• 제목/요약/키워드: Learning Types

검색결과 2,239건 처리시간 0.024초

The Effects of Learning Styles, and Types of Task on Satisfaction and Achievement in Chinese learning on Facebook

  • YING, ZHOU;Park, Innwoo
    • Educational Technology International
    • /
    • 제14권2호
    • /
    • pp.189-213
    • /
    • 2013
  • The study was conducted to find out the interaction between learning styles, and types of task on satisfaction and achievement in Chinese learning on Facebook. 44 students from D University in Seoul, Korea finished the questionnaires. To measure the participants' learning styles and satisfaction, the learning style instrument and satisfaction instrument were used. The data received were analyzed to find out the interaction between learning styles, and types of task on satisfaction and achievement. Through the analysis, the study suggests that, in the SNS environment for learning, instructors should focus on more on types of tasks than learning styles. Learning styles are important, however, for new pedagogy for one new learning environment, types of task are definitely more important than learning styles. Depending on the study results, the instructors should pay more attention to types of task, and they should also use different strategies to facilitate the contents of tasks to improve achievement and satisfaction in an SNS environment.

중년기 기혼 여성의 학업동기 유형과 심리적 복지 - 방송대 재학생을 중심으로 (The Learning Motivation Types and Psychological Well-being of Middle-aged Married Women - Focused on the Students in Korea National Open University)

  • 박지선;성미애
    • 가정과삶의질연구
    • /
    • 제26권3호
    • /
    • pp.53-64
    • /
    • 2008
  • This study was to investigate the learning motive types and degree of psychological well-being of middle-aged married women attending the Korea National Open University and to examine the difference in their psychological well-being according to the types of learning motives. For these purposes, a survey was conducted to 263 middle-aged married women from 36 to 60 at the Korea National Open University. The findings were as follows: First, learning motive types of middle-aged women could be classified into 3 types; a non-oriented type, an activity and goal-oriented type and a multi-oriented type. A multi-oriented types were the most popular among those. Second, the overall level of self-respect was above the median, but the life satisfaction level was below the median. Third, there was difference in their self-respect level according to the learning motive types. That is, students who had a multi-oriented learning motive were higher self-respect level than those who had an activity and goal-oriented learning motive. Therefore, lifelong education is very significance in these days when average life span is prolonged.

수학교육방법 개선을 위한 협동학습 유형 연구 (A Study of Cooperative Learning Style to Improve Mathematics Teaching Methods)

  • 이중권
    • 한국수학교육학회지시리즈A:수학교육
    • /
    • 제45권4호
    • /
    • pp.493-505
    • /
    • 2006
  • This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

  • PDF

A Comprehensive Review on r-Learning: Authentic r-Learning Beyond the Fad of New Educational Technology

  • Jung, Sung Eun;Han, Jeonghye
    • International journal of advanced smart convergence
    • /
    • 제9권2호
    • /
    • pp.28-37
    • /
    • 2020
  • We conducted a comprehensive review on the previous research on r-Learning. By reviewing 843 previous studies about r-Learning published from 2004 to 2015, this study investigated 1) the trend of research on r-Learning over time, 2) the characteristics of targeted students in r-Learning, 3) the educational activities implemented for r-Learning, and 4) the types of educational robots used for r-Learning. The study found that the research on r-Learning has rapidly and steadily increased and the types of educational activities and educational robots has been diversified. Relying on the findings of this review, this study suggests 1) ensuring growth in both the quality and the quantity of research on r-Learning, 2) broadening the target student population of r-Learning beyond the age-limited boundaries, 3) enhancing educational activities of r-Learning, and 4) recognizing the necessity for systematic and clear concepts of types of educational robots.

The Effect of the Types of Learning Material and Epistemological Beliefs in an Ill-structured Problem Solving

  • OH, Suna;KIM, Yeonsoon;KANG, Sungkwan
    • Educational Technology International
    • /
    • 제16권2호
    • /
    • pp.183-200
    • /
    • 2015
  • This study investigated the effect of learning achievements and cognitive load according to different types of presenting learning materials and epistemological beliefs (EB). Learning achievements in this study were composed by retention and transfer of ill-structured problem. A total of 80 college students participated in the study. Prior to the learning, students were guided to fill out a questionnaire regarding epistemological beliefs and a prior knowledge test. The students of each group studied with a different type of reading material: full text (FT), full text including key questions (KeyFT) and full text including a concept map (CmFT). After a session of study was finished, they were asked to complete the posttest: retention and transfer. The results showed that there was a significant difference in transfer achievements. CmFT outperformed higher scores than the other types. There was no significant difference in retention among the groups. It is strongly believed that the types of presenting learning materials may have affected the understanding of ill-structured problem solving skills. Students with sophisticated EB showed higher achievements on retention and transfer than naive-EB and mixed-EB. Even though the data showed decrease of the cognitive load on the type of materials and EB, there were no significant differences on the cognitive load. We should consider a positive effect of types of presenting learning materials and EB enhancing capabilities of solving ill-structured problems in real life.

How to Build a Learning Capability for Innovation? A Framework of Market-Based Learning Process

  • Lee, Hyun Jung;Park, Jeong Eun;Pae, Jae Hyun
    • Asia Marketing Journal
    • /
    • 제17권1호
    • /
    • pp.27-53
    • /
    • 2015
  • Learning organization has been an important issue in both management and marketing areas. Also learning capability is a key construct of innovation process in a firm. Especially, in marketing context, several researchers have studied market-based learning and its relation with performance. Previous studies have shown that market-based learning has a positive impact on overall firm performance. However, there has been inconsistency in the concept of market-based learning itself and its relationships with antecedents and consequences. Given this conflicting and inconsistent results of previous research, this study has two main objectives. First, this paper proposed a conceptual framework that marketbased learning has two types of processes and each types of market-based learning will generate different types of performance. Second, the mediating role of marketing capability in learning-performance link is proposed. The proposed conceptual framework shows that organizations which have marketbased learning for innovation management can enjoy ambidextrous firm performance on both side of effectiveness and efficiency via marketing capability. Moreover our research model proposes key drivers of market based organizational learning.

미래 교수-학습 및 공간의 유형에 관한 연구 (A Study on the Types of Future Teaching-Learning and Space)

  • 조진일;최형주;홍선주;안태연
    • 교육녹색환경연구
    • /
    • 제19권1호
    • /
    • pp.13-24
    • /
    • 2020
  • 본 연구는 미래 교수-학습방법 유형과 학습 공간 유형을 분석하여 교수-학습방법 유형에 적합한 공간 유형을 연결(matching)해보고, 공간 유형별 교수-학습방법과 학습양식의 활용정도를 학교급별로 제안하고자 하였다. 그 결과, 플립 러닝, 디퍼 러닝, 협력 학습, 몰입형 가상현실 학습, 놀이 학습, OER활용 학습 등 6가지의 교수-학습방법 유형과 놀이 및 탐구 공간, 제작 및 거치 공간, 발표 및 전시 공간, 독립된 학습 공간, 학습의 장으로서의 교실, 학습의 내용으로서의 교실 등 6가지의 학습 공간 유형을 도출하였다. 아울러 Table 12와 13과 같이 미래 교수-학습방법 유형에 적합한 공간 유형을 연결해보고, 공간 유형별 교수-학습방법뿐만 아니라 22가지 학습양식의 활용정도를 학교급 또는 학년군별로 제시하였다.

수학 학습용 애플리케이션 유형 및 내용 분석 (An Analysis of Types and Contents on Mathmatics Learning Application)

  • 허난
    • East Asian mathematical journal
    • /
    • 제33권4호
    • /
    • pp.413-429
    • /
    • 2017
  • This study is a basic study for developing a mathematical learning application program that can be used in smart devices for adaptive learning. We selected 20 mathematical learning applications including middle school contents and analyzed learning types. And we analyzed the contents and the learning process. As a result, most learning types of mathematics learning applications were problem-centered. Contents analysis results showed that the most applications have achievement goals. The factors that induce interest in learning were lacking and feedback was not provided sufficiently. Analysis of the learning process showed that most of the math learning applications were classified according to their purpose and characteristics.

e-Learning 콘텐츠 제시 유형이 학습결과에 미치는 영향 (Influence of e-Learning contents type on learning outcome)

  • 이혜정;김태현
    • 한국콘텐츠학회:학술대회논문집
    • /
    • 한국콘텐츠학회 2007년도 추계 종합학술대회 논문집
    • /
    • pp.727-732
    • /
    • 2007
  • 본 연구는 e-Learning 콘텐츠 제시 유형이 학습결과에 어떠한 영향을 미치는지를 살펴보기 위해 수행되었다. 이를 위해 한 강좌가 VOD 유형, WBI 유형, 텍스트 유형의 각기 다른 제시방식으로 개발되었다. 동질성이 검증된 세 집단에게 본 연구에서 개발된 콘텐츠들을 학습하게 하였고, 집단별로 학업성취도, 만족도, 학습자가 인식하는 학습결과를 비교분석 하였다. 본 연구결과는 e-Learning 콘텐츠 개발 유형 선택 기준에 대한 시사점을 제공할 수 있을 것이며, 나아가 추후 다양한 과목 성격에 따라 어떤 제시유형이 효과적인지 제안할 수 있는 확장된 연구의 기반으로 기여할 수 있을 것이다.

  • PDF

영상기반 콘크리트 균열 탐지 딥러닝 모델의 유형별 성능 비교 (A Comparative Study on Performance of Deep Learning Models for Vision-based Concrete Crack Detection according to Model Types)

  • 김병현;김건순;진수민;조수진
    • 한국안전학회지
    • /
    • 제34권6호
    • /
    • pp.50-57
    • /
    • 2019
  • In this study, various types of deep learning models that have been proposed recently are classified according to data input / output types and analyzed to find the deep learning model suitable for constructing a crack detection model. First the deep learning models are classified into image classification model, object segmentation model, object detection model, and instance segmentation model. ResNet-101, DeepLab V2, Faster R-CNN, and Mask R-CNN were selected as representative deep learning model of each type. For the comparison, ResNet-101 was implemented for all the types of deep learning model as a backbone network which serves as a main feature extractor. The four types of deep learning models were trained with 500 crack images taken from real concrete structures and collected from the Internet. The four types of deep learning models showed high accuracy above 94% during the training. Comparative evaluation was conducted using 40 images taken from real concrete structures. The performance of each type of deep learning model was measured using precision and recall. In the experimental result, Mask R-CNN, an instance segmentation deep learning model showed the highest precision and recall on crack detection. Qualitative analysis also shows that Mask R-CNN could detect crack shapes most similarly to the real crack shapes.