and performs a student identification by using the Recognized weight file saved in Database. As a result, The proposed CS EAARS shows the 92% efficiency in the CS environment that includes the various face image database of the real classroom.