• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.140-161
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• 2014

The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into 'learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres'. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student's learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.

• Journal of Information Technology Applications and Management
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• 제16권3호
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• pp.113-124
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• 2009

How can action learning program promote organizational learning performance and especially project based team performance in Web-based small and medium-sized enterprises (SMEs)? This article discusses the association between project based team in action learning program and the performance of Web-based SME to be learning organization. In the case of ALPACO, action learning program that promote employee communication behavior, knowledge sharing, and organizational learning are found to be positively associated with the project based team performance and organizational learning, The results indicate that action learning program in SMEs indeed associated with greater knowledge sharing, learning communication skills and changing organizational culture. Learning organization can be, in turn, positively developed by project based team through action learning program for creating competitive advantage, Also, this study offers further support for the practical perspective on learning organization performance. The evidence from this case study suggests that the project team in action learning program playa significant role in team performance and the development of learning organization of the firm. Therefore, in the future, Web-based SMEs should consider making investments in action learning program that encourage project team's effective management in decision making, knowledge sharing, and organizational learning.

• 수산해양교육연구
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• 제24권2호
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• pp.272-285
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• 2012

The purpose of this study was to develop the Learning Strategy e-Learning Contents based on the storytelling in university students. The objective of the Learning Strategy e-Learning Contents based on the storytelling was to increase in learning skill which university students will use to keep major learning during their courses. The Learning Strategy e-Learning Contents was based on the results of pre-research on storytelling and learning skill. In order to verify the effectiveness of the Learning Strategy e-Learning Contents based on the storytelling, it was analyzed to validity of contents by five professionals. The results of the study were as follows. The Learning Strategy e-Learning Contents based on the storytelling for increasing in learning skill of university students consisted of 15 sessions which proceeding a per semester: the starting phase(1-2), the execution phase(3-13), and the ending phase(14-15). The subjects were 20 university students who had randomly assigned to an experimental group(10) and a control group(10). Subjects completed a learning skill scale. Data analyses were conducted using ANCOVA. The results of the analyses revealed that subjects of experimental group showed significantly higher scores on learning skill than one of control group. Based on the above results, it is concluded that the Learning Strategy e-Learning Contents based on the storytelling was effective in improving learning skill of university students.

• Educational Technology International
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• 제11권1호
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• pp.171-192
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• 2010

This study was to investigate the elaborated project based learning model for scientifically gifted in the context of R & E project learning. It is important for the scientifically gifted to provide the appropriate learning environments instead of general learning model for the gifted. Although R & E project learning model is effective, the model has the limitations of managing the course for the scientifically gifted. To improve R & E learning model, the elaborated project based learning model was suggested with integration of both project based learning model and goal based scenario. The elaborated project-based learning model was comprised with 'basic learning process', 'elaboration through inquiry', and 'presentation and reflection'. To measure the satisfaction, eighty scientifically gifted students participated in the class. The result shows that learners were satisfied with the elaborated project-based learning up to 90%, and teachers were satisfied with this model up to 77%.

• Educational Technology International
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• 제16권2호
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• pp.249-272
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• 2015

This study is a theoretical exploration of project-based service-learning and its application in designing pre-dental curricula. As a response to the limitation of community service courses, service-learning has been implemented as pedagogy in higher education practices. Service-learning connects service and learning by engaging students in activities that address community needs with intentionally designed learning opportunities while adding value to and transforming both service and learning. Project-based service-learning is an extended and more active version of service-learning. Whereas service activities are arranged by instructors in the original service-learning, project-based service-learning provides students with opportunities for exploring problems and root causes on site and then devising and implementing solutions of their own using their talents and creativity. This study proposes a theoretical approach to project-based service-learning and suggests six design components, namely, related curriculum, reflection, reciprocity, service and community engagement, evaluation and recognition, and creative problem solving. Based on the components, 20 design strategies are formulated. The exploration is aimed to provide design guides for professionals attempting to implement project-based service-learning in higher education.

• Educational Technology International
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• 제8권2호
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• pp.53-71
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• 2007

This study identified the effectiveness of e-learning by comparing learning outcome in conventional face-to-face lecture with the selected e-learning methods. Two e-learning contents (animation based and video based) were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which is http://www.enaged.co.kr. Fifty-four Korean agricultural high school students were randomly assigned into three groups (face-to-face lecture, animation based e-learning, and video based e-learning group). The students of the e-learning group logged on the LMS in school computer lab and completed each e-learning. All students were required to take a pretest and posttest before and after learning under the direction of the subject teacher. A one-way analysis of covariance was administered to verify whether there was any difference between face-to-face lecture and e-learning in terms of students' learning outcomes after controlling the covariate variable, pretest score. According to the results, no differences between animation based and video based e-learning as well as between face-to-face learning and e-learning were identified. Findings suggest that the use of well designed e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities if e-learning was used appropriately in combination with conventional learning. Further research is also suggested, focusing on a preference of e-learning content type and its relationship with learning outcome.

• Asia Marketing Journal
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• 제17권1호
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• pp.27-53
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• 2015

Learning organization has been an important issue in both management and marketing areas. Also learning capability is a key construct of innovation process in a firm. Especially, in marketing context, several researchers have studied market-based learning and its relation with performance. Previous studies have shown that market-based learning has a positive impact on overall firm performance. However, there has been inconsistency in the concept of market-based learning itself and its relationships with antecedents and consequences. Given this conflicting and inconsistent results of previous research, this study has two main objectives. First, this paper proposed a conceptual framework that marketbased learning has two types of processes and each types of market-based learning will generate different types of performance. Second, the mediating role of marketing capability in learning-performance link is proposed. The proposed conceptual framework shows that organizations which have marketbased learning for innovation management can enjoy ambidextrous firm performance on both side of effectiveness and efficiency via marketing capability. Moreover our research model proposes key drivers of market based organizational learning.

• 한국직업건강간호학회지
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• 제22권1호
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• pp.57-65
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• 2013

Purpose: The purpose of this study was to evaluate the factors that affected self efficacy, social support and learning achievement in the web-based learning of graduate school students. Methods: The data were collected from 79 nurses in a web-based learning. A self-reported questionnaire was used to assess the level of self-efficacy, social support and learning achievement. Results: The learning achievement was significantly improved to 4.05 points after web-based learning compared to 2.69 points before web-based learning, and all other items were also improved. Self-efficacy was improved to 3.91 points from 3.66 points after web-based learning and so was social support to 4.18 points from 3.94 points. Fatigue and stress among health behavior characteristics were significantly decreased after web-based learning. Conclusion: This study shows that the web-based learning improved self-efficacy and social support of the students. And self-efficacy was an important factor in learning achievement. It is necessary to develop a strategy to improve self-efficacy as well as to manage social support for increasing interactions among the nurses in a web-based learning.

• 한국보육지원학회지
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• 제10권1호
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• pp.5-26
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• 2014

본 연구는 초임보육교사의 웹기반 학습경험, 학습유형, 인터넷 자기효능감이 웹기반 학습신념에 미치는 영향을 살펴보기 위한 것이었다. 이를 위해 P시에 위치한 어린이집에 근무하고 있는 초임보육교사 215명을 대상으로 설문을 실시하고 자료분석은 t 검증, ANOVA, 상관분석, 중다회귀 분석을 실시하였다. 그 결과 첫째, 초임보육교사의 웹기반 학습경험 중 온라인교사 커뮤니티 이용 유무와 빈도에 따라 웹기반 학습신념에 차이가 나타났다. 둘째, 초임보육교사의 학습유형에 따라 웹기반 학습신념에 차이가 있었으며 특히 융합형의 교사들이 웹기반 학습의 어려움에 대한 신념이 높았다. 셋째, 초임보육교사의 인터넷 자기효능감은 웹기반 학습신념과 정적상관을 보였으며 인터넷 자기효능감이 높은 교사들이 웹기반 학습의 행동적 신념과 맥락적 신념이 높았다. 넷째, 초임보육교사의 웹기반 학습신념에 미치는 상대적 영향력은 행동적 신념, 맥락적 신념, 어려움 신념에 따라 그 영향요인이 달랐으며 주로 온라인교사 커뮤니티 이용과 인터넷 자기효능감이 가장 많은 영향을 주는 변인으로 나타났다. 이러한 결과는 초임보육교사의 웹기반 학습에 대한 긍정적인 신념을 높이기 위해 이들의 웹기반 학습경험과 인터넷 자기효능감을 높일 수 있는 방안 모색이 필요함을 시사하였다.

• 한국게임학회 논문지
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• 제18권5호
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• pp.93-102
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• 2018

본 논문은 이론과 실기 교육, 학계와 산업계의 융합 교육을 지향하는 게임 교과목 교육의 효과적이고 체계적인 학습 방법론을 제안하는 것을 목적으로 한다. 특히 교수자 중심 교육에서 학습자 중심 학습 환경으로 변화하고 있는 시대적 흐름을 반영하여 4PBL 모델을 제시하고자 한다. 4PBL 모델은 학습 접근 방식을 기반으로 하는 3P 모델과 문제기반학습(Problem based Learning) 방법론을 보강, 발전시킨 모델로 개인지(Personal based Learning), 문제기반학습(Problem based Learning), 프로젝트기반학습(Project based Learning), 실행기반학습(Performance based Learning)으로 구성된다. 본고에서는 구체적인 게임 교과목 교육 사례를 들어 각 단계별 PBL의 개념과 특징을 설명하였다. 이와 같은 시도는 변화하는 교육 패러다임 속에서 게임 기획과 개발에 대한 지식을 주체적으로 구조화할 수 있는 학습 환경을 제시할 수 있다는 점에서 유의미한 가치가 있다고 할 수 있다.