• Journal of information and communication convergence engineering
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• v.17 no.4
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• pp.274-278
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• 2019

It is important that students are provided opportunities to practice their skills in acquiring radiographic images. However, these opportunities are currently limited because of the risk of radiation exposure. To overcome this limitation, a new augmented reality-based radiography simulator was developed that enables students to practice radiographic techniques as part of self-directed learning without time and space constraints. Subsequently, cross-sectional images of a manikin phantom head obtained via computed tomography were reconstructed into a three-dimensional object. An image marker that could be recognized by a mobile device and could allow users to practice dental radiography techniques was devised. The three-dimensional object was augmented to the mobile device; consequently, among 106 stored dental radiographs on the device, a radiograph corresponding to specific imaging conditions was opened when users performed radiographic procedures. This technology could improve dental students' understanding of dental anatomy and contribute to improving their competency in acquiring dental radiographs.

• Research in Mathematical Education
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• v.21 no.1
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• pp.15-34
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• 2018

This paper describes how communicative technology between two classrooms located in different sociocultural contexts was used to support mathematics instruction. I analyzed what interactions emerged using the communicative technology, how sociocultural differences were leveraged to construct mathematical knowledge, and how students built this knowledge together across urban and rural classrooms. The results show that reciprocal interactions emerged. Teachers co-designed lesson plans and tasks with consideration of the different classroom social contexts. Based on those teachers' interactions, students had opportunities to justify their ideas and to prepare answers before the connected discussions, and a wide spectrum of ideas was synthesized as collaborative knowledge. These findings suggest that communicative technology has the potential to enhance learning opportunities for students across different social contexts.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.304-322
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• 2022

This study investigated a case of a gifted Saudi student, X, who was early detected through Mawhiba (The Saudi Institution of Gifted) when he was eight years old. Then, the journey continued until he became a Tamayuz member and received a scholarship in 2022 to pursue his bachelor's at one of the prestige, high-ranking universities in the USA to study Mathematics and Economics. Lack of information about the status of Saudi verbal gifted maked X case a model to explore the roles of Mawhiba's programs in supporting Saudi verbal giftedness in general and particularly in learning the English language, plus seeking the opportunities Mawhiba provided for Saudi verbal gifted to enrich their giftedness in the English language through providing extended social networking and finally stating the sample's perspective about the opportunities and services Mawhiba provided him. The three core instruments to accumulate elaboration and interpret qualitative and quantitative data were academic records, writing samples, family observation, and a written interview.

• Journal of Industrial Convergence
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• v.17 no.3
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• pp.1-8
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• 2019

This study examined the constructivist perspective and the characteristics of informal learning in relation to work place learning of sports center leaders through a theoretical approach. For this reason, informal learning has important learning meaning because sports center leaders based on informal learning enable them to develop their professionalism through workplace learning in terms of experience and practice in promoting the process of growth and learning. Can be. In addition, the leaders in the sports center coaching sites lack formal learning opportunities in workplace learning compared to office workers in general companies. Therefore, the type of informal learning and the way to improve learning should be presented. This part is considered to be an educational element as an important factor for the professionalism of sports center leaders. In addition, the establishment of a workplace learning environment in personal, environmental, institutional and organizational aspects will help sports center leaders to increase their professionalism.

• Korean Journal of Clinical Pharmacy
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• v.27 no.2
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• pp.55-62
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• 2017

Experiential education is a core curriculum of pharmacy education. In experiential education, formative feedback is an integral component of learning and teaching process. Feedback is defined as information provided by a preceptor regarding student's performance based on direct observation. With effective feedback, students can have opportunities to reinforce or correct behaviors and to acquire knowledge or skills. Students highly value and appreciate feedback. They rank provision of effective feedback as one of the most important qualities of preceptors. Preceptors, however, lack an understanding of feedback or practical skills necessary for providing effective feedback. As a result in reality, the feedback provided to students can be differentially effective in improving students' learning. This article describes a theoretical understanding of feedback including definition and value, as well as types of feedback. In addition, practical aspects in providing feedback, such as contents, timing, techniques, and models, are addressed. By understanding the value of feedback and mastering various feedback skills, preceptors will promote students' learning and enhance educational outcomes of experiential education.

• Journal of Information Technology Applications and Management
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• v.16 no.1
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• pp.21-36
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• 2009

As the World Wide Web (WWW) has become a major channel for information delivery, the data accumulated in the Internet increases at an incredible speed, and it derives the advances of information search technologies. It is the search engine that solves the problem of information overloading and helps people to identify relevant information. However, as search engines become a powerful tool for finding information, the opportunities of plagiarizing have increased significantly in e-Learning. In this paper, we developed an online plagiarism detection system for detecting plagiarized documents that incorporates the functions of search engines and acts in exactly the same way of plagiarizing. The plagiarism detection system uses morpheme analysis to improve the performance and sentence-based comparison to investigate document comes from multiple sources. As a result of applying this system in e-Learning, the performance of plagiarism detection was improved.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2010.05a
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• pp.621-625
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• 2010

Currently most of the educational content to learners to provide more learning opportunities despite the inevitable in terms of its content and format have not only due to the limitations and problems, this alternative to the creation of a new generation of educational content, research is required urgently. In this paper, G-learning content, online games and through the analysis of the type and characteristics is to overcome this problem.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.18 no.3
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• pp.610-632
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• 2024

Mobile Learning (M-learning) adoption and success in supporting students' learning engagement mainly depend on many factors. Therefore, this study systematically reviews the literature, synthesizes and analyzes the predictors of M-learning adoption, and uses success for students' learning engagement. Literature from 2016 to 2023 in various databases is covered in this study. Based on the review's findings, the factors that influence students' learning engagement when it comes to M-learning usage and adoption, can be divided into technical, pedagogical, and social factors. More specifically, technical factors include mobile devices availability and quality, connectivity to the internet, and user-friendly interfaces, pedagogical factors include effective instructional design, teaching methods, and assessment strategies, and social factors include motivation of students, social interaction and perceived enjoyment - all these factors have a significant impact on the M-learning adoption and use success. The findings of the review also indicated that M-learning has a key role in enhancing the learning engagement of students through different ways, like increasing their motivation, attention, and participation in their process of learning, paving the way for interaction and building relationships opportunities with peers and instructors, which in turn, can lead to strengthening the learning environment. The implications of these findings extend beyond immediate educational contexts, offering vital insights for future educational technology strategies and policy decisions, particularly in addressing global educational challenges and embracing technological advancements in learning.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.1-8
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• 2016

Strengthening self-directed learning ability is established as one of the goals of gifted education in Korea. In addition, it should be noted that self-directed learning can be realized in variety of ways as favorable conditions and environments are fostered to provide gifted education utilizing program. in the recent days. But, gifted learning programs for programming are programmed for information gifted student. Therefore, we have analyzed in this study the effects of improvement on self-directed learning ability of mathematically gifted student through class utilizing app inventor program for self-directed learning ability. Built up from the 4th and 5th grade to elementary math one class for gifted children complete by making math quiz, we use the app inventor to activity. The result of experiment showed very significant difference in the post-survey to less than .002 in the pre-survey in terms of three domains, which are intrinsic motivation, the openness of learning opportunities and autonomy which corresponds to sub-elements of self-directed learning ability. We could verify from the result of the study that mathematically gifted student learning program utilizing app development activity have positive effects on self-directed learning ability of mathematically gifted students.