• Journal of Digital Contents Society
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• v.18 no.3
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• pp.499-508
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• 2017

With the recent advance of IT technology and the change of education paradigm, vocational training has been also evolved. In the background of mobilization of learning, increase of bite-size contents, and the agility of just-in-time learning, this study surveyed the online learners' motivation, perceptions, and learning behaviour. Total 4,021 learners from 6 distance learning institutions revealed that learners take the e-learning courses due to more for their self-development than the company's supports and policy. Also, they perceived the subject matter in contents are the most important. The results from this study suggest that the development of contents should focus on the subject matter that can be utilized for their jobs immediately. Lastly, the study confirms that learning space and time has been changed in the flexible way to use their spare time between work and life. Irregularity of learning and hasty preparations were one of major characteristics in the aspect of learning behaviour.

• Journal of the Korea Society of Computer and Information
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• v.14 no.4
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• pp.119-129
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• 2009

In The increasing use of computers and high-speed Internet network has greatly influenced education, causing a veering away from the typical and traditional way of delivering instruction. Specifically, the various kinds of Web-based multimedia technology, the interactive activities on the Internet, and satellite broadcasting technology are accelerating the emergence of a virtual-lectures-based educational model, which transcends time and space. Such virtual lectures make it possible for the entire teaching-learning process to be done in a virtual learning environment, thus giving rise to problem regarding learning guidance, feedback, and appraisal. In this paper, we propose a system for attendance appraisal for learner participation degree based virtual lecture, an appraisal element in virtual learning environments. This appraisal model can set the elements of virtual learning environments in such a way as to reflect in the attendance appraisal of the opened virtual learning environment information regarding the learner's participation in class. In addition, this model motivates the learners to actively participate in the virtual learning environment and to support instructors by accomplishing the activities that are needed for attendance appraisal.

• Proceedings of the Korea Information Processing Society Conference
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• 2006.05a
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• pp.805-808
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• 2006

현재 국내에서 웹을 기반으로 한 e-learning 콘텐츠는 많이 개발되고 있으나 이들 대부분이 매뉴얼 식으로 제작되어 멀티미디어 형식만 빌려 텍스트 형태로만 구성하는 방식이 주를 이루고 있는 실정이다. 따라서 본 논문에서는 SMIL을 기반으로하여 멀티미디어 아날로그와 디지털 자료를 융합할 수 있는 핵심 기술을 제안하며, 이를 웹 상에서 창의적이고, 자기주도적으로 개인차에 따라 학습 속도를 조절할 수 있는 프로젝트 학습기법을 국내 교육환경에 맞게 교수-학습 이론을 적용하여 설계 구현하였다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.10
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• pp.2684-2690
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• 2009

The existing mobile learning service is the method that provides data packets in real time. It has some problems of much data packet cost and delay to provide the mobile learning service. In this paper, to solve the problems, we suggest to implementation of the mobile learning system of the new method using serial communication.

• Communications of Mathematical Education
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• v.14
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• pp.163-176
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• 2001

대부분의 수학 수업이 알고리즘을 숙달시키고, 기계적으로 익힌 절차에 의해 정답을 맞추는 것에 중점을 두어 왔기 때문에, 학생들은 수학은 딱딱하고 어렵고 재미없는 과목이라는 인식을 많이 하고 있다. 그러나, 수학 수업에서 수학 교구의 조작 활동을 한다면 수학적인 흥미를 유발할 수 있을 뿐만 아니라 추상과 형식적인 수학으로의 발달을 돕고 학생들이 활동적으로 수업에 참여할 수 있게 된다. 이러한 맥락에서 제 7차 교육과정의 '도형'영역에서는 조작 활동을 통한 자기 학습능력 개발에 중점을 두고 주위의 실제 생활에서 볼 수 있는 사물을 관찰하여 그 성질을 추상해 낼 수 있도록 구체적인 교구를 이용하는 조작 활동을 강조하고 있다. 본 연구에서는 이러한 관점에서 정규 수학 수업이 아닌 일선학교의 클럽 활동 시간을 이용하여 학생들이 수학 교구를 충분히 조작하고 활용할 시간을 제공하며, 학생들이 수학 교구의 조작 활동을 통한 클럽활동이 학생들의 수학적 성향 및 능력 수준에 따른 도형 학습능력에 어떠한 변화를 미치는 지를 사례를 중심으로 논의하고자 한다.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.115-120
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• 2008

오늘날 시대는 컴퓨터 기술과 정보통신기술의 발달로 유비쿼터스 시대와 맞물려 다양한 곳에서 정보통신기술이 활용되고 있으나 그와 더불어 많은 문제점들이 발생하고 있다. 이에 본 논문에서는 정보통신윤리교육의 필요성을 강조하고 그동안의 교육 현장에서 학생들에게 일방적으로 주입하고 전달하던 교수-학습 형식을 벗어나 학생들이 흥미를 갖고 접근할 수 있도록 정보통신윤리 관련 UCC를 학생들이 직접 제작하여 교수-학습에 활용할 수 있는 방안을 제안하였다. 이를 통해 학생들 스스로 능동적이고 자발적으로 학습에 임하여 정보화의 역기능에 적극적으로 대처할 수 있는 태도를 견지하고 올바른 정보통신윤리 의식의 실천의지를 다지며 보다 심화된 정보통신윤리 의식을 함양시킬 수 있을 것이다.

• Journal of the Korea Institute of Building Construction
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• v.14 no.1
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• pp.29-36
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• 2014

To meet changing education needs due to globalization, interdisciplinary convergence, and ICT development, it is necessary for engineering disciplines to provide student-centered education. Not only do teaching methods using ICT reproduce teaching contents in a digital format, but they are also expected to be effective media for constructive student-centered learning whereby learners build knowledge themselves. The aim of this study was to develop a tool for safety education using virtual reality technology. To achieve the objectives, the author defined the requirements and constraints of the tool, and implemented a 3D educational tool in a virtual reality environment. A pilot test with 10 students showed positive results.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.477-485
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• 2006

study investigated the influences of the forms of verbal external representations and students' verbal learning style in learning chemical concepts with drawing as a method to assist students in connecting and integrating multiple external representations. Seventh graders (N=133) at a coed middle school were assigned to formal drawing (FD) and personalized drawing (PD) groups. Students in the PD group were provided words at personalized style as verbal external representations for drawing, while those in the FD group were provided words at formal style. All students were taught about Boyles Law and Charless Law for two class hours. Results revealed that the scores of a conception test for the PD group were significantly higher than those for the FD group. In a situational interest test, students with strong verbal learning style preference scored significantly higher than students with weak verbal learning style preference in the two groups. Most PD group students were found to prefer to read verbal external representations at personalized style for drawing rather than at formal style, and perceived their activities positively upon cognitive, affective and motivational aspects. Students with strong verbal learning style preference had more positive perceptions about their activities than students with weak verbal learning style preference especially upon affective and motivational aspects.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.345-363
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• 2010

The purpose of this study is to investigate and analyze informal knowledge of students who do not learn the conception of proportion and to identify how the informal knowledge can be used for teaching the conception of proportion in order to present an effective method of teaching the conception. For doing this, proportion was classified into direct and inverse proportion, and 'What are the informal knowledge of students?' were researched. The subjects of this study were 117 sixth-graders who did not have prior learning on direct and inverse proportion. A total eleven problems including seven for direct proportion and four for inverse proportion, all of them related to daily life. The result are as follows; Even though students didn't learn about proportion, they solve the problems of proportion using informal knowledge such as multiplicative reasoning, proportion reasoning, single-unit strategy etc. This result implies mathematics education emphasizes student's informal knowledge for improving their mathematical ability.

• The Journal of Korean Association of Computer Education
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• v.4 no.1
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• pp.175-181
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• 2001

WBI provides new opportunities to realize the flexible learning environment based on hypermedia and to support distance learning with a diverse interaction. The instructors or learners in WBI claim to be able to resolve reluctant fluctuations such as disorientation and cognitive overload. To overcome these phenomena, a supplementary tool able to manage a learning space organized by the instructor's or learner's own way and offer effective navigation techniques is presented in this paper. A learning space management and navigation tool called HyperMap dynamically represents the learning space in the form of a two-dimensional labeled graph. This HyperMap also can be used for an instruction design tool, learners portfolio for the exchange of learning experiences, and the assessment of WBI.