• Educational Technology International
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• v.14 no.1
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• pp.109-136
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• 2013

We conducted an empirical study with 8 middle school students in Korea to investigate the usability and usefulness of our self-designed Digital Textbook. The Stimulated Recall (SR) Method using Morae software was utilized to analyze the learners' task behaviors and mental operations while using the Digital Textbook to learn English. Collected qualitative data indicated several problems in terms of the usability and usefulness of the Digital Textbook. The findings are summarized and some implications are discussed for further revision of the Digital Textbook and validation of the SR method as a usability-usefulness test tool.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.81-99
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• 2011

The role of corrective feedback (CF) has long been discussed in the field of second language acquisition. It has been claimed that CF enables learners to notice the problems in their second language (L2) production. However, it should not be assumed that learners always adequately interpret teachers' responses to their problematic utterance as correction. Especially when feedback is provided in an implicit way, the possibility that CF goes unnoticed should not be excluded. In this regard, the study aims to investigate how learners perceive teachers' corrective feedback in English classrooms in Korea. The study focuses particularly on examining the relationship between type of feedback and target linguistic content with learner interpretation of teacher corrective intention. Nine classrooms were observed and videotaped. Forty-five students and nine teachers participated in stimulated recall interviews. Their comments were analyzed to document the learners' perception and the teachers' intention of feedback. It was found that learner perception of teacher corrective intention was at its greatest when feedback was provided explicitly and was focused on morphological errors.

• Research in Mathematical Education
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• v.23 no.1
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• pp.1-12
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• 2020

In this case study, a professor was observed to investigate use of instructional examples when teaching the Intermediate Value Theorem in a calculus course. Video-recorded lessons were analyzed with constant comparison to video-stimulated recall interviews and field notes. The professor employed multiple instructional examples, which was initiated by students and modified by the professor. The professor asked students to build non-existing examples as an informal proof of the Intermediate Value Theorem and assessment of students' previous knowledge. Use of incorrect examples on instructional purpose can be an appropriate way for formative assessment as well as a bridge between informal and formal proofs in college mathematics.

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.105-122
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.423-438
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.793-811
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• 2009

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Korean Journal of Veterinary Research
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• v.54 no.4
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• pp.203-208
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• 2014

Bone marrow is a hematological and immunological organ that provides multiple immune cells, including B lymphocytes, and thus plays a critical role in the efficacy of vaccine. We previously demonstrated that Bordetella (B.) bronchiseptica antigen has high immunogenicity in spleen cells, a peripheral immune organ. In this study, we investigated the immunogenicity of B. bronchiseptica antigen in bone marrow cells, a central immune organ. B. bronchiseptica antigen increased the cellular activity of bone marrow cells and significantly enhanced the production of nitric oxide, IL-6, and TNF-${\alpha}$. Bone marrow cells primed with B. bronchiseptica antigen in vivo were harvested and stimulated with the same antigen in vitro. The stimulation of B. bronchiseptica antigen significantly increased the cellular activity and proliferation rate of the primed cells. B. bronchiseptica antigen also greatly induced the production of antigen-specific antibody in the primed cells. Taken together, the present study demonstrated that B. bronchiseptica antigen can stimulate bone marrow cells, a central immune organ, and recall the immune response of the primed bone marrow cells.

• IMMUNE NETWORK
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• v.13 no.4
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• pp.116-122
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• 2013

This study was conducted to determine whether CD4 T cell responses to citrullinated fibrinogen occur in patients with rheumatoid arthritis (RA), especially in HLA-DR4-positive subjects. Whole peripheral blood mononuclear cells (PBMCs) of RA patients and control subjects were stimulated with citrullinated fibrinogen peptides, and T-cell production of proliferation and proinflammatory cytokines, such as interferon-${\gamma}$(IFN-${\gamma}$) and interleukin-17A (IL-17A), were measured. In addition, CD4 T cells from RA patients were stimulated with the citrullinated fibrinogen peptide, $Fib-{\alpha}$ R84Cit, identified as a DRB1*0401-restricted T cell epitope in HLA-DR4 transgenic mice, and the degree of T cell activation was examined similarly. No proliferative responses to the citrullinated fibrinogen peptides were observed in whole PBMCs or CD4 T cells from RA patients. Furthermore, no increased production of IFN-${\gamma}$ or IL-17A was found in whole PBMCs or CD4 T cells stimulated with the citrullinated fibrinogen peptides, although these cells responded to recall antigen, a mixture of tetanus toxoid, purified protein derivative (PPD) from Mycobacterium tuberculosis, and Candida albicans. The results of this study indicate that anti-citrulline immunity in RA patients may be mediated by fibrinogen because there is no evidence of CD4 T cell-mediated immune responses to citrullinated fibrinogen peptides.

• Journal of Digital Convergence
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• v.10 no.3
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• pp.1-12
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• 2012

According to recent trends of ubiquitous learning with the advent of smart devices, this study was to suggest for the successful achievement of "Smart Campus" initiatives by experiencing an instruction with smart-pads (tablet PCs) in a university. A pilot project was conducted as a part of building a Smart Campus in S university in Gyeong-gi Province in Korea for the study. The class was held in the Summer semester in 2011 with six participants. Using research methodologies such as semi-structured interviews and stimulated recall, perceived academic performances, satisfaction, and the usability of smart-pads were analysed. Main results included high perceived academic performances, satisfaction, and the usability, however, some negative responses also detected on the variables. Based on the results, it was suggested that specific instructional strategies should be developed in terms of hardware, software and humanware.

• Journal of the Korea Convergence Society
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• v.6 no.6
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• pp.263-270
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• 2015

L2 learners deal with communication problems encountered during the course of their oral communication by employing what are known as communication strategies(CSs). As CSs play a significant role in communication and language learning, identifying CSs that facilitate communication has become important in L2 research. However, there have been some controversies about how to identify CSs, especially about data sources: conversation data, retrospective interview data, or combining two types of data. Drawing on the advantages of converged data, this study aimed to identify CSs that L2 learners use in their English communication through a convergence analysis of data. In this qualitative case study, the data were collected from Korean L2 learners' conversations and retrospective verbal reports in stimulated recall interviews. Using a data convergence approach, various CSs were identified: definition replacement CSs, message change CSs, time-gaining CSs, and comprehension CSs. This study suggests the effectiveness of CSs in handling L2 communication problems and the usefulness of data convergence in L2 CS research.