• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.279-288
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• 2001

In this study, interaction patterns in peer small-group discussions with cognitive conflict strategy (CCS) and those with social consensus strategy (SCS) were compared. Verbal interactions of four small groups (16 students) in learning science concepts were analyzed at the levels of turns, interaction units, and episodes. The frequencies of total turns and knowledge construction turns per discussion for the SCS group were higher than those for the CCS group. Comparing and evaluating hypotheses and discussion worksheets provided were especially effective in increasing metacognitive utterances of the SCS group students. The frequencies of 'most students participating mode', 'elaborative interaction mode', and 'exploratory episode' for the SCS group were higher than those for the CCS group. These suggested that more students in the SCS group participated in small-group discussions and their discussions were more interactive and elaborative. The interactions and episodes of the SCS group were also superior in quality to those of the CCS group.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.40-50
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• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.

• Journal of Information Processing Systems
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• v.16 no.5
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• pp.1015-1033
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• 2020

With promising results and enormous capability, deep learning technology has attracted more and more attention to both theoretical research and applications for a variety of image processing and computer vision tasks. In this paper, we investigate 32 research contributions that apply deep learning techniques to the agriculture domain. Different types of deep neural network architectures in agriculture are surveyed and the current state-of-the-art methods are summarized. This paper ends with a discussion of the advantages and disadvantages of deep learning and future research topics. The survey shows that deep learning-based research has superior performance in terms of accuracy, which is beyond the standard machine learning techniques nowadays.

• The Mathematical Education
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• v.42 no.2
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• pp.121-135
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• 2003

This article retrospects the developmental process of the psychology of learning and its' influence on mathematics education. At the end of the article, brain-based learning science is introduced to examine its possibility to improve the psychology of learning mathematics. Behaviorists points of views such as Skinner, Guthrie, and Gagne were summarized to discuss the influences on the learning and teaching of mathematics. Gestalt' theories and Constructivism are also included in the discussion of developmental process of learning psychology. In elaboration of the brain-based learning science, recent research findings and the possibility of it's impact on mathematics education were discussed. Since mathematics itself is the most abstract subject it could be more challenging to identify the teaming process of mathematics compared with other areas. The possibilities of identifying the teaming process of mathematics are cautiously anticipated with a help of new paradigm.

• Educational Technology International
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• v.22 no.2
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• pp.111-137
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• 2021

Embracing the important roles of presence, this study focused on exploring how to enhance online learners' learning engagement and learning achievement in distance higher education settings. More specifically, this study examined the structural relationships among university students' teaching presence, social presence, learning engagement, and perceived learning achievement in online learning environments using structural equation modeling. Data were collected from 206 university students enrolled in online courses in the second semester of 2020 at two large universities. According to the results of the data analysis, there was a significant relationship between teaching and social presence. Teaching presence and social presence predicted learning engagement that positively affected perceived learning achievement. Teaching presence was strongly associated with perceived learning achievement while social presence had a negative impact on that. Additionally, learning engagement had a mediating effect on the relationship between teaching presence and perceived learning achievement. This study found that students who perceived higher levels of teaching and social presences tend to more engage in learning, leading to perceiving better learning achievement. The findings suggest that the design, development, and implementation of effective online instruction should be needed to promote learning engagement, which can be linked to enhancing students' learning achievement. Implications and discussion are addressed in this article.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.13-22
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• 2007

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of undergraduate nursing students in Korea. Method: Data was collected from 724 nursing students at five universities in Seoul, Busan, Daegu, Daejeon, and Gwangju. Kolb's Learning Style Inventory, a self-report questionnaire was completed. Result: Learning styles of nursing students were diverger 43.5%, accommodator 36.7%, assimilator 10.8%, or converger 9.0% Learning styles were significantly different related to preferred future clinical practice area and grade. Furthermore, active experimentation(AE) learning mode was significantly different by grade. Concrete experience(CE), conceptualization(AC), and active experimentation(AE) learning modes were significantly different preferred future clinical practice area. preferred learning methods were lecture 40.7%, clinical practice 37.2%, self-directed learning 8.7%, laboratory practice 8.0%, and group discussion 5.4%. Preferred learning methods were significantly different by learning styles and grade. Lecture was preferred in diverger and assimilator. Clinical practice was preferred in accommodator and converger. Styles Conclusion: This study suggested that nursing education should be applied to nursing students after examining learning styles and preferred learning methods. In conclusion, nursing educators should help to develop various learning modes for student's balanced learning capabilities.

• Korean Medical Education Review
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• v.23 no.1
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• pp.11-22
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• 2021

This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students' personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students' leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.

• Educational Technology International
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• v.15 no.2
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• pp.71-88
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• 2014

A variety of studies to predict students' performance have been conducted since educational data such as web-log files traced from Learning Management System (LMS) are increasingly used to analyze students' learning behaviors. However, it is still challenging to predict students' learning achievement in blended learning environment where online and offline learning are combined. In higher education, diverse cases of blended learning can be formed from simple use of LMS for administrative purposes to full usages of functions in LMS for online distance learning class. As a result, a generalized model to predict students' academic success does not fulfill diverse cases of blended learning. This study compares two blended learning classes with each prediction model. The first blended class which involves online discussion-based learning revealed a linear regression model, which explained 70% of the variance in total score through six variables including total log-in time, log-in frequencies, log-in regularities, visits on boards, visits on repositories, and the number of postings. However, the second case, a lecture-based class providing regular basis online lecture notes in Moodle show weaker results from the same linear regression model mainly due to non-linearity of variables. To investigate the non-linear relations between online activities and total score, RF (Random Forest) was utilized. The results indicate that there are different set of important variables for the two distinctive types of blended learning cases. Results suggest that the prediction models and data-mining technique should be based on the considerations of diverse pedagogical characteristics of blended learning classes.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.109-124
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• 2002

This study investigated various effects of WBD(web-based discussion) on mathematical communication, interaction and problem solving in the classroom. We developed a web site including BBS and chat room in order to encourage students' mathematical curiosities and self-studies. The web site had been operated for 6 months. Five classes of 1st grade students were selected from an middle school in Daejon. Moreover, we analyzed several cases for interactional behavior and effect. WBD promote dialogue between a teacher and students. Analysis of feed-back from BBS revealed that student's negative attitudes could be changed to positive ones by step-by-step discussions. Moreover, collaborative learning is enhanced by on-line discussion. But the effects of WBD are affected by the character and ability of a student.

• Journal of Information Processing Systems
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• v.8 no.3
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• pp.521-538
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• 2012

As the knowledge society matures, not only distant, but also off-line universities are trying to provide learners with on-line educational contents. Particularly, high effectiveness of mobile devices for e-Learning has been demonstrated by the university sector, which uses distant learning that is based on blended learning. In this paper, we analyzed previous m-Learning scenarios and future technology prospects. Based on the proposed m-Learning scenario, we designed cellular phone-based educational contents and service structure, implemented m-Learning system, and analyzed m-Learning service satisfaction. The design principles of the m-Learning service are 1) to provide learners with m-Learning environment with both cellular phones and desktop computers; 2) to serve announcements, discussion boards, Q&A boards, course materials, and exercises on cellular phones and desktop computers; and 3) to serve learning activities like the reviewing of full lectures, discussions, and writing term papers using desktop computers and cellular phones. The m-Learning service was developed on a cellular phone that supports H.264 codex in 3G communication technology. Some of the functions of the m-Learning design principles are implemented in a 3G cellular phone. The contents of lectures are provided in the forms of video, text, audio, and video with text. One-way educational contents are complemented by exercises (quizzes).