• Journal of the Korea Society of Computer and Information
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• v.22 no.11
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• pp.125-133
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• 2017

Recently, as the programming education has become essential in school, discussion of how to teach programming has been important. This study performed a meta-analysis of the effect size depending on the teaching and learning method for the programming education. 78 research data selected from 45 papers were analyzed from cognitive and affective aspects according to dependent variables. The analysis from the cognitive aspect showed that there was no statistically significant difference in the effect size depending on whether or not the teaching and learning method was specified in the research paper. Meta-analysis of the research data where the teaching and learning method was designated displayed significances in CPS, PBL and Storytelling. Unlike the cognitive aspect, the analysis from the affective aspect showed that the effect size of the research data without the specified teaching and learning method was larger than those with specified teaching and learning method with a statistical significance. Meta-analysis of the data according to the teaching and learning method displayed no statistical significance. Based upon these research results, this study suggested implications for the effective programming education.

• Educational Technology International
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• v.10 no.2
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• pp.127-143
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• 2009

The purpose of this study was to identify the interaction patterns in distance only mode e-Learning. In order to investigate this study, messages shown in the electronic notice board were analyzed to see how interaction occurs between teacher and learner or learner and learner under the e-learning of cyber university. To analyze messages was applied according to the framework by Henri's contents analysis model. As a result of contents analysis on electronic board, the participative dimension was 399 messages. A learner put on 7~8 messages a day. The number of messages was low compared to the number of learners, but the number of inquiries was about 140. That means that each learner contacts and checks messages at least once a day. The meaning dimension was 600 units. The main interaction patterns were Interactive-social-cognitive-metacognitive. This means that e-Learning in distance only mode leads a positive attitude of learners as a self-directed learning, and needs teacher's well-structured instructional strategies for increasing interaction. In conclusion, social dimension and interactive dimension of messages support learners psychologically in the process of learning though they directly guide learning under the circumstances of e-learning lacking face-to-face element. It can be interpreted that the teacher's role is significantly important in order to attract learners' positive participation and cognitive and meta-cognitive dimension of messages and activities

• Korean Journal of Cognitive Science
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• v.13 no.1
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• pp.53-59
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• 2002

This paper presents a model for diagnosing students'learning misconceptions in the domain of heat and temperature using fuzzy cognitive maps(FCM) and fuzzy associative memory(FAM). In a model for diagnosing learning misconceptions. an FCM can represent with cause and effect between preconceptions and misconceptions that students have about scientific phenomenon. An FAM which represents a neurallike memory for memorizing causal relationships is used to diagnose causes of misconceptions in learning. This study will present a new method for more autonomous and intelligent system than a model to diagnose misconceptions that was being done with classical methods in learning and may contribute as an intelligent tutoring system for learning diagnosis within various educational contexts.

• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.31-39
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• 2006

The change into the knowledge based information society requires a transformation of educational paradigm. Accordingly, intelligent learning and distance education are attracting a fair amount of attention. To apply the instructional learning method in this field, we need to consider a individualization of learning, as it were, abstraction of fact and path through learning, which is based on learner's traits, this focus entails a argument for individualized reasoning strategy. Therefore, in this paper, we design a learner's cognitive union, which is based on X-Neuronet(eXtended Neuronet), represent learner's hierarchical knowledge is able to self-learn, and grows adaptive union by proprietor. Additionally, we propose a individualized reasoning strategy, which relies upon learner's cognitive union, and verify the validity.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.175-187
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• 2010

This study aims to analyze the causal relationship among teaching, cognitive, social presence and the learning outcome. It also provides the base data on the development of cyber education and its management strategies. During the first semester of 2009, 802 students at W cyber university completed surveys about their learning experience in teaching presence, cognitive presence, social presence, and learning outcome. The results indicated that there was a meaningful effect of teaching presence and cognitive presence on satisfaction, and that of cognitive presence on academic achievement. Based on these results, this study suggests instructional design methods and management strategies to improve the quality of learning in cyber universities.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.296-307
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• 1993

The purpose of this study was to identify concretely how to improve inquiry learning. To put the purpose in detail : 1) to define the inquiry skills 2) to select the factors of inquiry skills appropriate to the content of Science I (earth science) textbook 3) to develop items which consist of experimental inquiry and concept inquiry in due proportion, to evalute inquiry skills 4) to analyze the relationship between high school students' cognitive levels and the achievement of science inquiry skills. To achieve these objectives, the investigator sampled 558 students in eleventh grade, living in Seoul, Chung-Ju and Kwang-Ju, and evaluated their cognitive levels and the achievement of science inquiry skills. The results of this study showed that the cognitive levels of students were lower than those identified in Piaget's work and that the achievement of science inquiry skills were low also. It may be thought that one of most important reasons to bring about those results is lacking in adaptation capability of science inquiry items and inquiry learning. So, it can be recommended as a way to heighten cognitive levels to make inquiry learning using the textbook content. In conclusion, the investigator make suggestions as follows : 1) to give inquiry learning which consist of experimental inquiry and concept inquiry in due proportion 2) to develop inquiry items to include content for evaluating inquiry learning, and test items for psycho-motor areas 3) to publish textbooks which motivate students' inquiry activities and develop their creative thinking, considering students' cognitive levels and inquiry skills.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.15 no.4
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• pp.169-175
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• 2015

The purpose of this study is to investigate the structural relationships among teaching presence, cognitive presence, social presence, service quality, learning flow, and learners' satisfaction in mobile learning. Survey data collected by 255 learners who completed mobile-supported courses offered by an online university in South Korea were analyzed using structural equation modeling. The results suggest that cognitive presence, social presence, and service quality have direct effects on learning flow, and that cognitive presence, service quality, and learning flow have direct effects on learners' satisfaction.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.140-148
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• 2006

This is a theoretical study of which the goal is to investigate the meaning of a participation metaphor (PM) for learning and draw its implication for teaching and learning science. The review of relevant literature reveals that the PM is associated with the view of learning as ongoing participation in sociocultural practices within a community, and that cognitive apprenticeship is an instructional model related closely to the PM. It is then suggested that a community of learners should be developed if science teaching and learning are to be implemented in line with the PM. Finally, the present study briefly introduces a high school science club as an exemplar of science learning community, including what should be considered in science education research.

• Journal of Korean society of Dental Hygiene
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• v.15 no.3
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• pp.371-377
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• 2015

Objectives: The purpose of the study was to investigate the relation between learning strategy and academic achievement in the dental hygiene students. Methods: A self-reported questionnaire was completed by 207 dental hygiene students in Gyeongnam from April 1 to 30, 2014. The questionnaire consisted fo 51 questions of learning strategy and 1 question of academic achievement. The data were analyzed using SPSS 17.0 program for descriptive analyses, t-test, Pearson correlation and multiple regressing analysis. Results: The organized strategy and learning time management had a significantly positive influence on high scores in the junior and senior students. Learning strategie(r=0.419) and cognitive strategies(r=0.343), metacognitive strategies(r=0.239), resource management strategies(r=0.415) had significantly positive correlation to academic achievement. Cognitive strategy of learning strategies(p<0.05) and resource management strategies(p<0.001) had a positive effect on higher academic achievement. Conclusions: The learning strategies will provide the dental hygiene students with active participations.

• Journal of Information Technology Services
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• v.14 no.4
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• pp.237-256
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• 2015

The purpose of this study is to develop the eTextbook and to explore the usability of the eTextbook for accelerating mobile learning in university. This study was primarily based on needs analysis of students, and eTextbook was created based on digital publishing through Adobe DPS. The major design principles of the eTextbook based on previous studies were as follow. First, eTextbook should deliver learning contents in a simple and systematic way. Second, eTextbook should induce student's flows by providing segmented learning contents and various learning resources. Third, eTextbook should expand information accessibility by providing a wide variety of multimedia functions. The development principles of eTextbook have been developed based on cognitive psychology. Location and function of the link or icon used for eTextbook have been developed on the basis of the principles of cognitive psychology. The main development principles were Coherence, Signaling, Redundancy, Segmentation, Multimedia principle, and so on. In order to examine usability of the developed eTextbook, experts' and learners' reactions were evaluated. The primary responses of learners are that the eTextbook increased the learning accessibility and provided various multimedia factors, and thus increased the learning flows in the class.