• 영어어문교육
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• 제5호
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• pp.103-122
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• 1999

In this paper, I will argue that in teaching L2, it is important to take a holistic teaching method considering various learning styles of the learners and the nature of L2 learning. Under the situation that most of the school education is centered on the left brain activity, learners with the right brain preference tend to get only to the lower proficiency than they really can. To prove this, I conducted a experiment on two classes of high school students. I decided the hemispheric preference of each students using HMI (hemispheric mode indicator) Then I compared the hemispheric preferences of students with their scores in English tests. The students with right hemispheric preference show significantly lower scores than the ones with left preference. It is implied that the current English education should adapted to address various learning and cognitive styles and whole-brain L2 teaching method should replace the left-centered instruction in the learning environment.

• 컴퓨터교육학회논문지
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• 제20권1호
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• pp.39-47
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• 2017

본 연구의 목적은 효과적인 SW 교육을 위한 SW 교육 콘텐츠의 주제 영역에 따른 연구 동향과 학습자의 선호를 분석하는 것이다. 이를 위해 먼저 최근 연구된 연구 문헌들과 교과서 및 교재들에 나타난 다양한 SW 교육 콘텐츠의 주제 영역을 분석하여 최근 동향을 파악하였다. 이를 바탕으로 본 연구에서는 스토리텔링, 게임, 미디어 아트, 교육학습 콘텐츠, 시뮬레이션, 실생활 중심 콘텐츠의 6가지 주제 영역으로 분류하여 정의하였으며, 대학생들을 대상으로 SW 구현 주제 선정 이유, 선정 방법, 선호 주제를 기준으로 하여 사례를 분석하였다. 사례 분석 결과, 학생들은 주제 선정 이유에 있어서는 주로 자신의 흥미와 교수자의 영향을 받으며 게임과 스토리텔링 주제 영역에 선호가 높게 나타났다. 이러한 연구는 앞으로 학습자 수준에 따라 균형 있는 SW 교육 콘텐츠 설계에 반영될 것을 기대한다.

• 영어어문교육
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• 제15권4호
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• pp.237-264
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• 2009

The present study explores patterns of teachers' corrective feedback and learners' uptake in Korean EFL undergraduate classroom setting. It also examines consistencies and discrepancies in the perception of corrective feedback by teachers and learners. Teachers' and learners' preferences and perception of corrective feedback are further analyzed to determine whether or not those differ from actual practices in English language learning classrooms. The results of the study are as follows. First of all, teachers' corrective feedback type varied according to the learners' error type and English proficiency level. There was a lack of consistency between the teachers' feedback practices and the learners' error types. Second, for the phonological errors, learners' data witnessed the most frequent uptake on recast. For the other error types, however, the learners' uptake rates were high for the explicit corrective feedback. Third, the teachers' explicit knowledge of corrective feedback was rather low and the preferences differed from teacher to teacher. The teachers' feedback perception and preferences did not consistently reflect their actual practices. Finally, patterns of the learners' expectations of corrective feedback varied according to learners' proficiency level. Teachers' and learners' expectations of corrective feedback were also compared and some mismatches were detected.

• 한국의상디자인학회지
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• 제17권1호
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• pp.13-24
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• 2015

The purpose of this study is to examine the influences of learners' self-efficacy on class satisfaction in learning practical basic sewing. Questionnaires were distributed to 181 college women students living in the areas of Deagu Metropolitan City and Gyeongbuk Province. The data obtained were analyzed by using various statistical tools: frequency, factor analysis, reliability analysis, correlation analysis, and multiple regression. The self efficacy of learners of practical basic sewing were made up of five factors: ability to manage interpersonal relationships, ability to deal with assigned tasks, anxiety, challenging spirit, and fear. Class satisfaction was composed of the following factors such as interest in class, professors' ability, achievement of class objectives, connectivity, preparation for class, preference for practices, and perfectibility. This study indicated the correlations between sub-variables of learners' self efficacy and class satisfaction. In other words, the higher were the levels of ability to manage interpersonal relationships, and ability to deal with assigned tasks in self efficacy, the higher were the levels of interest in class, professors' ability, achievement of class objectives, preference for practices, and perfectibility in class satisfaction. The factors of ability to deal with assigned tasks, anxiety, and challenging spirit, in learners' self efficacy were found to have statistically significant effects on the achievement of class objectives. The factor of ability to deal with assigned tasks in self efficacy had a statistically significant influence on professors' ability. The factors of ability to deal with assigned tasks, anxiety, challenging spirit and fear were found to have statistically significant effects on all the factors of class satisfaction.

• 교육시설 논문지
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• 제20권4호
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• pp.3-10
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• 2013

Basic precondition for effective curriculum on learning activities to take place, the internal and external environment of the school facilities, improve the environment of the classroom space and etc. Specifically, the use of classroom space, hardly learners improve their academic motivation to achievement tend to concentrate within the party regularly scheduled class hours. Physical environment surrounding them is giving considerable impact for behavioral psychological and bodily change of the learners. In this study, we are focused on the form of the learner in the general classroom space and classroom environment that can increase the learning effect will be examined. Consequently, What is appropriate classroom environment for learning increase the concentration of elements are presented.

• 컴퓨터교육학회논문지
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• 제22권1호
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• pp.31-46
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• 2019

본 연구에서는 소프트웨어 교육의 효과성을 증진하기 위하여 소프트웨어 교육 학습자들의 자기주도학습 유형을 분석하고 각 유형에 따른 특징을 살펴봄으로써 보다 전략적인 소프트웨어 교육을 위한 교육적 시사점을 제공하고자 하였다. 이를 위해 K대학교에서 온라인 소프트웨어 교육과정에 참여하고 있는 중학생 429명을 대상으로 설문을 실시하고, 자기주도학습 유형을 분석하기 위해 잠재계층 분석을 실시하였다. 그 결과, 소프트웨어 교육 학습자들의 자기주도학습 유형은 '최고수준 자기주도학습형(계층 1)', '자기 학습스타일 인식형(계층 2)', '자기 학습스타일 선호형(계층 3)', 그리고 '자기주도학습 부재형(계층 4)'으로 나타났다. 또한 소프트웨어 교육 학습자들의 자기주도학습 유형에 따른 소프트웨어 학업성취도 수준은 '최고수준 자기주도학습형(계층 1)'이 가장 높고, '자기 학습스타일 선호형(계층 3)' 가장 낮은 것으로 확인되었다. 이러한 결과를 바탕으로 소프트웨어 교육을 위한 시사점을 제시하였다.

• 영어어문교육
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• 제12권4호
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• pp.185-210
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• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.

• 한국멀티미디어학회논문지
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• 제19권2호
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• pp.325-333
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• 2016

The development of smart technology has brought the conversion of closed traditional e-learning contents into open flexible smart learning contents consisting of learner-centered modules, without the constraints of time and space by use of smart devices from the uniformed and passive classroom between teachers and learners. It has been demanded an open, personalized and customized teaching and learning contents of smart education and training systems according to wide supply of various smart devices. In this paper, we discuss about the status of the smart teaching and learning systems and analyze the characteristics and structure of the web contents for smart education and training systems by use of smart devices. And we propose a method how to block web contents, to extract them, and adapt personalized segments of web contents by adaptive algorithm into smart learning devices. We extract blocks from the web contents based on the smart device information and the preference information of the learners from existing web contents without the hassle of learners environment. After specifying a block priority from the extracted web contents by the adaptive segment algorithm, it can be displayed directly to the screen to fit the individual learning progress of the learners.

• 컴퓨터교육학회논문지
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• 제9권3호
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• pp.67-74
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• 2006

본 연구에서는 학습자가 특정 e-러닝 프로그램을 선호하는데 영향을 미치는 다양한 요인들을 탐색해 보았다. 선호도에 영향을 미치는 다양한 변인들을 열거하고 그러한 변인들을 상관 정도에 따라 공통요인을 추출하는 탐색적 요인분석(exploratory factor analysis)를 실시하였다. 분석 결과, 학습자들이 특정한 형태의 e-러닝 프로그램을 선호하게 되는 주된 요인들은 e-러닝 프로그램의 설계방식(1 요인), e-러닝 프로그램 활용목적(2 요인), 사회문화적 쟁점(3요인), 인구학적 요소(4 요인), 조직의 요구(5요인), e-러닝 프로그램 활용결과(6요인), e-러닝 프로그램 운영관리(7 요인), e-러닝 프로그램의 기술적 환경(8 요인)으로 나타났다.

• 한국건축시공학회지
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• 제21권1호
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• pp.71-78
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• 2021

코로나 팬데믹과 4차산업혁명의 도래는 대학교육에도 영향을 미쳐, 많은 변화가 유발되고 있다. 이러한 변화의 하나로 온라인 교육의 확대가 있다. 본 연구는 국내대학에서 급격하게 확대된 온라인교육으로 인한 학습자들의 어려움을 분석하고, 학습 지원방안을 모색하는 것을 목적으로 하였다. 이를 위해 국내 대학의 건축공학전공 학생들을 대상으로 설문을 하였다. 그 결과 준비가 부족한 상황에서 급격히 확대된 온라인교육으로 인해, 교수와 학생의 상호작용에서 어려움이 있었던 것으로 나타났다. 비대면 온라인교육으로 인한 의사소통의 기회가 충분하지 못했고, 질의응답이나 피드백을 신속하게 받지 못한 것으로 분석되었다. 또한 본 연구는 온라인교육 학습의 어려움을 지원하기 위한 방법을 조사하였다. 학생들은 '강의일정과 같은 공지사항의 적절한 안내', '교수자의 강의노트를 학습자료로 제공' 등의 항목에서 높은 선호도를 보였다.