• 의학교육논단
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• 제23권3호
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• pp.168-175
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• 2021

To analyze medical professors' evaluation of their online education experiences in an attempt to support faculty members and indicate the future direction of medical education. Faculty members who taught online in the first semester of 2020 at Yonsei University College of Medicine in South Korea were surveyed. The results of the survey were analyzed in June 2020. There were 88 respondents (35.1% of 251): 59 professors (67.0%), 16 associate professors (18.2%), and 13 assistant professors (14.8%). Their specialties lay in basic medicine (25.0%), clinical medicine (65.9%), and research and special purposes (9.1%). Sixteen participants (18.2%) had previous experience in online lectures; 23 (26.1%) reported that preparation time for online lectures was the same as before; 65 (73.9%) reported that the preparation time had increased; 38 (43.2%) faced difficulties in preparation and lecturing online, and among them 16 (42.1%) indicated inadequate interaction with students; 11 (28.9%) needed extra preparation time; and 11 (28.9%) attributed their difficulties to technical issues with the online platform. Participants' satisfaction with online lectures was low (p<0.001). In the free response question on overall experience with online education, 38.3% mentioned the need for an instructional design that allows students to actively participate and interact with professors, 29.5% mentioned the need for the establishment of an information & communications technology system, and 17.0% mentioned the necessity of faculty development. To prepare for the current pandemic and more in the long term, an appropriate educational support system must be constructed, and a learner-centered instructional design that enables wider interactions and active learning is needed.

• 한국과학교육학회지
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• 제34권5호
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• pp.421-436
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• 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.

• 공학교육연구
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• 제18권2호
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• pp.77-88
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• 2015

Recently, there has been an increasing interest in 'Flipped Learning,' an IT-based learner-centered teaching-learning method corresponding to meet the paradigm of the future education. For smooth Flipped Learning, there are three steps in total: a pre-class should precede; then, in the structure of classes in the classroom, in-class learning among peer learners should be done; and lastly, the operation of a post-class should be done. For successful Flipped Learning, class elements in each step should be designed with a time difference, interconnected so as to achieve a single educational objective. However, it was found that there was a limitation in that the teaching-learning model of the preceding Flipped Learning consisted of the order of analysis, design, development, implementation and evaluation as general procedures, so it would not sufficiently consider the situations of Flipped Learning only. On this background, this thesis proposes a differentiated Flipped Learning model for mastery learning in a subject of an institute of technology as a model of systematic instructional design and presents a case of a class applied to an actual subject of computer engineering.

• 대한수학교육학회지:학교수학
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• 제17권4호
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• pp.571-591
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• 2015

분수는 초등학교 수학의 수영역에서 중요한 개념 중 하나임에도 불구하고 자연수와 다른 양적 개념과 표기법, 다양한 분수 개념으로 인하여 교수 학습이 어렵다. 따라서 분수의 교수학적 변환은 중요하며, 이를 연구하기 위해 한국 교과서에서 사용하고 있는 분수의 교수학적 개념이 어떠한지 살펴볼 필요가 있다. 본 연구는 한국, 대만과 중국의 초등학교 수학 교과서를 비교하여 각 나라의 교과서에 나타난 분수 개념이 교수학적 개념에 따라 지도 시기와 순서가 어떻게 달라지는지, 양적 개념에 따른 지도 방법의 차이는 어떠한지 알아보았다.

• 한국환경교육학회지:환경교육
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• 제17권1호
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• pp.101-111
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• 2004

The selection rates of Environmental subject have been increasing since the environmental subject was made. Although the quantitative growth, environmental subject is not acknowledged yet in many schools in Korea. Most of environmental teachers teach two subjects; main subject on their own major and environmental subject. In this respect, this qualitative case study aims to show the influence of teachers' charge on environmental class or environmental subject. In the case study, Teacher 'A' takes charge one subject; Environmet, and teacher 'B' takes charge two subjects; Social Study and Environment. Teacher 'A' took some current issues such as SARS(Severe Acute Respiratory Syndrome) and Saemangum project, and uses various instructional methods and instruments. On the other hand, teacher 'B' might not choose the current issues, or usually gives up various instructional methods and instruments because of lack of time. Although they have those differences on the instruction, the teachers 'A' and 'B' both agreed to the importance of Environmental Education as well as they did their best to prepare for class on environmental subject. As a result, all these outcomes show teachers need to be responsible for single subject on environment as teachers' interests seriously affect to environmental subject and class.

• 영어어문교육
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• 제13권2호
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• pp.25-45
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• 2007

In this article, I discuss an International Collaborative Writing Course on the Internet (ICWCI) that focused on the learning effectiveness Korean EFL students (KEFLSs) perceived to be necessary to exchange with international EFL students (IEFLSs). The course development was based on an internet-based instructional module, applying widely accepted EFL theories for modern foreign language instruction: collaborative learning, process writing, project-based learning, and integrated approaches. Data from online discussion forum, mid-of-semester and end-of-semester surveys, and final oral interviews are conducted and discussed. KEFLSs and IEFLSs were questioned about (a) changes in attitude towards computers assisted language learning (CALL); (b) effect of computer background on motivation; (c) perception of their acquired writing skills; and (d) attitude towards collaborative learning. The result of this study demonstrated that the majority of ICWCI participants said they enjoyed the course, gained fruitful confidence in English communication and computer skills, and felt that they made significant progress in writing skills. In spite of positive benefits created by the ICWCI, it was found that there were some issues that are crucial to run appropriate networked collaborative courses. This study demonstrates that participants' computer skills, basic language proficiency, and local time differences are important factors to be considered when incorporating the ICWCI as these may affect the quality of online instructional courses and students' motivation toward network based collaboration interaction.

• 정보교육학회논문지
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• 제16권3호
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• pp.363-371
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• 2012

본 연구는 프로그래밍 교육에 구성주의 교수-학습을 적용하여 프로그래밍 습득 및 전이에 미치는 영향을 분석해 보는데 목적이 있다. 이에 따라 프로그래밍 학습을 위한 구성주의 기반 교수 환경을 설계하고 이러한 환경에서 실제로 수업을 실시하였다. 본 연구의 목적 및 선행 연구에 기초하여 고안된 연구 도구를 사용하여 프로그래밍 학습 및 태도에 미치는 효과 및 관련 변인들을 측정 분석하였다. 분석 결과 구성주의 기반 프로그래밍 교수-학습 과정에서 연구 대상의 학년 및 교수 환경에 따라 유의미한 효과가 있었으며 긍정적인 영향을 미치는 것으로 나타났다. 본 연구의 결과에 대한 시사점 및 후속 연구에 대한 제언을 제시하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.301-321
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• 2012

Since research has barely been done on the minority with low-achievement & low-SES in probability, this research attempted to search the change of their thinking level in the classes of probability and motivate them on the mathematical learning to feel confident in mathematics. We can say that the problems of the educational discriminations are due to the overlook on the individual conditions, situations, and environments. Therefore, in order to resolve some discrimination, 4 students who belonged to the minority group, engaged in the research, based on 10 units of the instructional materials designed for the research. As a result, for the student's thinking level, it was observed that they were improved from the 1st to the 3rd level in probability. Also, the researcher found that the adequate use of the encouragement, the praise, the direct explanation, and the scaffolding enabled them to prompt their learning motives and the increased responsibility on the learning. As time passed, the participants could share their mathematical knowledge and its concept with others, in the increased confidence.

• Educational Technology International
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• 제21권2호
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• pp.193-216
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• 2020

This study investigated university students' perspectives on good class and instructional practices through social network analysis. The subjects were 321 students in the third and fourth academic years in a Korean university. The subjects completed four open-ended questions, asking about experience of good class, good instructors' teaching practice, and their feelings and attitudes when participating in good class. As social network analysis, KrKwic (Korea Key Words in Context) was used to compute word frequencies and analyze semantic network structures and Ucinet Netdraw to assess centrality in the social network, consisting of degree centrality, closeness centrality, and between centrality. The results are as follows. First, students showed 5 keywords to depict what good class is, including 'understanding', 'example', 'video', 'interest', and 'communication'. Second, the characteristics of teaching methods by professors who practice good class indicate 'assignments', 'questions', 'understanding', 'example', and 'feedback'. Third, the top 5 keywords of students' attitudes as participating in good class are 'active', 'participation', 'focus', 'listening', and 'asking'. Last, keywords depicting desirable class that students most wanted to take next time are 'assignments', 'rewards', 'understanding', 'difficulty', and 'interest'. The findings from this study include the meanings of the semantic network structures of words in the text making up messages. Also this study can provide empirical evidence for educators and educational practitioners in higher education to create effective learning environments.

• 한국과학교육학회지
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• 제27권2호
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• pp.105-119
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• 2007

Several studies have attempted to test students' misconceptions of physics and to provide teaching strategies in order to repair them. The results from these studies have revealed that the diagnosis of students' misconception is crucial, although they often failed to grasp the practice of its implementation. In terms of being a type of methodology for science education, the Internet allows large-scale surveys and investigations to be carried out in a relatively short period of time. This paper reports the results of the development, implementation, and evaluation of a WEb-based SYStem for TEsting students' Misconceptions in physics (WEBSYSTEM) aimed at three groups (science educational researchers who study students' physics conceptions using the system as a detector, school science teachers who practice it as an instructional material, and students who benefit from it for their self-directed learning). The web-based testing system is based on a review of the instructional development strategies of ADDIE (Gustafson, Branch, 2002; Rha, Chung, 2001). Results showed that WEBSYSTEM could work effectively as a multi-purposed tool for the three target groups with a further partial revision, providing educational researchers with resourceful data to study students' misconceptions in physics. Issues of administrative strategies, reexamination of questionnaires, and international collaboration via WEBSYSTEM are discussed.