• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.27-36
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• 2006

This study intends to present essential models for collaborative learning in e-learning environment as well as to analyze learning behavior elements appearing in collaborative learning activities. In order to achieve goal of the study, the researchers analyzed existing cooperative learning models for face-to-face classroom, collaborative activity models based on instructional theory, and the structures and activities elements of learning community and collaborative activity models focusing on e-learning environment. As a result of the study, the researchers produced a generalizable collaborative learning model for e-learning which include general collaborative learning model, and further analyzed specific learning behaviors performed by learners while they proceed in this model based learning processes. The adequacy of this model and reliability of learning behavior elements were tested through experts' review meetings. The research result, suggesting generalizable collaborative learning model as well as learning behaviors elements which might occur within e-learning based collaborative learning, might work as a foundational model for software infrastructure and e-learning solution business. Moreover, its value might be maximized if its being used for enhancing learning content interoperability and reuse as well as for establishing international standardization for collaborative technology.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.15-31
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• 2010

This research aimed for revealing social interaction-based environmental learning elements at the natural history museum. First, we carried out a survey of the perceptual change about 'the environment' concept. It was for confirming whether environmental learning occurred in visiting. Second, we found environmental learning elements through analyzing dialogues among small group members during looking around the museum. Social interaction-based environmental learning elements were classified into five; knowledge, affection, value, skill, behaviour. Each environmental learning element included several sub-elements, so we revealed totally 9 environmental learning sub-elements. By results, we said characteristics and possibility of the natural history museum as an informal environmental educational institution. It is meaningful for extending areas of environmental education.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.76-82
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• 2016

The purpose of this study is to identify core elements required of instruction consulting and to develop a systematic consulting procedure for successful Flipped Learning. The main contents of this study to achieve its purpose are as follows. First, core elements required of consulting are deduced by analyzing cases of instruction implemented with Flipped Learning. Second, consulting procedure is constructed based on core consulting elements of Flipped Learning. Based on the study results, the 3P process is suggested as the elements and procedure of instruction consulting for Flipped Learning. The 3P process has the following characteristics. The first stage Preparation involves guiding students to have an objective viewpoint about the lesson beginning with building a relationship with the instructor. Also, a lesson plan and source materials for lesson are selected and developed. The second stage Performance involves implementing lesson coaching oriented towards cooperative problem-solving to find better direction. The last stage Post-review involves introspection necessary for continuous quality improvement of lessons. The validity of the instruction consulting elements for Flipped Learning applied to deduce the aforementioned results has been verified after specialist review and field application.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.29 no.4
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• pp.21-27
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• 2021

The paper, in an online learning environment which becomes prolonged for reason of COVID-19, on 80 students belonging to the aviation and aeronautics, proposed more concrete direction for raising effectiveness of online class by analyses of various standpoints regarding the relation between 8 detailed elements of self-initiated learning ability and learning satisfaction. As a result of analyses, first, it turned out that, among detailed elements of self -initiated learning ability, relatively high scores were showed in basic self management ability, grasp of resources for learning, attribution of efforts to results, and selection of learning strategies. Second, in correlation between self-initiated learning ability detailed elements and learning satisfaction and technical statistical analyses, the score of the two elements: learning goal setting and continuance of learning execution is low, so that it is necessary to note the two elements. Third, as to self-initiated learning ability, the average of female students is high and in learning satisfaction, the average of male students was high. Fourth, it was found that the first-class students showed significantly high learning satisfaction compared with the second-class students. Fourth it turned out that, regarding a difference, both of self-initiated learning ability and learning satisfaction were dismissed and thus there is no difference. Fifth, as to the effects of self-initiated learning ability on learning satisfaction, both of a corelation analysis and a regression analysis showed significant results. Accordingly, self-initiated learning ability in online class has a very significant effect on learning satisfaction.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.131-148
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• 2000

Above all, the ability to solve problems must be emphasized as a basic skill of mathematics, but it is neglected when we teach. In this study, learning task means ［same meaning］ ［same form］ ［same technique］, so I tried to extend mathematical scholastic ability of the students as an extensional problem solving that is a basic element of mathematics. The purpose of this study is the investigation of level type learning, using the basic learning elements to extend thinking ability. From the constructed hypothesis as follows and then implement it. I selected basic learning elements from an analyzed textbook and then task learning material was created for each level type learning. The problem solving ability will be extended through the level type learning of the small group, using the level type learning task material. The conclusions this study are as follows. The level type learning in small group learning, using and making level type learning material, having basic learning elements in analysed text are. Basic learning content is understood clearly and deeply, so, fundamentally, it is effective in achieving the problem solving in mathematics. It is an effective method to achieve the meta-cognitive faculty because achieved the expected method of solving problems and resulted in the true learning of content.

• International Journal of Internet, Broadcasting and Communication
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• v.16 no.3
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• pp.98-112
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• 2024

As digital education progresses, MOOC (Massive Open Online Courses) are increasingly utilized by learners, making research on MOOC learning outcomes a necessary endeavor. In this study, we systematically investigated the impact of audiovisual elements on learning outcomes in MOOC, highlighting the nuanced role these components play in enhancing educational effectiveness. Through a comprehensive survey and rigorous analysis involving descriptive statistics, reliability metrics, and regression techniques, we quantified the influence of text, graphics, color, teacher images, sound effects, background music, and teacher's voice on learner attention, cognitive load, and satisfaction. We discovered that background music and text layout significantly improve engagement and reduce cognitive burden, underscoring their pivotal role in the instructional design of MOOC. We findings contribute new insights to the field of digital education, emphasizing the critical importance of integrating audiovisual elements thoughtfully to foster better learning environments and outcomes. Not only advances academic understanding of multimedia learning impacts but also offers practical guidance for educators and course designers seeking to enhance the efficacy of MOOC.

• Educational Technology International
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• v.11 no.2
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• pp.25-41
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• 2010

Challenges brought by applications of advanced technologies in education call for new approaches that can best ensure the provision of quality e-learning experiences. This paper presents an ecological approach as one of such approaches to quality assurance in e-learning that can monitor, assess and improve the effectiveness and the links between the various elements of e-learning. The ecological model for QA in e-learning emphasizes interrelation transactions between elements (e.g. providers, learners, cultures and policies) and systemic integration of those elements, and stresses that all these elements within a QA system play an equal role in maintaining balance of the whole. The model focuses attention both on individual and societal/cultural environmental factors as cornerstones for QA efforts in e-learning. It addresses the importance of QA efforts directed at changing QA transactions from provider-centered to 'all stakeholder-oriented', from one-size-fits-all model to 'globally oriented, locally adaptive model' and from control framework to 'culture creation framework'.

• Journal of the Korea Society of Computer and Information
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• v.17 no.12
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• pp.259-267
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• 2012

The objectives of this study are to study and propose the learning elements and it's teaching methods for Information Ethics by expert survey. In recent days, Internet is the new field of our living, but teaching the students in elementary and secondary schools the subject of Information Ethics which purpose is to have positive attitude of utilizing Internet is not properly executed. The first step to teach Information Ethics in schools is to choose the learning elements in Information Ethics. Therefore, this paper is to choose the learning elements and re-arrange them with point of view to elementary and secondary schools. And more, in order to teach the students the learning elements of Information Ethics effectively, we propose the proper teaching methods to the learning elements by teacher's survey. The learning elements and teaching methods in Information Ethics is not the perfect guide to teach students in school, but the output of this study will be the good guide to revise the Information Ethics-related curriculums and product the textbooks about Information Ethics.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.445-473
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• 2021

The purpose of this study is to derive implications for the design of the next curriculum by analyzing the textbooks designed as a new subject in the 2015 revised curriculum. In the mathematics curriculum documents of , 'related learning elements' are presented instead of 'learning elements'. 'Related learning elements' are defined as mathematical concepts or principles that can be used in the context of artificial intelligence, but there are no specific restrictions on the amount and scope of dealing with 'related learning elements'. Accordingly, the aspects of 'related learning elements' reflected in the textbooks were analyzed focusing on the textbook format, the amount and scope of contents, and the ways of using technological tools. There were differences in the format of describing 'related learning elements' in the textbook by textbook and the amount and scope of handling mathematics concepts. Although similar technological tools were dealt with in each textbook so that 'related learning elements' could be used in the context of artificial intelligence, the focus was on computations and interpretation of results. In order to fully reflect the intention of the curriculum in textbooks, a systematic discussion on 'related learning elements' will be necessary. Additionally, in order for students to experience the use of mathematics in artificial intelligence, substantialized activities that can set and solve problems using technological tools should be included in textbooks.

• Journal of Information Processing Systems
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• v.10 no.2
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• pp.271-282
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• 2014

The advancement of knowledge society has enabled the social network community (SNC) to be perceived as another space for learning where individuals produce, share, and apply content in self-directed ways. The content generated within social networks provides information of value for the participants in real time. Thus, this study proposes the social network community activity-based content model (SoACo Model), which takes SNC-based activities and embodies them within learning objects. The SoACo Model consists of content objects, aggregation levels, and information models. Content objects are composed of relationship-building elements, including real-time, changeable activities such as making friends, and participation-activity elements such as "Liking" specific content. Aggregation levels apply one of three granularity levels considering the reusability of elements: activity assets, real-time, changeable learning objects, and content. The SoACo Model is meaningful because it transforms SNC-based activities into learning objects for learning and teaching activities and applies to learning management systems since they organize activities -- such as tweets from Twitter -- depending on the teacher's intention.