• Journal of Oral Medicine and Pain
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• v.37 no.2
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• pp.93-105
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• 2012

Let me introduce a teaching method to improve practice capacity in dental laboratary work. I applied theories of layers of modeling and reflection constituting cognitive apprenticeship and peer tutoring to my class. At internet uploading a file showing a practice procedure a week before the class of a course, I let students preview it. During the class I demonstrated the practice procedure in front of students. A superior student and an inferior student paired according to the previous practice grade and a feedback between a peer tutor and a peer tutee was activated. Late in the class, a student self-evaluated his own practice result and had a check of a professor. Finally he compared his own practice result with that in the file uploaded at internet and reflected. This teaching method led to improvement in students' satisfaction and efficiency of learning.

• Journal of Engineering Education Research
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• v.25 no.1
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• pp.33-45
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• 2022

This study aims to investigate effects of scaffolding on writing apprehension and media literacy in engineering freshmen's synchronous online writing course, and the relationships between the two variables. 'Scaffolding' is in-time support provided by a teacher/tutor or competent peer that enables students to meaningfully gain skills at problem solving process. Also, it is one of the most frequently mentioned concepts in education as well as one of the more necessary teaching strategies in an online writing course. In this study, provided treatments for the experiment were supportive scaffolding for domain-specific knowledge and reflective scaffolding for meta-cognitive knowledge. Participants were 102 engineering undergraduate students, who were assigned to two experimental groups by scaffolding types. A process-based writing course in online learning environment was conducted for 8 weeks. The writing tasks were given according to writing process. The findings were that, firstly, there were statistically significant writing apprehension's reduction and self-expression's improvement through the scaffolding provided in writing class. Secondly, writing apprehension's reduction and self-expression's improvement were significant in supportive scaffolding group. Thirdly, media literacy predicted writing apprehension. The practical implications of these findings are discussed herein, with particular attention on ways for writing apprehension's reduction as well as media literacy's enhancement.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.81-93
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• 2003

The purpose of the study was to explore the potential of the Social Network Analysis as an analytical tool for scientific investigation of learner-learner, or learner-tutor interaction within an e-Learning environment. Theoretical and methodological implication of the Social Network Analysis had been discussed. Following theoretical analysis, an exploratory empirical study was conducted to test statistical correlation between traditional performance measures such as achievement and team contribution index, and the centrality measure, one of the many quantitative measures the Social Network Analysis provides. Results indicate the centrality measure was correlated with the higher order learning performance and peer-evaluated contribution indices. An interpretation of the results and their implication to instructional design theory and practices were provided along with some suggestions for future research.

• Journal of Intelligence and Information Systems
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• v.11 no.2
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• pp.17-29
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• 2005

The purpose of the study was to explore the potential of the Social Network Analysis as an analytical tool for scientific investigation of learner-learner, or learner-tutor interaction within a Computer Supported Corporative Learning (CSCL) environment. Theoretical and methodological implication of the Social Network Analysis had been discussed. Following theoretical analysis, an exploratory empirical study was conducted to test statistical correlation between traditional performance measures such as achievement and team contribution index, and the centrality measure, one of the many quantitative measures the Social Network Analysis provides. Results indicate the centrality measure was correlated with the higher order teaming performance and the peer-evaluated contribution indices. An interpretation of the results and their implication to instructional design theory and practices were provided along with some suggestions for future research.