• Journal of Creative Information Culture
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• v.5 no.1
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• pp.63-70
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• 2019

In this paper, we analyzed 2015 revised curriculum for elementary school's practical art and middle school's information subject based on core competency. As a result, in 2015 revised curriculum for practical art subject, the ability to use information was well reflected in all achievement criteria and learning objectives. Also, problem solving ability and creativity·convergence ability were well reflected. In 2015 revised curriculum for information subject, the ability to use information was well reflected in all achievement criteria and learning objectives as like practical art subject. However, there were fewer learning elements to develop self-management ability. Therefore, it is proposed in this paper that the learning elements and teaching, learning activities and evaluation contents should be included in the SW curriculum, which can further enhance cooperative capabilities, self-management ability and communication ability.

• Journal of Digital Convergence
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• v.13 no.11
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• pp.7-14
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• 2015

The purpose of this study is to present the base for activation policy for cost estimation guidelines of e-Learning content development. To achieve this purpose, this study investigates the effectiveness of cost estimation guidelines of e-Learning content development through a survey about executives and employees in the e-Learning industry and analyses them statistically. According to an analysis, companies(which abandoned order because the amount of money (cost) of e-Learning contents ordering is low and suffered a loss after acquiring e-Learning contents project order) have a relatively negative awareness about the effectiveness of cost estimation guidelines of e-Learning contents. On the other hand, contents focused companies have a relatively positive awareness about the effectiveness of cost estimation guidelines of e-Learning contents. In conclusion, this study suggests that government should recommend and enact announce the use of cost estimation criteria(guidelines) of e-Learning content development and provide the institutional tools soon as possible.

• The Journal of Korean Association of Computer Education
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• v.5 no.2
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• pp.29-37
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• 2002

The purpose of this study is to examine the effects of the level of background knowledge and the metacognition supporting tool (MST) on the learning activities and outcomes in a web problem based learning environment from the theoretical perspectives of PBL (problem-based-learning) in the Web and metacognition. Results suggest that the level of learners' background knowledge could play a slight role in problem oriented learning activities. This was because learning tasks were characterized by ill-structured problems in Web-based problem learning and this sort of learning might have been a somewhat newer experience for the selected students. Providing MST for learners' PBL activities, however, was highly beneficial for learners who practice PBL in Web based learning environments. In addition, for PBL outcomes, variables like problem solution reporting documents. the use of MST had a more positive effect on the lower level learners' background knowledge than the higher level learners'.

• Journal of The Korean Association of Information Education
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• v.19 no.3
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• pp.323-332
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• 2015

The purpose of this study is to verify the effectiveness of teaching and learning strategies of learner-centered learning for the computational thinking that is the educational purpose of SW education. For improving computational thinking, funny and easy educational contents and appropriate teaching and learning strategies are needed. In this study, I applied and verified the learner-centered strategies for non-computer major learners in computational thinking education: collaboration, sharing, self-directed learning. As the result, the teaching and learning of learner-centered learning affects the pleasure and the interest of learners; they affect computational thinking efficacy; it affects intention to use. It is able to apply this learner-centered learning strategies to computational thinking education as an effective educational strategies.

• Therapeutic Science for Rehabilitation
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• v.1 no.2
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• pp.14-22
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• 2012

Introduction : The purpose of scholarly paper is to review of motor learning concepts and to examine in integration of motor learning research finding in occupational therapy services for adults with hemiplegia. Body : The principles of motor learning is stage of learning, type of task, practice and feedback. Depending on stage of learning, therapist need to apply of the principles. In early stage of learning, therapists should be promote patient's awareness about therapeutic goals, task performance environment and how to perform. Whole practice, blocked practice and constant practice improve performance skill. In the latter stage of learning, therapists have to design a intervention protocol for patient to use the implicit feedback. Random practice and open task facilitates performance skills. Conclusion : When establishing the a intervention plan for adults with hemiplegia, therapists should systematically developed the principles of motor learning. Intervention program must be established by applying the principles of motor learning in accordance with the learner's level of task performance, and modified depending on the therapeutic progress.

• Journal of Science Education
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• v.40 no.1
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• pp.52-71
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• 2016

The purpose of this study is to analyze the learning activities which use asexual reproduction learning application(app) of students with special needs through the Cultural Historical Activity(CHAT). The asexual reproduction learning app was developed for students with special needs, and analyzed the learning activities of students with special needs in perspective of CHAT. The app was developed as subsidiary study material for asexual reproduction inquiry learning. Main functions of the app were composed of concept learning, problem solving, video playing, and report writing. According the CHAT analysis, findings indicated that students with special needs as the subject were able to organize division of labor demonstrated in cooperative learning with the object to actively participate in the class by using the tool of an app. This study also showed effective teaching strategy for improvement of learning achievement and task behavior level of student with special needs.

• School Mathematics
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• v.19 no.3
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• pp.593-615
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• 2017

The purpose of this study is to develop a mobile-based math learning application and explore its application. In order to develop a learning application, the present study included literature review on math education involving mobile learning, investigation of literature related to mathematics education conducted in a digital environment, and method of use and implementation environment of existing math learning applications by type. Based on these preliminary investigation and analysis, an android version application, 'Mathematics Classroom for Middle School 3rd Graders' was developed. This application can be used for learning units such as Quadratic Functions and Graphs, Representative Value, and Variance and Standard Deviation. For the unit on Quadratic Functions and Graphs, the application was constructed so that students can draw various graphs by using the graphic mode and discuss their work with other students in the chatting room. For the unit on Representative Value, the application was constructed with the mathematical concept of representative value explained through animation along with activities of grouping data acquired after playing archery games by points or arranging them according to size so that students can study when and how to use median value, mode, and average. The application for Variance and Standard Deviation unit was also constructed in a way that allowed students to study the concept of variance and standard deviation and solve the problems on their own. The results of this study can be used as teaching & learning materials customized for individual student in math classes and will provide anyone the opportunity to engage in an interesting self-directed learning of math at anytime. Developed in the format of real life study, the application will contribute to helping students develop a positive attitude about math.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.67-75
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• 2017

This study analyzed the impact of ICT usage on elementary and secondary school students on the result of ICT literacy levels for finding out why most of students were 'normal' or 'basic'. As a result, we found out that the learning action, information searching and leisure action of student using ICT had correlation with ICT literacy level. The higher the rate using ICT for learning, information searching and leisure, the higher the ICT literacy level of student. But the higher the rate using ICT for communication, the lower the ICT literacy level of student. Accordingly, we proposed the policy not to increase simply ICT using of student, but to teach how to use ICT for learning and information searching.

• Journal of Engineering Education Research
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• v.4 no.2
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• pp.3-10
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• 2001

Recently, as the use of the Internet and the Web becomes universal, there has been a great deal of efforts to use it for education. The advantage of a Web-based lecture is that people can take it anywhere at a low cost anytime. Therefore, its prospect is very bright and its potential customers abound. The demand for java programming education using the Web is increasing. This paper compares and analyzes the learning effects of Web-based and traditional lectures in a java programming course, using statistical inference. Based on the analysis result, it concludes that the learning effects of the Web-based lecture are less effective than those of traditional lecture. Also, it recognizes weak points of Web-based lecture in java programming education and proposes a scheme for enhancing Web-based lectures.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.11
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• pp.987-998
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• 2020

This study aims to examine OL as a potential mediating variable in the relationship between IT and organizational performance. Organizational learning (OL) has been proposed as the mechanism to accomplish this task. Existing empirical research demonstrates that OL may indeed act as a mediator for the effect of IT on organizational outcomes. Also, existing literature discusses the use of technology in the organization, and the case for OL as the key knowledge process, and the intersection between technology and OL as a knowledge-based means for improving organizational performance. Many studies use a descriptive measure of OL despite the theory suggesting that a normative measure may be more appropriate. This study aims to address these concerns in a setting by using structural equation modelling (SEM) to compare the effectiveness of descriptive and normative measures of OL as mediating variables in knowledge-intensive organizations. Survey results support OL as a mediator between IT and organizational performance in addition to normative measures of OL outperforming descriptive measures. Implications for research and practice are discussed. To test the model, we will apply (SEM) structural equation modeling in the analysis of a moment structures (AMOS) on the empirical evidence collected from 218 Pakistani CEOs and top managers.