• Journal of Korean language education
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• v.29 no.3
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• pp.1-24
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• 2018

The purpose of this study was to analyze teachers' questions in the actual general Korean classroom for academic purposes and identify types of questions. The results of the question analysis by type identified 713 teacher's questions in total: echoic questions made up 41% while epistemic questions were 19.3% and expended question turned out to make up 39.7%. 'Comprehension check questions' were 29%, which was a major part in the echoic question. 'Referential questions' were a major part in the epistemic question. Also, the research discovered that 'knowledge integration' questions held the largest majority in expended questions. Since the teacher-led lecture was often conducted in the problem-presentation stage, the percentage of Echoic question was high; and moreover, the problem-solving stage promoted to come up with more improved solutions of the problem. In the outcome and presentation stage, it was discovered that the questions aimed to check understanding of content in the subject and expand thoughts. Therefore, it is necessary to develop strategies for teacher's questions by phase and further conduct research on the interaction between learners and teacher's questions in the future.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.15 no.6
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• pp.1369-1380
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• 2011

Most existing mobile distance learning systems are asynchronous ones that allow students to download lecture video and presentation material. However, there are a few synchronous real-time mobile distance learning systems that support slide, annotation, feedback from student, and lecture video and audio at the same time. These live mobile distance learning systems have an advantage of supporting real-time interaction between students and a lecturer thereby making students understand the lecture better. But, they also have a disadvantage in the sense that they don't allow students to experience the past lecture. This problem can be solved by recording and replaying lecture session. So far, there are few mobile distance learning systems that support session recording and replay. This paper presents a synchronous mobile distance learning system that supports video and audio, slide with annotation, and real-time feedback from students, as well as session recording and replay, which is not supported by the existing mobile distance learning systems. The evaluation of the system among students shows that 61.3% of them were satisfied while 3.2% weren't.

• Journal of Engineering Education Research
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• v.24 no.1
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• pp.34-45
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• 2021

This research is a case study about "Critical Thinking and Debate Education" class which was done for freshmen at the engineering college of "S" Women's University. Real time remote classes through LMS and ZOOM were the most effective tools under on-line circumstances, considering the fact that video lectures only cannot cultivate students' capabilities of critical thinking and communication. Throughout the analysis on students' self-reflection journals and lecture evaluations, this paper examined considerable future points and the pros and cons of "Critical Thinking and Debate Education" under online presentation and discussion situation. As research outputs, students told they could feel less nervousness and anxiety when they exercise and have a presentation because they could choose familiar space for them. In addition, students also told that they feel comfortable about both self-feedback and peer evaluation, repeatedly seeing the recorded video clip. However, on the contrary, sometimes students felt uncomfortable due to unstable internet connection through the online classes, and they also were regretful about the missing chances of interaction between a teacher and students and of intimate exchanges among students. They also told they had felt a kind of limit of enhancing their presentation skills just in front of the monitor. Considering these outcomes, this research paper points out that online education needs to be proceeded by strengthening multi layered feedback to students with the build-up of a non-face-to-face stable educational infrastructure, application of online instructional strategy, and utilization of YouTube platform and video contents. Through this research paper, I hope the new system of encompassing on/off line "Critical Thinking and Debate Education" and effective teaching and learning method can be developed soon by strengthening the strength of online education.

• Journal of Engineering Education Research
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• v.19 no.1
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• pp.21-30
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• 2016

Communication is for making a passage to communicate with various modern narratives or various people. Therefore, it needs to be reorganized by these changes and demands. Especially in case of country students learning natural science and engineering are appreciating the necessity of speaking education. So a program which contains both speaking and writing should be organized. In this writing writer used flipped learning and strategic text to fulfill evaluation items that engineering authentication requires. Also writer suggested how to lecture and planned to make a integration textbook which can foster literacy and liberal arts knowledge.

• Journal of the Korea Society of Computer and Information
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• v.7 no.4
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• pp.59-65
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• 2002

In these days, educational environment has been changing as Slowing of internet. This is why we have to consider a Web-based cyber education. The LMS is functionally constituted with Class-part and Management-part. Class-part take part in planning of lecture, loading the presentation material and class service. In this system, UML is used to support a specification of Component-based LMS. Through this study, we will show the effectiveness of CBD(Component Based Development) in during LMS development.

• Journal of The Korean Association For Science Education
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• v.10 no.2
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• pp.11-24
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• 1990

The objectives of this study are to find out the research methodology about misconception, the types of scientific concepts to be misconcepted the analysis methodology of causes of misconception, and remediation methodology of misconception. The research methods of this study are descriptive ques tionnare, interview, classroom observation and curriculum analysis. The results of this study are: ${\circ}$ The descriptive questionnaire is sufficient to obtain children's ideas. ${\circ}$ The types of science concepts to be misconcepted are 'the invisible natural phenomena,' 'the vague Understanding', 'the contents of teachers' lecture', 'the lack of children's cognitive development,'and 'the influence of nursery stories.' ${\circ}$ The Cause analysis methods of misconception are that the analysis of the cognitive level of the questionnaire items, the examining the item concepts are taught or not and the investigation about the agreement of the cognitive level of the questionnaire item and children. ${\circ}$ Remediation methods are visualijation and instrustion of invisible natural phenomena, concrete presentation of the scientific concepts, and acceleration of the cognitive development.

• Journal of Physiology & Pathology in Korean Medicine
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• v.22 no.1
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• pp.216-221
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• 2008

A lot of medicine-related schools have courses for Medical English in their curricula these days. Medical English of Oriental Medical Colleges is somewhat different from that of other colleges, especially medical schools, in contents for the lecture. The lectures on Medical English of Oriental Medical Colleges need to include : Oriental medical terminology, Medical terminology, Materials about Oriental Medicine and Western Medicine, Writing about Oriental Medicine in English, Conversation with patients in English, Presentation on Oriental Medicine in English. It would be better that the study of Medical English should be placed in the second year of pre-medical course in Oriental Medical Colleges.

• Proceedings of the Korean Information Science Society Conference
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• 2011.06c
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• pp.119-122
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• 2011

동영상 플레이어에서 제공되는 브라우징 기법은 동영상의 주요 장면을 이미지로 보여줌으로써, 사용자가 주요 장면에 쉽게 접근할 수 있도록 해준다. 강의 동영상은 일반 동영상과는 달리 매우 정적이므로, 기존 동영상 브라우징 기법은 강의 동영상에 적용하기에 알맞지 않다. 본 연구에서는 강의 동영상에 주로 슬라이드가 함께 나온다는 점에 착안하여, 영상에서 슬라이드 이미지를 추출하여 이를 대표 프레임으로 지정하는 방법에 대해 연구하고, 브라우징 인터페이스를 구현하였다. 슬라이드 이미지가 대표 프레임으로 사용되므로 학습자는 대표 프레임들만을 보고 동영상을 시청하지 않고도 원하는 정보를 신속하고 정확하게 찾을 수 있다.

• 중국학논총
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• no.61
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• pp.255-277
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• 2019

This paper presented a course plan based on the ideas I gained from conducting a lecture on Chinese language for students in the second semester of the Chinese language department at a four-year university. In the paper, we sought to deviate from the traditional grammar-translation teaching style and find ways for students to enjoy learning without difficulty in all areas by using the 'total language approach' such as writing, speaking, listening and reading through reading skills. Therefore, we discussed the educational significance and expression of the 'Chinese Languages' class, and introduced the class stages and methods of progress. In other words, they suggested introduction of text plots, explanation of vocabulary and grammar, presentation of original text, questions about text, arrangement of words, ordering sentences to fit the plot, and understanding the plot while looking at the picture.

• Educational Technology International
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• v.9 no.2
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• pp.123-142
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• 2008

The purpose of this study was to examine how computer conferencing might facilitate collaborative learning for students to engage in meaningful discussion. The participants in this study consisted of the instructor and the students in a graduate level course. Different sources of evidence were used to triangulate the data: in-depth interviews, content analysis of transcripts of discussion, and other archival data including course syllabus, presentation materials, and lecture notes. Participants perceived web-based learning as collaborative process, providing opportunities to share the idea, respect and evaluate different perspectives, and co-construct new insights. Analysis of the data revealed several challenges related collaboration in a web-based learning environment: absence of a sense of community, technical problems, adaptability to different types of learner, and managing the discussion. The data also indicated that a variety of strategies were used to facilitate learning: building a sense of community, technical support, developing instructional methodologies, class size, and design of the content.