• The Journal of Sustainable Design and Educational Environment Research
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• v.20 no.3
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• pp.11-24
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• 2021

The purpose of this research is to investigate the current status of edu-tech trends and contents of domestic and foreign private companies in order to successfully establish the K-EDU integrated platform, analyze the connection between future teaching-learning methods and learning styles, and provide basic materials to help frontline schools easily link teaching-learning methods to the most suitable contents per subject. To this end, a literature survey and on-site interviews with officials from companies participating in the 2021 Education Fair provided results of investigating 116 edu-tech contents produced by a total of 68 companies, including 22 overseas (28 contents) and 46 domestic (88 contents) ones, on whether they mutually match future teaching-learning methods and learning styles.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.465-486
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• 2010

Studying the definition and building a foundation about variables during elementary school is a crucial factor before students study the variable in depth in middle school. So, forming a basis for understanding variable in this period should be treated with importance, because it is the first step in forming a clear understanding of the concept of variables. According to analysis of the types of letters used in current textbooks, we can see that too much emphasis was placed on type 1(letter evaluated), type 3(letter used as an Object). By not utilizing the various types of letter usage we reduce the situation to one which is removed from the context and an automatous style of learning. Therefore, the purpose of this study was the development about early algebra learning materials which use diverse types of letters. We have analyzed the types of letters used from the 4-ga to 6-na mathematics textbooks and the 4-ga to the 6-na workbooks. To make learning materials for well-balanced letter use, we developed learning materials focused on early algebra with the 6-ga and the 6-na textbooks.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.577-587
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• 2016

Purpose: This study was conducted to provide Simulation Problem-Based Learning (S-PBL) for community visit nursing students according to their Myers Briggs Type Indicator (MBTI) personality types for learner-focused education and to verify its effectiveness. Methods: This study was conducted with subjects having the ST (Sensing-Thinking) and NF (iNtuition-Feeling) personality types, which are conflicting personality types, and forty-one subjects were allocated to the experimental group and nineteen subjects to the control group. The training, provided to subjects once a week, for a total of six times and 100 minutes each time, was with respect to the improvement of problem-solving ability, communication ability, and clinical practice competency. Data were analyzed through t-test and independent t-test. Results: After training, the self-rated problem-solving competency (t=3.07, p=.003), communication ability (t=2.86, p=.006), and academic self-efficacy (t=2.44, p=.018) were significantly higher in the experimental group than in the control group. However, there was not a significant difference in the clinical practice ability rated by subjects themselves (t=1.50, p=.140) and by professors (t=1.08, p=.285), and in the communication ability rated by professors (t=0.72, p=.474). Conclusion: The community visit nursing S-PBL, according to MBTI personality types, is a helpful learning method for nursing students participating in self-directed learning of nursing theory and practice.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.500-507
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• 2022

COVID-19 pandemic forces college education to be rapidly switched from face-to-face education into remote education. Two inconsistent findings exist in previous study about remote learning. First, studies before COVID-19 pandemic found remote learning is an effective method, which provided students with higher achievement and improved their work-life balance. However, studies showed remote learning during COVID-19 pandemic is not as effective as expected because of technical issues, lack of motivations and even mental health issues. Second, findings from studies about remote learning impacts on workload and productivity during COVID-19 are also inconsistent. Therefore, this study aims to quantitatively measure college students' workload and productivity during COVID-19 of different types of tasks to provide a comprehensive and latest evaluation on remote learning. The findings of this study show remote learning slightly increases college students' total listening and speaking tasks workload, total reading and writing tasks workload. Furthermore, phone call, in-person meeting, online meeting and email workload increase significantly in remote learning. However, productivity for both listening and speaking, reading and writing tasks decreases after remote learning but no significant changes of productivity are found.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.47-58
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• 2004

To generate individualized and adaptive course, it's required to have the foundation structure in which learning objects are connected with each other with logical relevances. Each learner can have peculiar learning path at each point of time of learning through the logical relevancy between those learning objects and various links, considering individual learner. The purpose of this study is to design a learning object-basis individualized learning system structure, considering semantic sequencing by learning task types. It is our understanding that the individualized learning system design model of this study, considering the relevancy between learning objects, can be a fresh trial to accommodate semantic learning and true educational spirits in e-Learning at this point of time when criticism, such as the learning object based course design is simply a collection of meaningless objects, etc., is becoming influential.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.273-288
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• 2008

Types of motivation for self-determination studied in the current research included intrinsic motivation (IM) to know, IM to accomplish, IM to experience stimulation; external, introjected, identified regulation; and amotivation as related to children's self-regulated learning strategies (use of cognitive strategy and self-regulation). The Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990) and the Academic Motivation Scale (Vallerand et al., 1992, 1993) were administered to 123 $5^{th}$ graders (63 girls, 60 boys). Data were analyzed by Pearson's correlation, multiple regression, and canonical correlation analysis. Results indicated that IM to accomplish, IM to know, and identified regulation positively and amotivation negatively affected self-regulated learning strategies. IM to accomplish and IM to know positively and amotivation negatively contributed to use of cognitive strategy and self-regulation.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.679-693
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• 2013

The purpose of this study is to develop an inventory to classify task commitment types of science learning and to classify highschool students' task commitment types. Firstly, inventory questions were designed following the literature analysis on the task commitment components which involve self confidence, high goal setting, and focused attention. Prototype inventory underwent the content validity test, pilot test, and reliability test. Through these steps, final inventory was input to 462 high school students and underwent the factor analysis and cluster analysis. Factor analysis confirmed three components of task commitment as the three factors of inventory questions. In order to find how many clusters exist, factors of developed inventory became new variables. Each factor's factor mean was calculated and served as the new variable of the cluster analysis. Cluster analysis extracted five clusters as task commitment types. The 5 clusters were suggested by the agglomarative schedule and dendrogram gained from a hierarchical cluster analysis with the setting of the Ward algorithm and Squared Euclidean distance. Based on the factor mean score, traits of each cluster could be drawn out. Inventory developed by this study is expected to be used to identify student commitment types and assess the effectiveness of task commitment enhancement programs.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.24-32
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• 2012

This purpose of study is to identify types of study groups in online learning and the relationships between the types and teams' performance. In order to address these research questions, four study group types are developed based on Neiderman & Beise(1999)'s typology: 1) fully-supported; 2) highly-virtual; 3) traditional; and 4) inactive. And then three study group types are identified based on taxonomy-approach using cluster analysis from 46 teams participated in this study: 1) fully-supported; 2) traditional; 3), and 4) highly-virtual. The result shows that the groups are validated in the latter, except for the inactive type. The result indicates that fully-supported type groups achieved the highest performance, while the highly-virtual type group achieved the lowest performance.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.16 no.9
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• pp.3104-3123
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• 2022

The development of Vehicular Ad hoc Network (VANET) has greatly improved the efficiency and safety of social transportation, and the routing strategy for VANET has also received high attention from both academia and industry. However, studies on dynamic matching of routing policies with the message types of VANET are in short supply, which affects the operational efficiency and security of VANET to a certain extent. This paper studies the message types in VANET and fully considers the urgency and reliability requirements of message forwarding under various types. Based on the diversified types of messages to be transmitted, and taking the diversified message forwarding strategies suitable for VANET scenarios as behavioral candidates, an adaptive routing method for the VANET message types based on reinforcement learning (RL) is proposed. The key parameters of the method, such as state, action and reward, are reasonably designed. Simulation and analysis show that the proposed method could converge quickly, and the comprehensive performance of the proposed method is obviously better than the comparison methods in terms of timeliness and reliability.

• The Transactions of the Korea Information Processing Society
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• v.3 no.5
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• pp.1059-1069
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• 1996

The purpose of this paper is to examine some effects of four menu types: icon menu, context menu, pulldown menu, and bar selection menu. In order to find whether there are some effects of menu types or learning stages (the first, intermediate and the last stage) on skill-based errors, each of the menus has been studied in relation to hyperemia instruction, menu search time, scholastic a chievements and learners' metacognitionon their errors. A further purpose of this paper is to suggest some strategies for enabling learner to select menus more efficiently in order to enhance the learner's own learning effectiveness in hypere mia instruction.The results of this study are as follows. The menu types had a significant effect on the low metacognition regulation group. The context menu types had a significant effect on achievements. In contrast, it was also noticed he the menu types did not have any significant effect on the high metacognition regulation group. The bar-selection menu type and the icon menu type had a relatively significant effect on skill-based errors in the first stage of learning.