• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.537-543
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• 2016

This paper suggests a class model to improve the English oral proficiency for intermediate low English speaking learners. Utilizing the four English skills (reading, writing, listening and speaking), the class model focuses on the learners' schema and discussion strategies. To enhance the learners' motivation and match their cognitive capacity, 10 discussion topics were prepared by surveying the learners. A pilot experiment was conducted to investigate the teaching effects of the discussion class model with 26 college students majoring in English in Seoul. The participants' oral proficiency was measured both before, and after the instructions by OPIc (Oral Proficiency Interview in computer). As a result of the experiment, the percentage of participants whose oral proficiency levels were lower than intermediate mid decreased from 82% to 47%. In addition, the percentage of participants with higher oral proficiency than intermediate low was increased dramatically from 18% to 53%, which supports the claim that through discussion, the class learners' diverse and creative ideas need to be expressed in a formal and intelligible language. Finally, through the findings of the study, the possibility of a discussion class can be expected, regardless of the learners' low level of oral proficiency.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.51-60
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• 2012

The purpose of this study was to investigate how task value, twitter self-efficacy, and social presence affect learning satisfaction on twitter discussion. In addition, this study examined the mediating effects of social presence. Participants were 46 undergraduate students in A university in Seoul, Korea. They responded the following surveys: task value, twitter self-efficacy, social presence, and learning satisfaction. Baron & Kenny (1986)'s mediation analysis approach with correlation and multiple regression analyses were applied to this study. Findings showed the significant effects of task value, twitter self-efficacy, and social presence on satisfaction on twitter discussion. In addition, social presence mediated task value, twitter self-efficacy, and satisfaction. These results suggest that the twitter discussion should be designed to accommodate different learners characteristics such as task value and twitter self-efficacy and promote greater social presence between learners.

• Journal of the Earthquake Engineering Society of Korea
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• v.4 no.3
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• pp.107-115
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• 2000

충적지반에 건설된 원형 단면을 갖는 터널은 지진시에 지반의 전단 변형의 영향을 받아 좌우교차로 경사진 타원형상의 변형을 반복한다. 본 논문에서는 이 특별한 진동모드를 이용하여 지반-터널계의 상호작용 및 면진 효과가 검토되었다. 지반과 터널의 경계가 완전히 결합되어 있는 경우에 대한 지반 -터널계의 상호작용 효과 및 지하 구조물의 지진피해를 줄이는 한가지 방법으로써 터널 주위를 면진재로 피복하는 방법에 대한 면진효과가 토론되었다. 그 결과 면진재의 포아송비를 작게 하거나 지반과 면진재의 전단탄성계수의 비를 증가시킴으로서 면진 효가가 증가함을 알 수 있었다.

• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.77-87
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• 2007

The purpose of the study was to investigate the effects of social network centrality variables on students' performance in blended learning environment in a higher educational institution. Using data from 36-student course on Learning Theories and Their Implications on Instructional Design Practices, the researcher empirically tested how social network centrality variables - such as friendship network centrality, advice network centrality, and adversary network centrality - are correlated with academic achievement measures. Results indicate, as hypothesized, the friendship and advice centrality positively correlate with, whereas the adversary centrality being negatively correlate with application performance measures and test scores. The size and quality of posted online discussions are positively and strongly correlated with the advice network centrality.

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.81-96
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• 2011

With the popularity of smart phones for mobile learning on the rise, cyber universities in Korea are trying to build a reliable mobile campus infrastructure. Such advances in smart phone technologies have made it increasingly easy for users to stay connected and this heightened interaction through smart phones has educational potential for collaborative learning. Thus, to fulfill its educational potential and ultimately provide optimal learning environments on the smart phones, this study has developed a discussion-based interface prototype for collaborative learning. The proposed interface design was evaluated through cognitive walkthrough of the expert reviewers and its usability improvements were also offered.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.740-751
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• 2021

To overcome the drawbacks of existing classes, this study developed a liberal arts education class model based on online-collaborative learning under the cloud based class environment. That will be the comprehensive model for classics reading, discussion education and foreign language education. This study started from the need of developing the college classes for embodying the collective intelligence. This course must be effective to maximize the educational effects and mutually interdisciplinary progress. Therefore, the offer of the applicable model will be able to establish collective intelligence and extend the educational effects. This study presented the proposed comprehensive model effects as follows: 1) this comprehensive model could create the learning environment so that individual intelligence may be converged into collective intelligence. 2) regarding their intellectual inquiry and the contents of thought, this model could activate the learners' participation in the discussion by mutually exchanging the feedbacks between teacher-learner and learner-learner. 3) cloud based online-collaborative learning environment could reduce learners' affective burden and overcome the drawback of offering the offline limited data. Thus, given these results, this model can be expected to allow us to draw the positive results in overall education fields along with liberal arts education, discussion education and foreign language education.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.996-1007
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• 2004

In this study, we investigated the effects of small group discussion using episodes from the history of science on students' understanding about the nature of science (NOS), achievement, enjoyment of science lessons, and science learning motivation. Participants were 138 ninth graders from a middle school in Seoul and they were assigned to a control group and a treatment group. Students in the treatment group were provided with two contrasting perspectives concerning the NOS and were encouraged to discuss them in small groups. The intervention lasted for 5 class periods. The results revealed that students of both the control group and the treatment group were found to possess similar views about NOS in a NOS pretest, whereas students of the treatment group exhibited more sophisticated understanding in a NOS posttest. The scores of the treatment group were also significantly higher than those of the control group in an enjoyment of science lessons test and a learning motivation test. However, there was no significant difference between two groups in the achievement test scores.

• Journal of Digital Convergence
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• v.12 no.10
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• pp.405-414
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• 2014

This research aims to strengthen the ethical decision-making capability of nursing students, and involves 82 fourth-year undergraduate nursing students in a nonequivalent control group pre-post quasi experimental research design from March 4 to June 3, 2013. Experimental group took a discussion-based class and control group took a traditional lecture-based class and we identified the differences in ethical knowledge, class satisfaction and ethical values between the two groups. Experimental group had higher scores for ethical knowledge after the class. There was no significant change in ethical values after the class in the two groups. The experimental group achieved significantly higher scores for the comprehension of class contents and practical application within the class satisfaction criteria. So we propose to use this model as an effect teaching method to apply ethical principles in nursing practice.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.507-518
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• 2008

The purpose of this study was to find out the difficulties of teaching the chapter on 'ight', experience of learning, teaching methods, and thinking types of 10 science teachers of the master's course in chemistry education. Discussion course for abduction thinking was carried out during 12 hours after the interview. Data were collected from individual interviews of 4 teachers among the 10 subjects and from the reports of the science teachers after the discussion course. From the data, it was found that most of the science teachers had suffered difficulty in teaching the chapter on light before the discussion course. Most of them had tried to teach drawing the path of light, but there was little teaching effect. Their teaching methods were similar to the method of what they had learned. During the course, the teachers recognized they could not see the path of light directly, and it needed inferring from image. From the abduction thinking, the teachers recognized the meaning of image and gained concrete methods in teaching students.

• 주택과사람들
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• s.200
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• pp.104-105
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• 2007

지난 11월 30일 (주)건설주택포럼은 창립 10주년을 맞아 논현동 건설회관에서 '최근 건설 및 주택산업의 진단과 대응전략'에 관한 세미나를 개최했다. 이날 세미나에서는 '참여정부의 부동산 투기대책 및 파급 효과'와 '지 건설 시장의 활성화 방안'이라는 2가지 주제에 대한 발표와 토론이 이뤄졌다.