• KSII Transactions on Internet and Information Systems (TIIS)
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• v.8 no.8
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• pp.2814-2832
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• 2014

As information society matures to an even higher level and as information technology becomes a necessity to our everyday lives, the needs to develop, support and satisfy personal and social needs without the limitation of time, space, and location have become a vital point to everyday lives. Smartphone users are increasing at a staggering rate but the research on mobile-Learning model and the implementation of m-Learning scenario are still behind the needs of the users. Therefore, this paper focuses on the design of 'repeatable and short-spanned m-Learning model' to meet the needs of the learners who are on the go and on the move with their smartphones. Smartphone users frequently reach out for their phones but compare to the frequencies, the actual span of time they spend per use are relatively and surprisingly short. One way to understand this phenomenon is that the users tend to immediately replace their smartphones with laptops or desktops whenever they are available. A leaning model was needed to reflect this short and frequent use, a use that is solely based on the smartphone environment. This proposed learning model first defines this particular setting and implements the model to real smartphone users over an 8 week period. To understand whether different learning backgrounds can influence this model, different schools with online and offline learning channels participated in the experiment. User survey was conducted after the experiment to get a better understanding of the smartphone users. Pretest and posttest were conducted before and after the experiment and the data were validated and analyzed using SPSS version 18.0 for PC. Preliminary descriptive statistics, multiple regression and cross validation was conducted for the analysis. The results showed that the proposed English Listening and Comprehension Mobile Digital Textbook (ELCMDT) had a positive effect on the learners in general and was more effective for learners who were already experienced with online learning.

• Journal of Korean language education
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• v.25 no.1
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• Journal of Information Technology Applications and Management
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• v.31 no.3
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• pp.53-69
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• 2024

This study was attempted to promote changes in traditional design education at a time when non-face-to-face education is necessary, such as digitalization, rapid social structure change, and post-COVID-19 situations, and to meet the demands of the times when user-centered design is more emphasized. Therefore, the goal of this study is to explore the process of developing mobile apps and operating education for deaf learners through design thinking-based interaction design education for design students. Specifically, the curriculum was designed by selecting a design thinking methodology suitable for major students to experience empathy and solutions to user problems. The subject that students majoring in this study want to sympathize with is deaf learners, and the subject of the curriculum is the development of educational support applications for deaf learners. Accordingly, a mobile app prototype that can support online learning for deaf learners was created based on the interaction design education plan designed based on design thinking. In addition, after collecting and analyzing the feedback of deaf learners to evaluate the prototype effectiveness, the final mobile app prototype was presented as an output. Through this process, interactive design education based on design thinking helped to strengthen the ability to empathize with and solve the needs of deaf learners to major students and improve the design learning experience. Based on these findings, if a methodology suitable for various user groups is selectively accepted for design education, the students in the major will have the ability to design by prioritizing the actual needs of users despite changes in the environment of the future design society.

• 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

• Journal of Engineering Education Research
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• v.14 no.6
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• pp.16-23
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• 2011

As a basic study on an effective operation of EMIs (English Medium Instructions) gradually expanded by social needs, the research analyses the effects of English competence, motivation, achievement, and self-confidence on learners' satisfaction and cognition of effects of EMI. Sixty-seven students (55 male and 12 female students) of the department of Civil Engineering in University A participated in the research. First, the analysis results indicate that participants evaluated their own English competence and self-confidence below average but evaluated English motivation and achievement above average. Second, participants' satisfaction with EMI was above average but they cognized its effects below average. Third, English motivation and self-confidence influenced on learners' satisfaction and cognition of effects of EMI in a meaningful way. Especially, English self-confidence influenced relatively more on the two dependent variables. Based on those result, the implications were suggested.

• English Language & Literature Teaching
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• v.13 no.2
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• pp.155-176
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• 2007

An attempt to investigate the effect of gender differences on Korean students' EFL learning orientation was made. To explain a Korean EFL learning context, three criteria (cultural distance between the target country and the host country, communicative needs of the TL, the status of the TL in the host country) are adopted. Moreover, as a contrastive FL learning context from the Imposed FL learning context, a FL learning context where there is a substantial cultural distance from the TL community, communication needs of the TL do not exist, and the TL enjoys a special educational and socioeconomic status in the host country, a concept of an Integrative FL learning context is newly brought up in this paper. As the result of a questionnaire conducted in four different high schools, female learners can be claimed to be more internalized about academic and socioeconomic benefits the TL entails for their social advancement and overcoming inequality between men and women in society, albeit insignificant numerical data.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.11-18
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• 2022

Linking Ukraine's education system with the trends of global digitalization is mandatory to ensure the sustainable, long-term development of the country, as well as to increase the sustainability of the education system and the economy as a whole during the crisis period. Now the main problems of the education system in Ukraine are manifested in a complex context caused by Russian armed aggression. In the context of war, problems include differences in adaptation to online learning among educational institutions, limited access to education for vulnerable groups in the zone of active hostilities, the lack of digital educational resources suitable for online learning, and the lack of basic digital skills and competencies among students and teachers necessary to properly conduct online classes. Some of the problems of online learning were solved in the pandemic, but in the context of war Ukrainian society needs a new vision of education and continuous efforts of all social structures in the public and private environment. In the context of war, concerted action is needed to keep education on track and restore it in active zones, adapting to the needs of a dynamic society and an increasingly digitized economy. Among the urgent needs of the education system are a change in the teaching-learning paradigm, which is based on content presentation, memorization, and reproduction, and the adoption of a new, hybrid educational model that will encourage the development of necessary skills and abilities for students and learners in a digitized society and enable citizens close to war zones to learn.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.77-82
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• 2024

The purpose of this study is to determine how satisfied adult learners are with school life when transitioning back to social life after obtaining a college degree, and to seek ways to improve education through analysis of future educational needs. Suggestions for the results are as follows. First, programs to improve adult learners' basic learning abilities must be continuously supported. As a result of the survey on satisfaction with the basic learning ability improvement program, 92% of respondents responded above average, so continued support for basic learning programs is required to help adult learners make up for their academic gap. Second, in the case of club activities and major certificate acquisition programs, the response rate was above average at 92%, indicating that students were overall satisfied with their school life. Third, there is a continued need for expanded application of classes that combine field practice in the subject area. Fourth, the development of liberal arts education subjects that reflect social needs is continuously required. Fifth, substantial operation of field experience programs is necessary. Junior colleges are higher education institutions that train experts. In order to cultivate practical talents who are closely related to the field after graduation, future field experience programs are required to be operated to help with major jobs.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.555-563
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• 2022

This study explored the educational effects of e-PBL by using metaverse tools to strengthen PBL interactions among foreign learners. The university's 3-hour, 15-week PBL subject was systematically reorganized to satisfy the needs of online groups of students. Metaverse technology was also used as a tool for interaction in the process of solving practical problems closely related to our social issues through e-PBL. e-PBL lectures are composed of foreign learners from various countries. More than half of the 43 participating students are from 11 different nations. Learners in an e-PBL class are able to partake in task-based learning activities through the use of the metaverse. This qualitative study identified the metaverse is an effective communication tool which transcends language and nationality. It is also a unique space where both verbal and non-verbal communication between team members are possible online. This study can demonstrate the positive effects of e-PBL teaching methods. By using the metaverse's various tools of interaction to improve communication among foreign learners whose Korean levels are not perfect, we can create a digital space which more closely resembles an offline, interpersonal learning experience.

• Journal of Community Nutrition
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• v.2 no.1
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• pp.62-70
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• 2000

Nutrition education should be an important component of ongoing health promotion for older adults and their caregivers. This is because prevention through sound nutrition and food hygiene practices and regular excercise is the most cost-effective way to reduce risks for and deal with their major health problems. nutritions education services should effectively promote optimum intake and successful self-care. Unfortunately, however relative to other vulnerable groups, nutrition education for older adults has not been systematically developed or evaluated. Usually oder adults care a lot about their health, so this should be a relatively easy group to teach - but their increasing numbers, longevity and great diversity with respect to health, physical, and economic status and educational level present challenges. Some older adults may not perceive they would benefit from nutrition education, so interesting and motivating them is a challenge. The food and nutrition knowledge of older people has been acquired through a lifetime of experience. For most older adults in the Asian region, their sources are restricted by their restricted education, so that their major sources of information have been informal sources, such as television, radio, friends, family, and perhaps newspapers and magazines if they are literature. Nonetheless, dietary advice for older people should build on their existing knowledge and ingrained values. It should provide information useful in daily food selection, and focus on food, not nutrients - the same foods and groups considered appropriate for younger people, with consistent messages as given throughout the population. Attention must also be paid to discovering learning styles in older people. When we teach in schools, the young students are a captive audience resigned to their learning role. Learning by an older adult, however, reflects an effort to meet his or her perceived needs. Therefore, nutrition education should be a positive experience in a non-threatening environment, relaxed and non-competitive, and perhaps even social environment. The messages also need to be practical and achievable. A needs assessment is essential, because our ability to provide the most effective nutrition education will depend on our success in matching the needs, both perceived and unperceived. of this vulnerable group. Therefore, go to the potential older learners to assess their interest and preferences. Nutrition education activities for older adults are widespread, but few have been evaluated. Evaluation is therefore also recommended, particularly when new methods are used. Tips from other countries for giving successful nutrition education will be given, including some examples of applications as attempted in Hong Kong. Research needs will also be described. In conclusion, successful nutrition education for older adults depends on positive needs-based messages. This is may be hard to do, as few good examples are available to illustrate these principles.