• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.305-316
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• 2013

Despite the potential implications of Facebook use, there is a distinct lack of empirically derived theory for designing learning environment. This may be because Facebook is a social tool and there has been limited opportunity for exploratory research regarding Facebook based learning. Therefore, the purpose of this study is to investigate learning presence factors affecting learning outcomes in Facebook-based collaborative learning. Forty two college students participated in the Facebook-based collaborative learning activity, and the data from thirty nine were used for step-wise multiple regression analysis. In addition focus group interview was conducted to examine learning presence of Facebook-based collaborative learning. The results reported that cognitive presence predicted significantly learning outcomes, however, social and emotional presence did not predict learning outcomes. The implication of this study and future research were discussed in this research.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.64-70
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• 2010

The purpose of this study is to understand students' use intentions of Web Based Collaborative Learning (WBCL) system. To meet this purpose, we developed a research model based on the Decomposed TPB. This model contains 5 influencing factors: Explicit social influence(EXSI) and Implicit social influence(IMSI), Perceived Usefulness (PU), Perceived easy of use(PEOU), Perceived Playfulness(PP). Data was collected 254 university students from two different institutions. Also, the analysis is conducted to do the hypothesis testing by using PLS 3.0. The result shows that influence factors except PEOU have a important and significant impact on user Behavior Intention(BI). Using WBCL system and learning tool, team leader(that is referent) and members can be a good interaction. For these same reasons, We found that especialy Explicit social influence(EXSI) and Implicit social influence(IMSI) are special influence factors in reference group.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.267-281
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• 2021

The shift in the perspective on learning as participation draws attention to learners' identity work. This manuscript foregrounds the ongoing and fluid processes of identity, and focuses on the structure surrounding learners where identity work occurs and the expression of individual agency. From the perspective of learning as participation, we introduce Holland et al. (1998) identity-in-practice theory, as the theoretical lens that dialectically describes structure, agency and identity. The concepts representing this theory are 'figured world', 'positionality' and 'authoring self'. The figured world is a web of meaning encompassing the continuous construct/reconstruct through human actions and also exerts as the social force that shapes human actions. 'Positionality' on the other hand, means an understanding of one's social position in the world. The notion of 'authoring self', is a dimension that synthesizes the above two concepts, which describes the improvisation of one's self through the orchestration and collaboration of various social voices. Next, we analyzed and described various cases of this theory that we found within the scope of science education. However, due to the nature of this theory, which takes a sociocultural approach, international research studies cannot be simply applied to the Korean context. Therefore, we sought to expand the applicability of this theory as a methodological tool, by discussing the directions in which this theory can be used in a domestic context. It is intended that the introduction of this theory, which emphasizes multi-layered, continuous and cumulative identity work, will be used as a resource to further expand the horizon of science education reform that is required for the times.

• Knowledge Management Research
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• v.17 no.2
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• pp.131-163
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• 2016

The purpose of this study is to empirically analyze how social comparative learning of forum participants affects learning effects with an emphasis on participants' characteristics. As today's society is changing at a fast pace, the desire for new knowledge and information has grown accordingly. To quench this thirst for knowledge and information, seminars, symposiums, conferences, forums, conventions, exhibitions, and more are taking place as part of knowledge sharing events across the world. Also, the increased need for knowledge and information exchange has led the development and growth of the convention industry and Meetings, Incentives, Conferences, and Events (Exhibitions)(MICE) industry. Especially, forum is a type of event which invites professionals and specialists to discuss diverse topics and share their knowledge and experience with the audience. The participants utilize it as an opportunity to get close to information providers and enjoy the pleasure of knowledge exchange. However, there have been few empirical analyses on who the participants are, why they attend forum, how they pick up and learn new information and knowledge, and what kinds of learning effects they achieve after the event. This paper is to analyze how social comparative learning of the forum's participants influences learning effects based on Albert Bandura's Social Learning Theory (1977, 1997, 1982. 2001) and Leon Festinger's Social Comparative Theory (1950, 1954). By dividing the participants into two groups, one with high level of self-efficacy and the other with low level of self-efficacy, we have examined the differences in learning effects between the two groups using them as moderating variables. This study was conducted in 'MBN Y Forum 2016,' which is one of the most representative knowledge exchange forums of South Korea. An online survey was distributed out and, 1,307(39.2%) out of the total participants of 3,338 have completed the survey. The survey included questions about whether the participants have gained positive or negative motivations by comparing themselves to the speakers (upward comparison learning) and other participants (lateral comparison learning). The results have shown the quality of messages that the speakers are presenting as knowledge providers is the most significant factor that acts on learning effects. Particularly, the participants had higher levels of self-efficacy and self-esteem than average people. They had a clear goal to learn from the speakers (upward comparison) and received positive motivations from them. In other words, no negative learning effects had been found. This presents a managerial implication that having a qualified speaker is necessary for a forum to be successful. On the other hand, the results from the comparison with the other participants (lateral comparison) were different. The participants were likely to compare themselves to the other participants through observational learning. They could compare listening attitudes, language skills, or capabilities to ask a question. The results have showed the participants received positive motivations from the lateral group but at the same time were jealous of abilities of the others. When the quality of a question by a participant is not good enough, it can have a negative influence on the participants' learning effects. The first group with high levels of self-efficacy and self-esteem had no correlation to negative learning effects from the speakers. They rather had a strong desire to learn from the speakers. On the contrary, the participants perceived the lateral group as a learning subset and competitor. The second group with low levels of self-efficacy and self-esteem saw the quasi-group as a rival. This presents that the individual learning effects can be different depending on the participants' characteristics.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.25-34
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• 2022

Today, further education of adults in the UK is one of the developing areas of continuing education. The Open University with distance learning, in the process of which innovative forms and methods based on computer and telecommunication technologies are used, is particularly successful in the organization of additional education of the adult population. The advantages of distance learning, multimedia - the latest information technologies, which provide the combination of graphic images, video, sound with the help of modern computer tools, are noted. The basic principles and forms underlying the technologies and forms of work with the elderly are defined. The international experience of implementing "Universities of the Third Age" is summarized. The most widespread approach in adult education in Great Britain is informational. The use of computer technologies motivates a new paradigm in educational methods and strategies, which requires new approaches, forms of learning, and innovative ways of delivering educational materials to adult learners. Information technologies have gained great popularity in such activities as distance learning, online learning, assistance in the education management system, development of programs and virtual textbooks in various subjects, online search for information for the educational process, computer testing of students' knowledge, creation of electronic libraries, formation of a single scientific electronic environment, publication of virtual magazines and newspapers on pedagogical topics, teleconferences, expansion of international cooperation in the field of Internet education. The information technology of synchronous distance learning "online" has gained considerable popularity in the educational process today. A promising direction is the use of multimedia technologies in educational activities to create a design of a virtual computer environment by decoding audiovisual information.

• Korean Journal of Health Education and Promotion
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• v.31 no.4
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• pp.93-106
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• 2014

Objectives: The aim of this study was to develop the efficient program protecting shift to cerebrovascular disease as complication for patients with diabetes and hypertension. Methods: Chronic disease self management program(CDSMP), implement manual, action plan, Q&A card and motivation methods were suggested based on Bandura's social learning theory through reviewing various literatures and cases. Results: This program can increase self-efficacy, individual health behavior change and quality of life and it makes to continuous care of chronic disease. Conclusion: In order to operate chronic disease self-management program, standardized education courses training of specialist leaders and expert patients leaders would be required. And the development enlargement of self-management program for various other chronic disease such as arthritis, back pain, atopy, asthma would be required in the future.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.76-89
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• 2004

Recent studies of science and technology "in-the-making" revealed that the process of designing material artifacts is not a straightforward application of prior images or theories by one (or more) person(s) isolated from his or her (their) environment. Rather, designing is a process contingent on the social and material setting for both engineering designers and students. Over the past decade, designing technological artifacts has emerged as an important learning environment in science classrooms. Through the analyses of a large database concerning an innovative simple machines curriculum for sixth-and seventh-grade students, we accumulated valid evidence for the nature of the designing process and science learning through it. In this paper, we show that design actions intertwine with the transformation of the objectified raw materials and artifact, the designer collective, and the mediating tools enabling that transformation, which constitute the elements of an activity from the perspective of cultural-historical activity theory. We conceptualize the continuous change of relation between material artifacts, designers, and tools throughout the design activity as co-evolution. Two episodes were selected to exemplify synchronic and diachronic change of relations inherent in co-evolving activity system. Finally, we discuss the implications of co-evolution during design activity for science learning.

• Korean Journal of Culture and Social Issue
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• v.11 no.spc
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• pp.117-131
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• 2005

The present research integrated various theoretical perspectives of human unlawful behaviors in order to clarify the psychological mechanisms that underly the changes in compliance with and attitude toward law as time goes. Most well-known theories such as classical theory of crime, biosocial and evoluationary theories, and psychological perspectives including psycho-dynamic theory, personality, intellectual/moral development theories, and decision-making were discussed in their unique points in explaining human unlawful behaviors. Finally, social-learning theory and cognitive-dissonance theory has been suggested to explain the psychological mechanism of the phenomena in which people's attitude toward law and compliance with law become weaken through violation experiences of trivial lawful regulations. Especially, the logic of cognitive-dissonance theory (that people committed violation of trivial laws should experience dissonance with their original belief of compliance with law and negative arousal and try to remove the arousal by change their belief along with their behavior) were theoretically convincing to explain the phenomenon and supported by a series of experimental studies. Several practical implications for future constitutional and political activities were discussed in the basis of the cognitive dissonance theory.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.55-63
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• 2005

The purpose of this study is to explore which factors influence the performance of computer practice-education in vocational high schools. We collected 604 response data from total 7 vocational high schools in Seoul City to test empirical analysis using SEM(Structural Equation Modeling) frequently used in social-science area. According to our results, all independent variables(learner's response learner's motivation, learner's attitude, learning contents, intention to learn, learner's ability and learning behavior) were found positively influencing learning performance of students. Based upon them we contributed our research model to combine TRA theory in psychology with Holton theory for academic implications. And also, from the perspective of practical implication, we can expect that our results will provide some useful guidelines for operating effective computer-practice education.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.201-208
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• 2006

This study is to make in-depth and supplementary web-based courseware concerning each student's developed intelligence. The seventh elementary school social studies in-depth and supplementary curriculum is student-centered curriculum that concerns a student's learning ability, aptitude, concern, interesting. career and so on. But, present social science courseware does study without regard to learners's interest and aptitude So in this study, We have a target to build and develope web-based devise that helps student's in-depth and supplementary learning after evaluating multiple intelligence. That should be based on student's favorite intelligence in multiple intelligence theory. Considering Intrapersonal intelligence, Interpersonal intelligence, Musical intelligence, Bodily-kinesthetic intelligence, Logical-mathematical intelligence, Linguistic intelligence, Spatial intelligence, We expect student's effective in-depth and supplementary learning based on each student's interest and capability.