• The Journal of Sustainable Design and Educational Environment Research
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• v.4 no.4
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• pp.25-38
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• 2004

Schools have focused so far on a student-oriented education. As the roles of schools, however, have been increasingly emphasized in the information society, community-centered functions are now additionally required. Beyond simply allowing communities to utilize selected facilities, schools can conduct re-education programs for community residents and actively use their facilities for such purposes. As explained above, schools must continuously evolve to meet current needs and demands, such as by offering special classes and utilizing learning facilities in the elementary levels to promote learning in ever-changing societies. This study analyzed the functions of school facilities to communities, as well as the educational functions involved in teaching-learning processes, in light of the advent of a knowledge and information society. Through analysis, the types of information facilities in elementary schools were derived. On the basis of such derived types, systematic and reasonable methods to estimate the scope were suggested.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.99-108
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• 2019

This study aims to explore key factors which influence user's decision-making on the adoption of e-learning. We integrated UTAUT and Information Success Models to test that four independent factors affect student satisfaction to use e-learning in Rwanda's higher education. Data was collected by surveying students of University of Rwanda and Protestant Institute of Social Sciences (n=206). The analysis results showed that performance expectancy, facilitating conditions and effort expectancy except for social influence have a significant effect on students' satisfaction. This can help university administrators understand the factors that influence students' adoption of e-learning and incorporate these results into Rwanda's e-learning design and implementation. In final, Rwanda's government can contribute to establishing the e-learning policy and allocating its relevant resources centered on student needs.

• The Journal of the Korea Contents Association
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• v.6 no.12
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• pp.192-200
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• 2006

With the appearance of the Internet and the development of the World Wide Web, web-based education has made individual and selective learning centered on students in cyberspace available at any time and anywhere. In this paper, we design and implement courseware for a web-based 4th-year elementary school mathematics course. In order to make it as student-centered as possible, the courseware adopted learning activities using various Flash animation and design methodology to enhance students' interest to complete all parts of the course. When we gave our WBI courseware to 4th-year elementary school students to use, their achievement in the subject was greater than a group who studied with the traditional course. The results of the question investigation of the experimental group showed a positive reaction and increased educational achievements in the fields of comprehension, interest, convenience and reflection on self-directed learning.

• Convergence Security Journal
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• v.7 no.2
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• pp.9-16
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• 2007

In today's society, the paradigm is converted to information where both this and knowledge become the source of value added. In order to answer societies' needs school education is subject to a large change, that is 'from supplier-centered learners to demand-centered learners'. This study is the design and implementation of multimedia CAI program for learning about electricity in the meddle school the mechanics curriculum with a focus in generating electricity. Based on multimedia, software, educational utilization of the multimedia, CAI, learning theory and form, both technology and multimedia elements related to curriculum are analyzed. This title is composed of object, contents, evaluation and related sites every chapter for students to study. Also, it is designed for students to take interest and participate in the learning process actively by combining lots of media such as characters, sound, images and animation. Specially it is composed in a way of repetition according to the student's level.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.53-59
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• 2012

This article reviews the current issues of engineering education: engineering creativity, R&D 3.0 and Education 3.0 and comfirms need of refining quality of engineering education through learner-centered hybrid project learning. this article suggests the Global engineering project(GEP) program as an ideal hybrid project learning model that develop student's creativity and convergence capability. GEP program is learnner-centered interdisciplinary program that whole processes are managed by interdisciplinary students team aiming to global engineers who are globally competent and locally relevant so that they can function effectively in any country by local activity in developing country. The program consist of four main parts: 1)pre activity, 2)local activity from abroad, 3)design and producing prototype and 4)participating in the design contest or academic conference with the products. As a result, students' global competence, teamwork skill and capability of creative problem solving are remarkably improved.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.507-518
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• 2009

The purpose of this study was to determine the effects of verbal analogy activities on science achievement and science attitude of elementary students. Students consolidated lessons by making short sentences with core words that a teacher gave for scaffolding instruction. Many researches about analogies have been conducted in science education. However, most of them considered analogy as learning tools, whereas this research considers analogy as a cognitive process. To see the effects of verbal analogy activities, two groups were selected from 6th grade elementary school students; one was an experimental group working with the student-generated verbal analogy and the other was a control group with teacher-centered and textbook-centered activities. Science achievement, scientific attitudes, attitudes toward science and retention were tested after the treated lessons.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.47-63
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• 1999

It is important that the teacher, in an inquiry learning gives his student sufficient thinking time regarding the teacher's question and the child's response. In an inquiry loaming, it is essential that children should have an enough time to understand question fully and find out correct answers. The purpose of this study is to investigate an effect of science teaching, when Wait-time theory is applied, on the scholastic and thinking ability, thinking trend and scientific attitudes of elementary children. We could draw several meaningful conclusions from the study concerned with improving the effect of science teaching that changed from teacher centered teaching to children centered erie.

• Research in Mathematical Education
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• v.26 no.1
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• pp.1-17
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• 2023

Over the last three decades, there has been an increasingly strong emphasis on group-centered approaches to mathematics teaching. One primary responsibility for teachers who use group-centered instruction is to "check in", or intervene, with groups to monitor group learning and provide mathematical support when necessary. While prior research has contributed valuable insight for successful teacher interventions in mathematics group work, there is a need for more fine-grained analyses of interactions between teachers and students. In this study, we co-conducted research with an exemplary middle grade teacher (Ms. Green) to learn about fine-grained details of her intervention practices, hoping to generate knowledge about successful teacher interventions that can be expanded, replicated, and/or contradicted in other contexts. Analyzing Ms. Green's practices as an exemplary case, we found that she used exceptionally short interventions (35 seconds on average), provided space for student dialogue, and applied four distinct strategies to support groups to make mathematical progress: (1) observing/listening before speaking; (2) using a combination of social and analytic scaffolds; (3) redirecting students to task instructions; (4) abruptly walking away. These findings imply that successful interventions may be characterized by brevity, shared dialogue between the teacher and students, and distinct (and sometimes unnatural) teaching moves.

• Journal of Industrial Convergence
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• v.18 no.1
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• pp.17-23
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• 2020

This study developed augmented reality contents for assembly of automobile engine parts for blended learning and confirmed the usefulness of educational effects through questionnaire.The curriculum for automobile engine assembly was designed and the shape, location, and assembly order of parts to be assembled according to each curriculum were developed as augmented reality contents. The AR simulations are combined with learner-centered collaborative activities so that students are actively involved in knowledge acquisition. The teachers' role, therefore, shifts. Rather than delivering direct instruction, they take on the role of facilitator, allowing them to personalize learning according to student performance, learning preferences and learning goals. As the responsibility of knowledge acquisition shifts to the students, higher level skills such as complex problem solving, social skills, process skills, systems skills and cognitive abilities are deepened and reinforced.

• Journal of the Korean Society for Library and Information Science
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• v.34 no.3
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• pp.37-60
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• 2000

Recent developments and integration of IT are expanding the possibility of various instructional learning methods in education environments. Contemporary learning theory such as open education, self-directed learning, student's centered learning describes the students as an active and engaged information user and underscores the importance of information literacy. Therefore, school library today focus on the process of learning-teaching process rather than dissemination information, and emphasized the focus of the school electronic library as information center. The purpose of this study is examined physical components of School Electronic Library, design a model of information system and suggests a strategy for implementing teaching-learning process support services based on school electronic library and information system.