• The Journal of Korean Association of Computer Education
• /
• v.17 no.5
• /
• pp.107-114
• /
• 2014

This study aims to investigate the effects of reflection activities on using Facebook in university lectures. To accomplish the purpose of this study, an experiment was conducted with 181 students who took a large-scale university lecture. Subjects were assigned into two groups: 90 facebook group(experimental group) and 91 cybercampus group(control group). They participated reflection activities on facebook or cybercampus during 4 weeks. Independent samples t-test with in-depth interview were employed to analyze data. The results of this study are summarized as follows: there was a statistically significant difference in learning satisfaction between facebook group and control group. Learning satisfaction of facebook group is significantly higher than that of control group because reflection activities on facebook provided to gather information on reflection and to interact with peers easily. In conclusion, these findings imply that reflection activities on facebook is effective for improving learning satisfaction of large-scale university lectures.

• Journal of Digital Convergence
• /
• v.14 no.2
• /
• pp.57-63
• /
• 2016

The purpose of this study is to draw implications about a practice of university faculty member's teaching reflection by considering the concept, process, and content of reflection as a theoretical basis of teaching reflection. The concept of reflection is based upon 'reflection-in-action' suggested by $Sch{\ddot{o}}n$, and the process and content of reflection is explained through Korthagen's Core Reflection model. The following three implications conclude: First, a faculty member should write a reflection journal by observing and reflecting consistently one's own behavior in a context of teaching. Second, the center for teaching and learning should provide an orientation and consultation about the content and process of teaching reflection. Finally, sharing lessons with the colleague faculty member is required to make an effective reflection for each faculty member.

• Journal of Elementary Mathematics Education in Korea
• /
• v.10 no.1
• /
• pp.21-42
• /
• 2006

The purpose of this study is to identify the influences of the reciprocal writing-reflection activities on the mathematical learning of the 2nd grade students by developing a class model using reciprocal writing-reflection activities method as one of the interactive application of manipulative activities, reflective thought and communication activities which are the learning principles of constructivism. We have experimented and investigated to after dividing experimental objects into two group, experimental groups and comparative group, The conclusions of this study are followings. First, reciprocal writing-reflection activities showed significant effects on mathematical achievements of the group with lower achievements in learning. Second, reciprocal writing-reflection activities positively influenced mathematical tendency of the students. Third, the students had positive attitudes in interest, desire and usefulness regarding reciprocal writing-reflection activities. And reciprocal writing- reflection activities are helpful for their reflective thinking and communication activities.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.46 no.4
• /
• pp.600-612
• /
• 2022

This study analyzed the learning effect, through a satisfaction survey and NVivo qualitative analysis, of fashion design classes using humanities self-reflection writing. The results are as follows. First, with regard to learning satisfaction, learners perceived the class as efficient and showed overall satisfaction. Second, learners' opinions were classified into self-reflection writing, design process, new experience of expression, and the understanding of class activities. Third, in self-reflection writing, learners discovered their tendencies and values while exploring their identity through deep thinking. Fourth, in the design process, learners set the design concept consistently through writing. Fifth, in the new experience of expression, learners recognized the idea produced through writing as the result of thought and considered it a new expression method for design. Sixth, in the understanding of class activities, learners were interested in the process and considered it an activity through which to build their own style in design expression. Design class activities using self-reflection writing drew a positive response and presented the possibility of educational use. The teaching method of this study is expected to be used as a humanistic method for expressions in various design fields.

• The Journal of the Korea Contents Association
• /
• v.6 no.3
• /
• pp.108-115
• /
• 2006

e-Learning contents are composed of compounding multimedia data. It requires many professionals in contents development stage. The process of e-learning contents development can be seen as a collaborative work. In the perspective of a collaborative work process, the whole process of e-learning contents development would be regarded as collaborative work process for each participant as well as for whole group members. Most of collaborative works in contents development field are widely distributed. Members of work groups require workspaces for sharing information and communicating each other. In addition to workspaces, it also needs to support collaborative reflection such as planning for collaborative work and monitoring for work process. This paper is intended to develop the reflective collaborative work system for e-Learning contents development in order to support the systemic process of e-learning contents development. The reflective collaborative work system is composed of four supportive parts: work flow management, personal workspace, collaborative workspace, and collaborative reflection.

• Journal of Wellbeing Management and Applied Psychology
• /
• v.7 no.1
• /
• pp.43-50
• /
• 2024

Purpose: People must express their feelings and thoughts to maintain mental health and stability. Expressing one's emotions, experiences, and thoughts in writing relieves inner feelings, promotes self-exploration, and improves individual well-being, resulting in a pleasant state on physical, mental, and social levels. This study aims to reveal the learning experiences of university students who participated in a self-expressive writing course to improve their well-being. Method: To explore the learning experiences of university students who took a self-expressive writing course, this study used qualitative research methods to analyze the students' written reflection notes. Results: Self-expressive writing was found to resolve university students' negative emotions, regulate their emotions, improve their self-reflection and self-awareness, contributing to their problem-solving skills and ability to set new goals, and strengthen their social communication. The meaning of this class experience can be summarized as healing, awareness, reflection, change, and growth. Conclusion: The results of this study provide concrete data on expressive writing classes and are valuable when designing the writing programs.

• Journal of Digital Contents Society
• /
• v.14 no.4
• /
• pp.545-555
• /
• 2013

Recently student portfolio is widely used as an evaluation method for self-directed performance in engineering education of the university. Especially, as many of the Innovation Centers for Engineering Education and ABEEK held student portfolio competitions, a lot of students in engineering college participate in student portfolio includes the contents and careers of the entire process of university. However, except for courses related to capstone design, there are few regular courses applied to Learning Portfolio in engineering education. Through using Learning Portfolio in courses, students take opportunities of organized collection of learning contents and critical reflection. Under these background study, the regular course in engineering education is may be appropriate for using Learing Portfolio in lecture. In this paper, we present the case study for the Data Structure course opened in the first semester of 2013 which is organized as a Learning Portfolio. According to the results of applying Learning Portfolio to the regular course, it turns out that learners can develope self-directed learning ability in exploring the learning process, and manage a learning process systematically through self-reflection in learning process.

• Journal of Engineering Education Research
• /
• v.22 no.1
• /
• pp.22-28
• /
• 2019

The purpose of this study is to develop instructional design model of flipped learning suitable for engineering education field and to draw out effects and improvements by applying it to actual lessons for engineering college students. Literature review and case studies were conducted to achieve the purpose of the study. For a case study, flipped learning was applied to 'creative problem solving methodology' which is a liberal arts course of engineering college at D university in Gyeonggi-do. As a result of the literature review, the PARTNER model was applied and weekly instructional guide was presented by each stage. In addition, the results of analysis on the reflection journal showed that the students were more able to achieve the deepening learning stage through active participation in class than the existing class, and found that they had a more challenging plan after the class.

• Korean Journal of Clinical Pharmacy
• /
• v.24 no.2
• /
• pp.90-97
• /
• 2014

Learning portfolio is a collection of evidence that learning has taken place. It has gained its reputation as a useful assessment tool in the education of health professionals. The purpose of this study is to describe the pharmacy students' experiences and perceptions upon the introduction of a learning portfolio into the Introductory Pharmacy Practice Experience course. Methods: Fifty five students from one pharmacy school who used a learning portfolio to document their progress in the IPPE course participated in 16-item questionnaire exploring opinions and experiences of learning portfolio preparation, assessment, and personal and professional development and reflection. Results: Most students agree that a learning portfolio is a valuable tool in promoting self-directed and reflective learning. However most of them (46/55) also feel developing a portfolio is time-consuming, and when compared to their effort, an appropriate reward has not been given. Conclusion: To make the use of learning portfolios successful students should receive clear guidelines on their purpose, content and structure. Also the assessment criteria should be provided before the introduction of learning portfolio and their effort in developing learning portfolio should be rewarded.

• Transactions on Control, Automation and Systems Engineering
• /
• v.4 no.1
• /
• pp.100-107
• /
• 2002

The advanced bilateral control algorithm, which can enlarge a reflected force by combining force reflection and compliance control, greatly enhances workability in teleoperation. In this scheme the maximum boundaries of a compliance controller and a force reflection gain guaranteeing stability and good task performance greatly depend upon characteristics of a slave arm, a master arm, and an environment. These characteristics, however, are generally unknown in teleoperation. It is, therefore, very difficult to determine such maximum boundary of the gain. The paper presented a novel method for design of an advanced bilateral controller. The factors affecting task performance and stability in the advanced bilateral controller were analyzed and a design guideline was presented. The neurofuzzy compliance model (NFCM)-based bilateral control proposed herein is an algorithm designed to automatically determine the suitable compliance for a given task or environment. The NFCM, composed of a fuzzy logic controller (FLC) and a rule-learning mechanism, is used as a compliance controller. The FLC generates compliant motions according to contact forces. The rule-learning mechanism, which is based upon the reinforcement learning algorithm, trains the rule-base of the FLC until the given task is done successfully. Since the scheme allows the use of large force reflection gain, it can assure good task performance. Moreover, the scheme does not require any priori knowledge on a slave arm dynamics, a slave arm controller and an environment, and thus, it can be easily applied to the control of any telerobot systems. Through a series of experiments effectiveness of the proposed algorithm has been verified.