• 한국실내디자인학회논문집
• /
• 제23권4호
• /
• pp.140-148
• /
• 2014

The objective of this study is to address Effective Learning Methodology by subjects to acquire National Certification which is an essential requirement to get employed. For this purpose, analysis was completed after conducting a survey on the class to obtain Interior Architecture Engineer Certification. 23 applicants were selected based on effectiveness of each subject, level of difficulty, degree of understanding, mentoring effect, self-driven learning, and group discussion. Results are as below. Upon the first written test, Interior Design Theory and Chromatics showed a high learning effectiveness in self-driven learning and mentoring. Ergonomics showed a high learning effectiveness in mentoring, self-driven learning and group discussion while Building Materials, Architecture Construction presented a high effectiveness only in mentoring and group discussion. Architecture Environment showed average learning effectiveness in mentoring and group discussion and showed a low effectiveness in self-driven learning. Upon the second practice test, Interior Architecture Construction and Planning/Management of Construction Materials presented an average learning effectiveness in mentoring and group discussion. Process Control and Adding Up(Supply Calculation) showed a low learning effectiveness in self-driven learning and presented an average to below average learning effectiveness in mentoring and group discussion. Lastly, Interior Design Plan, Interior Design Drawings presented average learning effectiveness in mentoring and group discussion however they showed a high effectiveness in self-driven learning.

• 한국과학교육학회지
• /
• 제20권4호
• /
• pp.510-518
• /
• 2000

The purpose of this study was to develop learning materials for the discussion and examine the effects of the discussion learning over the students' conceptual change on force and motion. The subjects consisted of 360 middle school students, comprising of 5 discussion groups of 185 students and 5 traditional learning groups of 175 students. The results indicated that students in the discussion groups showed higher achievement than those in the traditional learning groups. Therefore this study supported the importance of discussion in conceptual change. However further research should be conducted to examine other educational effects of discussion.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제53권2호
• /
• pp.239-261
• /
• 2014

The purpose of this study is to analyze the influences of discussion-based learning of mathematics using smart phone application on the middle school students' mathematics learning. For this purpose, we selected 6 open problems suitable for learning mathematical reasoning and five 3rd grade middle school students as participants who expected to participate in 6 lessons of discussion-based learning of mathematics using smart phone application. From the analysis of 6 lessons, we found the following results. First, attending the lessons of discussion-based learning of mathematics using smart phone application makes students more interested in mathematics and change their mathematics learning attitudes more positively. Second, the lessons of discussion-based learning of mathematics using smart phone application facilitate students' mathematical communication with the help of various communication methods using many functions of smart phone applications. Third, the lessons of discussion-based learning of mathematics using smart phone application provide teachers with teaching-learning environment where teachers can easily give their students consultation about mathematics learning or daily life.

• International Journal of Computer Science & Network Security
• /
• 제23권11호
• /
• pp.77-82
• /
• 2023

The article considers online discussion as an interactive learning method in the conditions of distance learning. The essence of discussion and the stages of its organization are described. The main objective of discussion in distance learning is defined as the stimulation of interest in learning and the involvement of various viewpoints in an active discussion of the stated problems. The key role in ensuring the efficiency of a discussion is identified. The article develops a model for organizing asynchronous online discussions on the Moodle platform, highlighting the sequence of stages and their content. An experimental study of the use of the discussion method in the training of students in distance learning conditions is carried out. Based on the results of the methodological experiment, conclusions are drawn about student interest in online discussions. The authors conclude that the interest of students of different specialties in asynchronous online discussions varies, and the greatest interest is demonstrated by linguistics students. Nevertheless, the differences in student interest in online discussions by groups (specialties) are more likely attributable to subjective factors, which do not affect the overall picture in a major way.

• 공학교육연구
• /
• 제12권4호
• /
• pp.150-158
• /
• 2009

본 연구의 목적은 비실시간 온라인 토론에서 학습자의 자기조절학습전략이 토론 만족도와 참여 메시지 유형에 미치는 효과를 살펴보는 것이다. 본 연구의 결과 분석을 통해 도출된 결론은 다음과 같다. 우선, 비실시간 온라인 토론에서 자기조절학습전략이 토론 만족도에 영향을 주는 것으로 나타났다. 다음으로, 자기조절학습전략이 인지적 차원의 참여 유형 형태에 영향을 주는 것으로 나타났다. 이상의 연구결과를 통해, 비실시간 온라인 토론에서 학습자의 인지적 차원의 참여와 토론 만족 수준의 향상을 위해 자기조절학습전략을 활용할 것이 제안되었다.

• 문화기술의 융합
• /
• 제9권4호
• /
• pp.1-11
• /
• 2023

본 연구의 목적은 창의⸱융합형 인재 양성을 위하여 토의중심 교수학습 모형을 개발하는 데 있다. 연구 방법은 토의중심 교수학습 모형 초안을 구안하고 전문가의 타당성 검증을 통해 모형을 최종 완성하였다. 도출된 최종안으로 수업 적용 타당성을 검증하여 최종안을 수정 보완하였다. 토의중심 교수학습 모형 초안과 비교해 볼 때 최종 모형은 직소 토의를 제외하고 텍스트 읽기 강조, 질문 방법, 질문생성 전략에 중점을 둔 모형이 개발되었다. 본 연구에서 개발된 토의중심 교수학습 모형은 창의⸱융합형 인재 양성을 위한 교수자에게 도움을 줄 것으로 기대한다. 토의중심 교수학습 모형을 현장에 효과적으로 적용하기 위한 제언으로 첫째, 토의 시 경청과 존중의 자세가 필요하며, 둘째, 토의에 참여하는 학습자들의 능동적인 참여를 어떻게 끌어낼 것인가? 방안을 생각해야 하며, 셋째, 토의 시간 관리의 중요성을 강조하였다.

• 공학교육연구
• /
• 제20권2호
• /
• pp.31-38
• /
• 2017

In this study, specific teaching methods of lecturing and improved discussion methods (combining discussion and problem-based learning) were selected and applied for each major subject and learning content area in the fields of engineering, language, and social sciences. Then, the selected teaching methods were examined to determine the most effective learning contents. Finally, in order to determine the most effective teaching methods, a survey on student satisfaction was analyzed statistically. The results showed that students preferred teaching methods that combine lectures and improved discussion methods to the traditional method of only lectures. Therefore, this research proposes the combined teaching method for each major subject and learning content area.

• Educational Technology International
• /
• 제9권2호
• /
• pp.123-142
• /
• 2008

The purpose of this study was to examine how computer conferencing might facilitate collaborative learning for students to engage in meaningful discussion. The participants in this study consisted of the instructor and the students in a graduate level course. Different sources of evidence were used to triangulate the data: in-depth interviews, content analysis of transcripts of discussion, and other archival data including course syllabus, presentation materials, and lecture notes. Participants perceived web-based learning as collaborative process, providing opportunities to share the idea, respect and evaluate different perspectives, and co-construct new insights. Analysis of the data revealed several challenges related collaboration in a web-based learning environment: absence of a sense of community, technical problems, adaptability to different types of learner, and managing the discussion. The data also indicated that a variety of strategies were used to facilitate learning: building a sense of community, technical support, developing instructional methodologies, class size, and design of the content.

• 공학교육연구
• /
• 제14권4호
• /
• pp.88-96
• /
• 2011

This paper aims to develop the learning contents of PBL based program and analyze the result of evaluation questionnaire to examine the students' thoughts concerning the effectiveness of PBL course and their satisfaction. 'Discussion' is one of the representative communicative types, especially requesting both communication competence and teamwork among team members. This study was conducted with 218 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various effects of PBL such as (1) self-directed learning, (2) cooperative learning, (3) problem solving skills, etc. Students pointed out also as merits of PBL course, (1) knowledge acquisition and information sharing among students, (2) improvement of communicative competence, (3) amelioration of teamwork, (4) progress of the problem solving skills. However, there have been several difficulties and problems during PBL process, implications for ameliorating PBL based were discussed and suggested in detail.

• 대한화학회지
• /
• 제46권1호
• /
• pp.76-82
• /
• 2002

본 연구에서는 과학 개념 학습을 위한 소집단 토론에서 지식구성 과정에서의 언어적 상호작용을 촉진하기 위한 방안으로 인지적 역할 부여의 효과를 조사하였다. 중학교 1학년 학생 62명을 대상으로 설명, 반박, 정리, 조정 활동을 촉진하는 인지적 역할을 부여한 소집단 토론 수업(CR)과 특정한 역할을 부여하지 않은 소집단 토론 수업(NSR)을 9차시 동안 실시하였다. 수업 처치 후, 학업 성취도, 개념 이해도, 과학 학습 환경에 대한 인식, 토론에 대한 인식 검사를 실시하였다. 이원 공변량 분석 결과, 학업 성취도 점수에서 사전 성취 수준 하위 학생들의 경우 NSR 집단이 CR 집단보다 점수가 유의미하게 높았다. 개념 검사에서도 유사한 경향성이 나타났다. 과학 학습 환경 인식과 토론에 대한 인식 검사 점수에서는 집단 간에 유의미한 차이가 없었다.