• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.85-94
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• 2008

This study is to find strategies to promote distance learning effectiveness in the online learning environment. The research showed that the level of learner's perception of the structure of transactional distance was not significantly different according to sex (p>.05). There was significant correlation between the level of learner's perception of the structure and academic satisfaction(p<.01). And, the level of learner's perception of the structure and learning durability appeared to have statistically significant correlation. However there was no significant difference(p>.05) between academic achievement. Among the three subordinate factors, the course interaction organization had the most influence on the learner's academic satisfaction and the learner's learning durability was influenced the most by the content organization.

• The Journal of Korean Association of Computer Education
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• v.13 no.6
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• pp.69-77
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• 2010

This purpose of this study is to investigate the learner's perception and learning satisfaction on e-learning in the university blended learning environment. The participants in this study were signed up for Health Education. Collected data were analyzed by using the SPSS program. The results are as follows. The average of learner's perception and learning satisfaction on e-learning was higher than the middle. the most of learners recognized that e-learning is efficient to cultivate computer usage ability. Relation between learner's perception and learning satisfaction on e-learning showed a positive correlation. Learning satisfaction could be influenced by learner's perception on e-learning. Considering all these results, the blended learning which mixs face-to-face learning and e-learning is meaningful.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.49-58
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• 2019

The purpose of this study is to compare learners' perceptions regarding the processes and the educational effects of fostering learner-generated questions in engineering education according to the questioning attitude of engineering learners. For this, after developing and implementing the appropriate strategies for fostering learner-generated questions in an engineering statistics course, this study analyzed 56 learners' survey responses and used ANOVA to investigate the group differences. The results showed that the educational effects and implications of fostering learner-generated questions were different according to the learners' questioning attitude. The study also confirmed that learners' questioning attitude should be considered as one of the important learner's characteristics in developing and implementing the strategies of fostering learner-generated questions in engineering education. Especially, fostering learner-generated questions produced positive effects on the passive questioning learners but not particularly on the learners who were asking no questions at all in other courses. Learners who asked no questions still have difficulty in generating deep meaningful questions and presenting them and thus require more instructors' strategies and active support for them.

• Journal of Information Technology Applications and Management
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• v.14 no.2
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• pp.27-47
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• 2007

In an effort to apply IT to practices of learning, universities are trying to implement e-Learning systems and expanding the extent of their usage. Nowadays, e-Learning systems are not only used for conducting web-based distance learning, but also used for supporting traditional classes education by encouraging communication and information sharing between instructors and learners or among the learners. There is relatively lack of studies on the exploitation of e-Learning systems in the traditional classes, in comparison with a distance education. Specifically, howe-Learning systems could support the traditional class and/or which benefits e-Learning systems could offer in the classes are among the important issues. In this study, we suggest that e-Learning systems would be the rich media to communicate and exchange information among people who participate in a class. We derive key variables like media richness and media experience from Media Richness Theory and from Channel Expansion Theory. Moreover, Media usefulness and Satisfaction of a learner with e-Learning system is drawn from the literature on IS success. We examine the effects of perceived media richness, media usefulness, and media experience on leaner's satisfaction with e-Learning systems. In addition, we also investigate learner's media usefulness perception which is positively related to media richness and media experience. Finally, learner's experience with e-Learning systems affects perceived media richness. Based on the results of an empirical test. we first suggest that perceived media richness with e-Learning systems contributes to increase media usefulness and satisfaction of a learner. Second, media experience is an important predictor of media richness and media usefulness perception. Consequently, the result can support Channel Expansion Theory. Finally, media usefulness perception affects learner's satisfaction with e-Learning systems.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.103-111
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• 1998

The purpose of this study was to investigate the relationship among spatial ability, learning styles, visual-perception- recall abiltiy, and the conceptual construction of the earth and moon's motion. Four paper-and-pencil tests were used to measure students' cognitive variables. Spatial ability was measured by Spatial Visualization Test, visual-perception-recall ability was measured by Rey's Figure which also have used to test visual- perception-recall ability of right-temporal lobes, and VVT were used to investigate students' learning styles. further, the test of concept construction was consisted of 15 items about the earth and moon's motion developed by researcher One hundred and twenty-seven 6th-, one hundred and sixteen 7th-, eighty-seven 9th-grade, ninety-three college students were participated in the investigation of the effects of age and learning style on conceptual construction. In the analysis of students' performances, spatial ability, visual-perception-recall ability, and conceptual achievement showed an increasing pattern with grading. In addition, visual learner's conceptual achievement showed a significantly higher score on conceptual test than verbal learner's(p<0.05). The results of the present study supported tile hypothesis that learning styles would differently influence to learning atmospheric concepts by students'learning styles. This study also indicated to be considered the students' spatial ability in learning atmospheric concepts.

• 중국학논총
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• no.66
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• pp.85-103
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• 2020

We use prototypes (also known as referent in semiotics) when we understand the outside world. Different language users use different prototypes to decode the same sound. When we learn Chinese language as a foreign language, during it's sound perceptual process, Korean learners' target language prototypes are different from Chinese native speakers'. The purpose of the paper is to examine the theory of speech perception and the theory of constructivism teaching, and to suggest to the Chinese language teachers to have Cunstructivist approach while they design there teaching course. For this, we concerned three things: First is to review speech perception theory and constructivism teaching theory. Second based on the preceding study, we review that learner's prototypes are different from Chinese native speaker and this cause the error of listening and pronunciation. Finally, we introduced two simple speech visualization programs developed to help us learn pronunciation.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.19-40
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• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.

• Journal of Korean Dental Hygiene Science
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• v.5 no.1
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• pp.1-11
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• 2022

Background: This study aimed to examine the effectiveness of role-play in dental hygiene education by analyzing learners' perceptions and experiences of role-play classes. Methods: Role-play was used as a teaching method to run dental medical communication and practice classes for 31 3rd graders in the Department of Dental Hygiene to investigate the learner's perception of role-play classes, effectiveness of the classes, and learner's perception of the experience. The Mann-Whitney U test was used to analyze the differences in learners' perceptions of the role-play classes according to the main characteristics related to dental health communication education. Results: The correlation coefficient between awareness of dental communication education (4.74 ± 0.35) and awareness of role-play classes (4.44 ± 0.48) was an Rs of 0.634, showing a significant positive correlation (p<0.001). Conclusion: Learners recognized that dental hygiene communication competency is important for dental hygienists. In addition, a strategic teaching design is necessary to reduce the learner's burden on role-play considering the learner's experience, which is perceived as a disadvantage of role-play

• The Mathematical Education
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• v.61 no.4
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• pp.613-629
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• 2022

This study explored the heterogeneous latent group on the influence of the learner's perceived math teaching method(instructor-centered, learner-centered) on math self-efficacy. In order to profile the characteristics of the detected latent group, the distribution of variables was confirmed, and multi-group analysis was conducted by SEM. According to the analysis results, two latent groups were detected, and the instructor-type group and the learner-type group were named. As a result of post-hoc analysis, the perception of instructor-centered classes and learner-centered classes, and the perception of math teaching ability were similar between the instructor-type and the learner-type group. But the instructor-type group had higher math self-efficacy, math interest, and math class engagement than the learner-type group. Also, in the instructor-type group, the effect of perception of math teaching ability on math self-efficacy and math class engagement was greater than that of the learner-type group. Whereas, in the learner-type group, the effect of math interest on math self-efficacy and math class engagement was greater than that of the instructor-type group. This study presented a new research method on the influence of math teaching methods on learners by applying the REBUS-PLS method.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2004.10a
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• pp.1061-1065
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• 2004

The knowledge-based society of the 21st century requires effective education and learning methods in each professional field because the development of human resource determines its competence more than any other factors. It is highly desirable to develop an intelligent tutoring system, which meets ever increasing demands of education and learning. Such a system should be adaptive to each individual learner's demands as well as the continuously changing state of the learning process, thus enabling the effective education. The development of a learning environment based on learner modeling is necessary in order to be adaptive to individual learning variants. An intelligent learning environment is being developed targeting the heritage education, which is able to provide a customized and refined learning guide by storing the content of interactions between the system and the learner, analyzing the correlations in learning situations, and inferring the learning preference from the learner's learning history. This paper proposes a heritage learning system of Bulguksa temple, integrating the ontology-based learner modeling and the learning preference which considers perception styles, input and processing methods, and understanding process of information.