• Korean Journal of Child Studies
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• v.22 no.2
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• pp.219-235
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• 2001

The purpose of this study was to provide guidelines for the effective operation of Web-Based Training (WBT) for early childhood teachers. Based on content analysis and questionnaires administered to the 174 current trainees, this research analyzed (1) the educational effectiveness and learner satisfaction, (2) the operation and management, and (3) the system, interface, interaction and communication, motivation and content design of $WBT^{***}$. Results showed that most trainees were very satisfied with the WBT because the program provided plentiful professional information enabling them to pursue their educational objectives along with flexibility of time and space. On the other hand, system stability, communication, motivation, and content design need to be improved. Based on the research results, 8 strategies of effective management of web-based early childhood teacher training were proposed.

• International Journal of Advanced Culture Technology
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• v.9 no.3
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• pp.100-105
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• 2021

This study examines the effectiveness of the study through a case of PBL(problem-based-learning) class conducted in a balanced culture course called at 00- University in the second semester of 2020. The effects of learning are as follows: First, PBL(problem-based-learning) has sufficient active interaction between the teacher and the learner. In the face of prolonged non-face-to-face learning, the PBL teaching method has sufficient interaction between the professors-learner and the learner. Second, PBL learning can actively utilize various problems that fit the characteristics of the subject and actively utilize the process of role sharing and collaboration. By presenting various problem situations suitable for the subject, students will be able to share roles individually or as a team, and fully experience the process of collaboration and discussion in the process of investigating the data. Third, critical perceptions of problem situations can be extended. In modern times, a variety of problem situations arise and critical perceptions of them must be fully learned. In a mass production and mass consumption society, students should develop the ability to blindly recognize and distinguish between real and fake information in a flood of information. The limitations identified in this class case are, first, the nature of the subject, "Understanding Culture and Philosophy," which makes it possible to discuss the global cultural phenomenon, but it should be discussed in terms of philosophy. Second, it is not easy to work as a team on non-face-to-face online. Nevertheless, PBL is a very effective method of learning in which active interactions and learning activities take place between professors and students, whether face-to-face or face-to-face online learning.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.155-164
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• 2022

Considerable interest has been directed toward utilizing virtual environment-based simulations for teacher education which provide authentic experience of classroom environment and repetitive training. Emotional Interaction should be considered for more advanced simulation learning performance. Since emotion is important factors in creative thinking, inspiration, concentration, and learning motivation, identifying learners' emotional interactions and applying these results to teaching simulation is essential activities. In this context, this study aims to identify the objective data for the empathetic response through the movement of the learner's EEG (Electroencephalogram) and eye-tracking, and to provide clues for designing emotional teaching simulation. The results of this study indicated that intended empathetic response was provided and in terms of valence (positive and negative) states and situational interest played an important role in determining areas of interest. The results of this study are expected to provide guidelines for the design of emotional interactions in simulations for teacher education as follow; (a) the development of avatars capable of expressing sophisticated emotions and (b) the development of scenarios suitable for situations that cause emotional reactions.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.102-112
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• 2003

In order to educate learners who cope with quickly to the information society of twenty-first century, it is required to develop ability to make a plan oneselves, solve the problem by collecting and examining information with various method. The purpose of this study is develop a constructive information searching model, present contents meet with learner's grade then help teacher and learner can search information that needed teaching and learning. In addition to it, this study enable learners to participate learning by self-directing, at the same time cope-learn throuth interaction with members, design of web-site that can be shared. exchanged new various information.

• Journal of the Korea Society of Computer and Information
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• v.10 no.5 s.37
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• pp.323-332
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• 2005

In this Paper, we design and implement an e-Learning system with dynamic learning contents Providing and re-time assignment system. The learner can select the dynamic learning contents Providing environments with test and Quiz Phase according to the learners' characters and interest to improve the learning effects. Also, we develop the real-time assignment system which is composed of multiple choice and essay test and can provide the interaction between teacher and learner immediately.

• Journal of the Korea Society of Computer and Information
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• v.27 no.5
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• pp.165-172
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• 2022

This study was attempted to investigate the effect of non-face-to-face online classes on class satisfaction of nursing students after COVID-19. The research method was a structured self-report questionnaire targeting 3rd graders(n=133) of the Department of Nursing at K University, and the collected data were analyzed using the SPSS/WIN 25.0 program. The results of the study were achievement motivation, interaction, self-regulated learning, and achievement motivation showed a statistically significant positive correlation with class satisfaction, and self-regulated learning showed a significant positive correlation with achievement motivation. Accordingly, in order to increase class satisfaction, the development and application of non-face-to-face online teaching methods to increase self-regulated learning, achievement motivation, and interaction are required.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.522-532
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• 2020

The aims of this study were to do a survey on teachers' perception and operational state for elementary science online remote classes and suggest ways to improve the elementary science online remote classes. The survey was based on responses from 100 teachers who have taught elementary science online remote classes for the first semester of 2020 for COVID-19. The questionnaire used in this study consisted of four parts: general informations of participants, the operation status of elementary science online remote classes, teachers' perceptions on the operation of elementary science online remote classes, ways to improve elementary science online remote classes. As a result of this study, elementary teachers taught elementary science online remote classes on the main use of content utilization type. And they had a difficulty in conducting elementary science online remote classes because of lack of contents, absence of elementary science online remote classes teaching methods, learner management and heavy workload. Therefore, to improve elementary science online remote classes the Ministry of Education and regional offices of education have to develop and provide high-quality contents reflect the characteristics of elementary science subjects, introduce a rent-an-experiment equipment system, and build a science class platform providing frequent real-time interaction between teacher and student.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.416-429
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• 2018

In social constructivist teaching, knowledge construction is achieved through learners' collective social interaction. Vygotsky argued that this process is mediated with language use, and the development of higher order thinking is realized through the transition from inter-personal psychological functions to intra-personal psychological functions. In so doing scientific concepts are internalized to learners. This study examined the third grade elementary students' inter/intra-personal psychological functions and their internalization processes during social constructivist teaching plan about strata and fossils. The lessons were designed along with Wells' dialogic inquiry and Leach and Scott's social constructivist teaching-learning sequences. Results showed that a teacher's utterances of talking with questioning to switch attention, creating cognitive disequilibrium, and expanding the width of students' opinions could make effective inter-personal psychological function. In addition, a learner's inner speech expressed into social discourse through talking about personal experiences, comparing epistemic idea with visual representation, or applying to different situation showed his/her intra-personal psychological function. Some cases of learners' internalization through language use could be at the stage of knowledge building and understanding of the spiral of knowing, but not all. Thus it is argued that a teacher's deeper insight into Vygotskian social constructivist teaching can make elementary science classroom teaching more effective in their inter/intra-psychological functions.

• Journal of the Korea Society of Computer and Information
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• v.4 no.3
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• pp.53-59
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• 1999

The CAI has not been developed with the non-structural form of interactive courseware under classroom network. This study suggests the direction of enhancement for students' achievement through interaction between learner and learner. and teacher and learner applied the effective multi-presentation and 4he introduction of the concept of chatting client/server to class with the use of multimedia package. For the continuous development of courseware and the effectiveness of keeping and repairing materials. this study consists of development of the teaching materials by Powerpoint which is one of the multimedia package presentation tools, and teaching method through discussion by chatting client/server under the classroom network. This new CAI showed the possibility of the open education through discussion and the enhancement of learners' effective achievement in the result of the data got from the classrooms of elementary, middle and high schools.

• Journal of the Korea Society of Computer and Information
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• v.14 no.10
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• pp.233-240
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• 2009

In this paper we made the serious game learning multiplication table to be evolved. The serious game is to induce the interest of the learner. This program has an interaction form which reflects the intention of the user and using this program a learner to learn the multiplication table as teacher's location are training a program that are seen as the abata and came to be that learner is smart. A study ability to be evolved used an back propagation neural networks. But we improved a study speed using divided weight table concept. The engine is studied perfectly in 60~80 times training. The learning rate increase to various non-monotonic functional form not to do a mechanical rise. And the learning rate is similar with the study ability of the human.