• Educational Technology International
• /
• 제23권1호
• /
• pp.41-66
• /
• 2022

Vocabulary learning plays an important role in language learning. This study explored a new paradigm based on social networking site (SNS) supported collaborative learning for vocabulary learning. SNS supported collaborative learning (SSCL) can effectively promote learners' engagement, interest and motivation by providing a more communicative and interactive environment. However, vocabulary learning studies on SSCL mainly focused on the effectiveness and influencing factors, lacking specific instructional strategies. Therefore, this study aims to develop instructional strategies that guide instructors to create an SSCL environment for facilitating vocabulary learning. The final instructional strategies are composed of three stages according to the course process, consisting of 8 general strategies and 21 specific guidelines. The content validity was ensured by four experts in the field of educational technology. The instructional strategies were then applied in an actual classroom with 16 students. The positive responses from the instructor and learners indicated that SSCL can be reasonably incorporated into the current curriculum to provide effective learning opportunities and to promote learners' vocabulary learning.

• Educational Technology International
• /
• 제14권1호
• /
• pp.1-26
• /
• 2013

This study is to identify whether three types of online instruction (text-based, video-based, and video-based instruction without text) and age category have a different influence on students' comprehension and motivation. Online students were randomly assigned to one of six groups, and they attended two-week online lectures via Course Management System. The comprehension test and the short form of IMMS were implemented when 114 participants accomplished two-week online lectures. The results revealed that using instructional video in online instruction is more effective instructional medium than text only in order to promote learner's motivation. Besides, older adults aged 41-60 are significantly different from younger adults (21-40 years old) in terms of students' comprehension. Furthermore, three types of online instructions are likely to be influenced by age category.

• 한국초등과학교육학회지:초등과학교육
• /
• 제35권1호
• /
• pp.54-64
• /
• 2016

The purpose of this study is to develop instructional strategy which utilizes thinking maps focused on drawing as a measure to enhance science learning motivation, self-directed learning activity and science academic achievement of learners, and to examine the effects of its application. The target unit for this study is 'life cycle of plants' in the fourth grade of elementary school. Two classes of 4th grades of elementary school were selected and divided into two groups. The learners of experimental group have completed thinking map by drawing a picture to express the results to be observed and measured, and used it to arrange the learning contents. The result of this study is as follows. First, it is proven that using thinking maps focused on drawing actually helped improving the motivation of learners to study science. Second, it is proven that this strategy was effective to change their self-directed learning ability in positive ways. Third, it contributed to the improvement of learners' science academic achievement. We found out that the application of this strategy enabled them to enjoy the mapping using drawing, to be immersed in learning, to better recognize the scientific concepts and the structure of learning contents, and to have a positive awareness of the usefulness of thinking maps focused on drawing.

• 대한화학회지
• /
• 제45권2호
• /
• pp.177-182
• /
• 2001

비유 추론의 도식 이론과 요소 과정 이론을 바탕으로 다중 비유를 요소 과정에 따라 사용한 MACP 수업 모형을 고안하였다. 이 모형은 다중 비유물 소개, 비유물의 공통 속성 추출, 목표 상황 제시, 비유물고 목표물의 대응, 목표 개념 도출, 다른 상황에서의 적용 등 6단계로 구성되었다. 이 모형의 교수 효과를 학생들의 개념 이해와 학습 동기의 측면에서 TWA 모형에 의한 수업 및 비유를 사용하지 않는 수업과 비교하였다. 중학교 2학년 3개 반을 선정하여 MACP 집단, TWA 집단, 통제 집단으로 무선 배치한 후, 화학 변화와 화학 반응에 대한 수업을 10차시 동안 실시하였다. 공변량 분석 결과, MACP 집단의 과학 개념 검사 점수가 통제 집단에 비해 유의미하게 높았으나, 학습 동기 검사 점수는 집단간에 유의미한 차이가 나타나지 않았다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제53권4호
• /
• pp.449-462
• /
• 2014

In this study, mathematics teachers' awareness of the need for motivation and its utilization in the actual classes were analyzed through a survey. As a result, the mathematics teachers answered positive on the need for motivation but the attempts for motivation in actual classes were rather low. In addition, they answered that teacher training for motivation were helpful in actual classes. Among Keller's ARCS, the strategies mathematics teachers recognized necessary and those used frequently in actual classes often showed generally consistent, and the need for motivation and the degree of utilization got highest score in motivation sector. On the other hand, mathematics teachers need to acknowledge specific utilization strategies of ARCS but showed incompetent in utilizing them in actual classes. Thus, in order to efficiently utilize the strategies for motivation in mathematics classes, mathematics teachers needed practical teacher training, specific instruction methods, researches on practical instructional methods and in-service, and administrative supports for the activations of teacher's study group and mentor system.

• 컴퓨터교육학회논문지
• /
• 제8권5호
• /
• pp.43-50
• /
• 2005

본 연구에서는 두 가지 수업 방식 (강의 중심 수업과 컴퓨터 시뮬레이션을 활용한 수업)이 학습자의 구조화된 문제 해결력과 비구조화된 문제 해결력 및 동기 수준에 미치는 영향을 탐색하였다. 29명의 공과대 학생이 연구에 참여하였고 반복 측정 설계법이 적용되었다. 연구 결과, 컴퓨터 시뮬레이션을 활용한 수업은 학습자의 비구조화된 문제 해결력에 유의미한 영향을 주는 것으로 나타났다. 그러나 동기 하위 수준중에는 관련성 요인에만 유의미한 영향을 주는 것으로 나타났다.

• 한국과학교육학회지
• /
• 제34권5호
• /
• pp.421-436
• /
• 2014

이 연구의 목적은 과학 학습부진을 해소하기 위해 부진 원인에 따라 맞춤형 지도를 할 수 있는 프로그램을 개발하고, 이를 적용하여 그 효과를 확인하는 것이었다. 이를 위해 과학 학습부진의 특성 및 원인을 분석하여 중학교 1학년 과학학습 부진아 22명을 과학 탐구능력 부족형, 과학 학습동기 부족형, 과학 학습전략 부족형의 세 가지 유형으로 나누고 실험 집단과 비교 집단으로 구분하였다. 두 집단에 적용한 프로그램은 동일 단원과 주제로 구성했으며, 비교집단에는 기본 개념과 활동 중심 프로그램, 실험집단에는 원인 유형별 프로그램을 주 1회, 60분씩 15주 동안 투입하였다. 투입이 끝난 후, 적용한 프로그램에 대한 인식검사, 과학탐구능력 검사, 학습동기 및 학습전략 검사, 학업성취도 평가를 하였으며, 이들 평가 결과와 함께 학생활동지, 연구일지, 수업 전사내용, 학생 면담 등을 통해 프로그램 효과를 분석하였다. 연구 결과, 실험 집단에 투입된 맞춤형 프로그램은 세 가지 부진유형 집단별로 탐구능력, 학습동기, 학습전략이 각각 향상되어 부진원인을 해소하였고, 더불어 학업성취도도 향상되었다. 과학 학습동기 부족형과 과학 학습전략 부족형은 다른 부진 원인도 함께 향상되는 경향을 보였다. 또한 실험집단에서 과학 학습부진 유형별 맞춤형 프로그램에 대해 높은 만족도를 보였다. 이러한 연구 결과로부터 과학 학습부진 원인에 따른 맞춤형 프로그램이 과학학습 부진아들의 부진원인 해소와 학업성취도 향상에 효과적임을 알 수 있었다.

• 정보교육학회논문지
• /
• 제22권2호
• /
• pp.231-238
• /
• 2018

소프트웨어 교육이 교육 현장에서 다루어지기 시작했지만 현장 교사가 활용할 수 있는 피지컬 컴퓨팅 교구 및 수업 가이드라인이 부족한 실정이다. 따라서 본 연구에서는 마이크로비트라는 피지컬 컴퓨팅 교구를 활용한 창의 컴퓨팅 교육 프로그램을 제시하였다. 교육 프로그램에 적용된 동시따응발(MDIAP) 교수학습모형은 동기 유발, 시연하기, 따라하기, 응용하기, 발표하기의 5단계로 구성되었다. 교수-학습 과정은 마이크로비트의 기본 센서와 추가적인 센서, 구동장치를 활용한 메이커 학습으로 구성하여 나선형으로 제시하였다. 이러한 일련의 교수 학습 활동을 통하여 학생들의 창의 컴퓨팅 사고력을 키울 수 있을 것으로 기대한다.

• International Journal of Contents
• /
• 제12권2호
• /
• pp.49-57
• /
• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.

• 한국초등과학교육학회지:초등과학교육
• /
• 제29권1호
• /
• pp.102-111
• /
• 2010

This study examined the instructional influences of MBL programs on elementary school students' science achievement, scientific inquiry skills, and science learning motivation. The perceptions of students and their teacher toward science classes using MBL programs were also examined. The subject of this study was sixty four 4th grade students from two classes. The experimental group engaged in science classes that applied MBL and the control group engaged in traditional science classes based on the textbook and experiment workbook. As results, there was no significant difference in academic achievement, scientific inquiry skills, however, were significantly higher for the experiment group compared to the control group. There was also significant difference in the relevance and confidence, the sub-categories of science learning motivation. In the analyses of students' perceptions toward science classes using MBL, students showed positive perceptions in aspects of interests of science classes, content comprehension, and convenience of experiments. The teacher also showed positive perceptions using MBL in elementary science classes. Educational implications of appling MBL in elementary science classes were discussed.