• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.379-408
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• 2023

This case study reports on the redevelopment of a course, Local Culture Information Theory offered by the Department of Library and Information Science at C University, into a capstone design course using a project-based learning approach. In collaboration with a local community youth organization, the redesigned course provided an opportunity for LIS students to develop and implement a digital literacy program that enabled high school students to use a variety of digital multimedia technologies to complete a project of digital Human Library featuring video, audio, and digital are such as webtoons. Through semi-structured interviews with 5 students and 3 staff from partner organizations, this study reports on course development process, the establishment of local partnerships, project outcome, as well as suggestions for improvements. In addition, a qualitative analysis of the participating students' interview responses using the Framework for 21st Century Learning (P21) found they developed and improved 11 skills across three core areas: life and career skills including self-direction, project management, collaboration with diverse teams, flexibility, responsibility, leadership; learning and innovation skills including communication and collaboration, problem-solving, creativity, and critical thinking; and information, media, and technology skills through media creation. Lessons learned and recommendations from this case study may be useful for other LIS programs and faculty interested in implementing project-based learning or developing capstone design courses.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.195-213
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• 2018

The purpose of this study is to verify the effect by developing and applying a new program for improvement of creative problem solving ability and collaborative ability. Development of a sewing practice program was performed through the ADDIE model. The subjects of the study were 1^st grade middle school students and the research plan of the study was pretest-posttest control group design. The study method was performed by mixing the quantitative and qualitative analysis methods. Results of this study are as follows. First, the students in the experimental group showed higher creative problem solving ability than the students in the control group, but the difference was not significant at the 5% significance level. Qualitative analysis results indicated that creative problem solving ability is closely related to learning experiences involving the 'generation of diverse ideas', 'rebirth of creative ideas', 'self-directed learning plan', 'active problem solving', 'immediate feedback'. Second, the students in the experimental group showed a significantly higher level of collaborative ability than the students in the control group. This demonstrated that the program developed in this study had an effect on fostering the collaborative ability of middle school students. It was found that collaborative ability is closely related to learning experiences involving 'forming a positive atmosphere', 'continuous interaction', and 'working together'.

• Journal of Korean Library and Information Science Society
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• v.49 no.2
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• pp.179-199
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• 2018

The purpose of this study is to analyze the difference of economic condition of students, that is, the difference of basic information utilization ability stemming from education gap. First, we investigated information literacy for high school freshmen who can control the difference of information utilization education experience by school. In doing the research, 629 high school students in the metropolitan city were surveyed using web. we analyzed the educational gap between schools depending on their economic conditions and analyzed the correlation between education gap and basic information utilization ability. As a result, it was found that there is a very significant negative correlation between the ratio of students who get support for school expenses and basic information utilization ability. Second, regression equation was produced through regression analysis of information literacy regression to analyze the effect of educational gap on basic information literacy. In addition, it seeks to consider alternatives that can improve the inequality of information literacy which is derived from education gap.

• Journal of Engineering Education Research
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• v.14 no.3
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• pp.25-30
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• 2011

This paper is being established in Sungkyunkwan University based on a new lecture, "Scientific and Technical Writing and Presentation". The course feature and core educational goal is mainly to focus on challenging students to be able to learn scientific engineering communication, recognizing problem and solving it which involve a basic process of formulating thinking and expression skills. Basically, Scientific and Technical Writing and Presentation lecture is a blended learning that will put students in various type of problem based learning (PBL) in order to distinctively build their problem solving skills and emphasizing self-leadership skills in their profession. Through group activity participants in this learning area will be exposed to more specific problems to ensure more individual participation and in the same time they will be able to actively review the objective of their own activity which are part of this course objectives.

• Journal of The Korean Association of Information Education
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• v.8 no.4
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• pp.537-545
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• 2004

In spite of the fact that project-based learning has had positive effects on improvement of creation power and expansion of the spirit of inquiry, the project-based learning lesson was difficult to carry out in the classroom. The web overcomes time and space limitations in traditional schools. This study has developed and implemented an online project-based website of children's education, based upon the extensive classroom use of multimedia materials to further students participation and interest in projects of discovery. The developed website shows the entire process used through out the project. This paper presents the project's activities and students' learning, using multimedia and web. This study was conducted in fourth grade of an elementary school for a month. The results of this study suggest that the effects of using the project-based website were improved self-directed learning and generation of new ideas.

• Journal of Digital Contents Society
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• v.13 no.1
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• pp.67-74
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• 2012

Students with learning disabilities need special education programs. In the traditional class, those students may not be satisfied with their studies. Thus, it is important to provide individualized class for those students. Classes using smart devices may give one of the solutions for individualized class. Unlike the typical mathematical problems, written problems require students to use various cognitive strategies, mathematical reasoning, inference ability, and so on. In this sense, written problems are good tools to develop the logical minds for students with learning disabilities. In this paper, a WOE-based smart learning system is proposed to help those students develop learning abilities. The proposed system has the following characteristics. First, students can learn naturally problem-solving abilities by following the work-out examples given from experts. Second, the proposed system can invoke motivation and interests of students using attractive icons and guidance rules provided with smart phone. Third, the proposed system can provide self-directed study for those students. The proposed system is applied for some students with learning disabilities. The following results are obtained. First, the individualized study can be possible since the system can provide continuous feedbacks and level-differentiated classes. Second, students can increase written problem solving abilities with natural understanding of study contents from smart phone. Finally, satisfaction, study motivation, and self-concept of students are increased through their successful experience during study processes.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.483-492
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• 2020

Considering the fact that many students and parents spend a considerable amount of time and economic power on prior learning and that the environments of internet-based society change rapidly, it is worth examining the status and effectiveness of prior learning. In response, the study surveyed 186 first-year students of A high school in Changwon on the basic status of science prior learning. By the analysis results for the status, 39.8% of the students surveyed said they had experience in prior learning in science. Among the students experienced, 56 students who started science prior learning after the start of winter vacation in the third grade of middle school were analyzed the specific status of science prior learning and the impact of science prior learning on science achievements. The semi-subject form of pre-learning in science showed the highest response rate with 50.0 percent, and the motivation for pre-learning in science was the highest with 33.9 percent improvement in test scores. The confidence and learning intention were positive when conducting prior learning in a semi-subject form, and interest and value were positive when conducting prior learning in a self-directed form. As a result of the survey on the effect of science prior learning, 71.4% of the students who experienced science prior learning showed positive scientific achievement.

• Journal of Korean Society of Forest Science
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• v.110 no.2
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• pp.266-279
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• 2021

This study applied the e-PBL (e-Project-based learning) method for "Urban Forest Management" courses in the Department of Forest Science at S University to progress in university forest education. e-PBL effectively motivates self-directed learning, problem-solving, communication skills, and learners' responsibility by enabling them to choose, design, and perform their projects. Due to the COVID-19 pandemic in 2020, learners were encouraged to use online media to carry out projects and submit presentations for the campus forest. Learners' educational effects were subsequently investigated through a five-point Likert scale. This study discovered a positive effect on learners' motivation and interest (4.17) through e-PBL. Learners responded that e-PBL also helped their understanding regarding the subject (4.17). In addition, this study provided evidence that the e-PBL method was helpful in problem-solving (4.25), communication (4.33), and decision-making skills (4.21). According to learners' responses, there are positive indications that learners were satisfied with e-PBL. Learners responded that interactions and communications with team members could improve their understanding of the subject. Hence, there is scope for improving an efficient and successful e-PBL model suitable for university forest education by providing more efficient instructional time management, e-PBL method guidelines, and institutional support.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.357-370
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• 2014

The purpose of this research was to develop the tools needed to evaluate the effectiveness of using digital textbooks and smart education. We then developed the tools to evaluate the effectiveness of smart education and digital textbook utilization, which were an identification of 1) seven essential 21st century skills, definitions of each, and prerequisite abilities; 2) five 21st century teacher competencies, definitions of each, and prerequisite abilities; To develop the questionnaire, we conducted a literature review in this area, consulted experts, observed classes, interviewed members of focus groups, and met with policy makers from the Ministry of Education and KERIS. The student questionnaire(26 Questions developed) included; creativity and innovation, critical thinking and problem solving, communication, collaboration, ICT literacy, self-directed learning, and adaptability. The teacher questionnaire(24 questions developed) included; 21st Century Skills, ICT Literacy, Rapport building with learners, Instructional design, Evaluation and reflection. The tools we developed will be able to use for evaluating the effectiveness of smart education and digital textbooks.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.11
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• pp.738-743
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• 2018

This paper applied to the economics subject using PBL(Problem-Based Learning) for improving students many skills in Mongolian University that 21st century demands. For the first time at Mongolian University, the PBL problem was developed for the use of PBL and applied to the class and confirmed its effectiveness. The study subjects were 60 freshman students in D university who took 'Economics'. We applied 5 problems for 16 weeks. Students wrote and submitted a reflective journal when they finished the every activity. In addition, they completed a class evaluation form after the PBL program ended. The study showed that they experienced various effects such as understanding of learning contents, understanding of cooperative learning, practical experience, creative problem solving ability, presentation skill, communication ability, self- directed learning ability, self - confidence. In the PBL learning activities, the learning environment was not well prepared yet, so some difficulties were encountered. Mongolian students perceived it as a new and effective way to develop their expertise as a future leader in the 21st century. The main goal of Mongolian university is to produce leaders with professional talent with creative problem solving ability and active learning direction.