The Effects of Self-Regulated Learning Strategy on Academic Achievement in a Computer-Networked Hypermedia Learning Environment

Wooyong Eom 한국교육공학회 1999 Educational Technology International Vol.1 No.1

[Session 7] THE CONSTRUCTION OF INFORMATION INFRASTRUCTURE FOR ELEMENTARY AND SECONDARY EDUCATION IN KOREA

Wooyong Eom 한국로고스경영학회 2003 한국로고스경영학회 학술발표대회논문집 Vol.- No.-

In Korea the construction of infrastructure to facilitate ICT use began through the Three Year Plan for the Construction of ICT Infrastructure in 1997. The plan had been revised three phases, and currently in effect the Five-Year Plan for Educational Development(1999-2003) is conducting. By the end of 2000, the basic infrastructure for ICT in education was constructed after the completion of the first phase of the plan. As a result, every elementary and secondary school in the country has installed a LAN and is connected to the Internet the first time this has been done on a national scale anywhere in the world. More than 13,000 computer labs are now in use by teachers and student in schools. each of the 222,000 classrooms has PCs and multimedia equipment installed. PCs have also been distributed to each of 340,000 teaching staff members. Thus, every elementary and secondary school teacher will be able to exploit the Internet for teaching-learning resources and this will help students develop their self-directed and explorative learning abilities. <br/> There were tons of research literature on the effects of Information and Communication Technology(ICT) use in education. Many research results showed the positive effects of ICT in education. Therefore, there have been much effort to use the ICTs in education throughout school levels in most countries. <br/> Since 1997, Korea has been pursuing the construction of information infrastructure for ICT use in education. This policy reflects a growing awareness that the paradigm of society is changing with the dynamics of the information society. This paper introduces the construction of an infrastructure to facilitate ICT use for elementary and secondary education in Korea.

The Effects of Self-Regulated Learning Strategy on Academic Achievement in a Computer-Networked Hypermedia Learning Environment

Eom,Wooyong Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

This study attempts to identify how self-regulated learning strategies that learners already have are related to the effectiveness of learning with a computer-networked hypermedia learning environment. Data from 99 seventh graders participating in social studies classes were analyzed. Results showed that metacognitive and motivational strategies significantly influenced the overall model R2 to predict achievement, and metacognitive strategies showed the highest effect on achievement. The combined strategies of metacognitive, cognitive, and motivational strategies revealed slightly higher effects than those of the combined strategies of metacognitive, cognitive, and self-management strategies. These results are discussed in light of the implications for the instructional design.

초등교원이 지각하는 플립드러닝 수용 및 활용 의도 분석

엄우용 ( Eom Wooyong ),이희명 ( Lee Heemyeong ),이성아 ( Lee Seonga ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2017 교육정보미디어연구 Vol.23 No.3

본 연구는 초등교원의 플립드러닝에 대하여 지각하는 수용 및 활용 의도를 파악하는 데 목적이 있다. 본 연구의 목적에 따른 연구문제는 다음과 같다. 첫째, 개인적인 변인에 따라 초등교원이 지각하는 플립드러닝의 수용 및 활용 의도의 차이는 어떠한가? 둘째, 초등교원이 지각하는 플립드러닝의 수용 및 활용 의도가 지속적 수용 의도에 미치는 영항은 어떠한가? 본 연구의 수행을 위하여 플립드러닝 관련 연수에 참여하였거나, 실제 플립드러닝을 운영한 경험이 있는 초등교원 204명을 대상으로 설문조사를 실시하였다. 상대적 유용성, 적합성, 복잡성, 관찰가능성, 시도가능성, 지속적 수용 의도, 자기효능감 척도와 플립드러닝 운영 현황, 인구통계학적 변인을 살펴보기 위한 문항으로 구성된 설문 도구를 사용하였으며, 독립표본 t 검정, 일원배치분산분석, 입력방식의 중다회귀분석을 실시하였다. 연구 결과는 다음과 같다. 첫째, 플립드러닝을 운영하는 초등교원은 스마트기기의 앱이나 PC 프로그램을 활용하여 제작한 플립드러닝 사전학습자료를 YouTube나 클래스팅, 밴드 등을 통해 학습자에게 제공한다. 또한, SNS를 활용하여 학습자의 사전학습 여부를 확인하고, 수업 중 활동으로 모둠별 문제해결학습을 실시하는 비율이 높았다. 둘째, 플립드러닝의 운영 경험이 많은 초등교원일수록 플립드러닝의 수용 및 활용 의도가 높다. 또한, 초등교원이 지각하는 플립드러닝 수용 및 활용 의도는 성별, 학력, 연령에 따라 차이가 있다. 반면, 경력에 따른 플립드러닝의 수용 및 활용 의도의 차이는 없다. 셋째, 초등교원이 지각하는 플립드러닝의 수용 및 활용 의도는 플립드러닝의 지속적 수용 의도와 정적인 상관관계가 있다. 본 연구의 결과는 향후 초등교육 현장에서 활용할 수 있는 플립드러닝의 촉진 및 확산 전략에 대한 긍정적인 방안을 제시할 수 있을 것이다. The purpose of this study was to investigate the intention of acceptance and practical use in flipped learning by elementary school teachers. To achieve the purpose, following research questions have been established. First, what is the perceptual of acceptance and practical use in flipped learning by elementary school teachers depending on individual variables? Second, what is the perceptual relationship of continuous intention to use and acceptance and practical use of flipped learning by elementary school teachers? Participants consisted of 204 teachers at elementary school and they responded on a set of questionnaires to measure their experience and their perceived acceptance and practical use of flipped learning. Data were analyzed with using a independent two-sample t-test, one-way ANOVA, and multiple regression analysis. The results were as follows: First, elementary school teachers who had more experience of flipped learning perceived more practical use and self-efficacy of flipped learning. In addition, male teachers perceived higher observability, trialability and self-efficacy. In addition, teachers who had over master’s degree perceived higher observability, trialability and self-efficacy. Teachers who are over fifty years old perceived higher observability. On the other hands, there is no significant difference in perceived acceptance and practical use by career. Second, the higher the perceived acceptance and practical use of flipped learning, the more positive influence on continuous intention to use of flipped learning.

캡스톤 디자인 수업 운영에 대한 대학교원의 인식 및 교육요구도 분석

엄우용(Eom, Wooyong),김종현(Kim, Jonghyun),김화경(Kim, Hwakyung) 한국공학교육학회 2022 공학교육연구 Vol.25 No.2

The purpose of this study was to investigate the perceptions and educational needs of the university faculties in charge of capstone design courses. To achieve the purpose of this study, the 100 questionnaires collected from the faculties nationwide with teaching experience in capstone design courses were analyzed using descriptive statistics analysis, the Borich needs assessment model, and the Locus for focus model. The faculties perceived the importance of their roles in the following order: coaching students, providing opportunities for students to show their abilities, motivating and encouraging, and building trusting relationships with students. The biggest challenges that the faculties perceived in capstone design classes were the lack of university-industry collaboration and project execution time. In the analysis of the needs for the capstone design process, the research results showed that team-building, core task development and analysis, deriving problem-solving ideas, building prototypes, and comprehensive reflection ranked the top priorities. This study is expected to help the design of the courses and the development of customized faculty support programs by analyzing the faculties perceptions and needs for capstone design classes.

국내 기업교육을 위한 수업체제설계모형 개발 사례연구 : HI-ISD 모형 개발 사례를 중심으로 A case of HI-ISD model

엄우용 한국산업교육학회 1999 산업교육연구 Vol.6 No.-

최근 국내 기업교육에서 ISD는 도입 초기만큼 그 관심을 끌지 못하고 있다. 그 이유 중의 하는 ISD 모형의 이론과 실천간의 괴리에 기인한다. ISD가 기업교육을 위한 과정개발에 효과적으로 활용되기 위해서는 자사의 교육과정개발 실제를 반영한 ISD 모형을 확보할 필요가 있다. 이 글에서는 국내 기업교육담당자가 어떻게 자사에 적합한 ISD 모형을 만들 수 있을까하는 문제에 대하여 HI-ISD 모형 개발과정 사례를 중심으로 논의하고, 효과적인 ISD 모형을 만들기 위한 제안을 한다. Since the instructional systems design and development (ISD) models have been introduced in Korean corporate settings, there have been considerable efforts to use them for developing their training programs. However, the ISD models seem not to be recognized anymore as an effective process for developing training programs in Korean corporate settings. One reason would be the gap between ISD models and practices. In other words, most ISD models do not reflect practices. Some researchers suggested that trainers or instructional designers must. have their own ISD model, reflecting their own design process in practice, to develop an effective and efficient training program. There is no model to be used for every situation, although generic ISD model can be used as a guideline. In this context, this article discusses a general process to develop ISD model, along with a case of development of the ISD model for a Korean corporate setting. And then this article proposes several suggestions to develop an effective and efficient ISD model.

웹 기반 온라인 토론에서 성격특성과 익명성이 문제해결력에 미치는 영향

엄우용,최은희 한국교육정보방송학회 2001 교육정보미디어연구 Vol.7 No.4

본 연구는 웹기반 온라인 토론에서 성격특성과 익명성이 문제해결에 영향을 미치는 위한 것이다. 이를 위해 사립종합대학의 교직과목에 수강하는 3,4학년 학생 36명을 성과 충동성, 익명과 실명의 집단으로 구분한 후, 3회의 웹기반 토론을 실시하였다. 제해결과제에 대하여 사전/ 사후 검사를 실시하였다. 문제해결력 검사는 문제분석, 해해결방법을 마련한 근거, 그리고 해결방법과 근거의 일치도 관점에서 평가되었다. 수토대로 이원변량분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 웹기반 온 성격특성은 문제해결력에 영향을 미치지 않았다. 둘째, 웹기반 온라인 토론에서 익명력에 긍정적인 영향을 미쳤다. 셋째, 웹기반 온라인 토론에서 성격특성과 익명성은 상호작용 효과를 나타내지 않았다. 그러나, 문제해결력 평가의 하위 영역 중에서 문 해결방법의 수에서는 상호작용효과가 있었다. 이러한 연구결과가 논의와 함께 제시 온라인 토론을 위한 시사점을 제시한다. The purpose of this study was to examine effects of the personality traits and anonymity on the problem solving ability To achieve the purpose, three research questions has been established: First, will personality traits in the Web-based Online discussion be affect on the problem solving ability?: Second, will anonymity in the Web-based Online discussion be affect on the problem solving ability: Third, will there be an interaction effect of personality traits and anonymity on the problem solving ability in the Web-based Online discussion? 36 junior and senior college students in Daegu, registered a basic education course participated in this study. A standardized personality test was administered to measure participants' personality traits. Based on the test results, the participants were divided into four groups : reflectiveness-high/real name group, reflectiveness-high/nick name group, impulsiveness-high/real name group, and impulsiveness-high/nick name group. Online discussion was administered three times for three weeks . Problem solving ability was evaluated by two professionals before and after the web-based online discussion sessions. The data we re a na lyzed us ing the two-way ANOVA. The results of this study were as follows ; First, personality traits did not have any statistically significant effect on the problem solving ability in a web-based online discussion. Second, anonymity had a significant positive effect on the problem solving ability in a web-based online discussion. Third, personality traits and anonymity did not have any significant interaction effect on the problem solving ability in a web-based online discussion. But there were significant interaction effects of the personality traits and anonymity on the problem analysis and the number of problem solving methods. That is, reflectiveness-highers in the real name group and impulsiveness-highers in the nick name group showed higher scores for the problem analysis and the number of problem solving methods than other groups.

설계이론과 수업체제설계 : 성찰적 비판 A reflection

엄우용 한국교육정보미디어학회 2000 교육정보미디어연구 Vol.6 No.2

이 글은 기존의 합리적이고 분석적이며 절차적인 수업체제설계관점에 대하여 제기되는 비판에 대한 성찰적 반성의 일환으로 설계의 본질적 의미를 분석함으로써, 수업체제 설계에 적용된 설계이론을 재탐색하고자 하였다. 설계의 본질, 목적, 설계과정에 대한 기존 연구등을 토대로 볼 때, 수업체제설계에서의 설계 역시 여타 분야에서와의 설계행위와 다를 바가 없음에도 불구하고, 기존의 과학적이고 합리적 관점의 수업체제설계관은 설계 또는 설계행위의 본질적 의미를 반영하고 있지 못한다. 이는 수업체제설계에서 체계적 접근에 대한 지나친 강조의 결과로 나타나는데, 수업체제설계의 체제성(systemicity)이 올바로 해석되어지고 적용될 때, 진정한 의미의 수업설계행위가 가능해 질 것이다. 역동적이고 비구조적인 수업체제의 문제상황을 설계하기 위해서는 전통적인 수업체제설계모형들이 제시하는 분석적이고 합리적인 접근방법과 함께 설계자의 창조적인 직관을 통한 종합적이며 체제적인 과정으로서의 수업체제설계가 필요하다. This paper was to examine the existing design concepts applied to the instructional systems design(ISD). Based on the previous study on the concept, purpose, process of design, the design activities in ISD do not essentially differ from those in other design fields. However, the ISD with scientific, rational, and procedural point of view does not reflect the essential meanings of design or designing. The traditional ISD has overemphasized the systematic approach rather than systemic approach. It would be possible to do real instructional design only when the systemicity of instructional systems is rightly interpreted and applied to ISD. Because of ill-defined and dynamic attributes of instructional systems, ISD should be reflected holistic and systemic approach as well as analytical and rational approach. In addition, it is needed to differentiate between design as a body of scientific knowledge and designing as artistic and creative activities in ISD field, and then ISD should integrate both science and art.

Cost Evaluation for Transport of the Decommissioning Waste of Kori 1 According to Transport Modes

Sanghyeon Eom,Wooyong Kim,Moonoh Kim 한국방사성폐기물학회 2022 한국방사성폐기물학회 학술논문요약집 Vol.20 No.1

Radioactive waste generated during the decommissioning of Kori Unit 1 can be packaged in a transport container under development and transported to a disposal facility by sea transport or land transport. In this study, the cost of each transport method was evaluated by considering the methods of land transport, sea transport, and parallel transport of the radioactive waste dismantled at Kori Unit 1. In evaluating the shipping cost, the shipping cost was evaluated by assuming the construction of a new ship without considering shipping by CHEONG JEONG NURI, which is currently carrying operational waste. Since the cargo hold of CHEONG JEONG NURI was built to fit the existing operating waste transport container and is not suitable for transporting the transport container currently under development, sea transport using CHEONG JEONG NURI was excluded in this paper. In the case of on-road transportation, the final fare for each distance was calculated in accordance with the Enforcement Decree of the Freight Vehicle Transportation Business Act, and the cost of onroad transportation was evaluated by estimating the labor cost of the input manpower required for onroad transportation. The cost of on-road transportation was estimated to be approximately KRW 510 million, the product of the total number of transports 459 times the sum of the cost of transportation vehicle freight cost of about KRW 720,000 and the labor cost of input personnel of KRW 380,000. It is difficult to predict the cost of building a new ship at this point, as the cost of building new ship is determined by the cost of number of items such as ship design specifications and material prices, labor costs, and finance costs at the time of construction. Accordingly, considering the 2% annual inflation rate based on the shipbuilding cost (about KRW 26 billion) and financing cost (about KRW 12 billion) at the time of construction of the CHEONG JEONG NURI (2005 yr.), decommissioning of Kori Unit 1 (2025 yr.) construction cost finance cost was estimated and evaluated. According to the result of comparing the transport cost for each transport scenario, land transport is about 510 million won, which is advantageous in terms of economic feasibility compared to the sea transport scenario. However, when transporting by land, it is disadvantageous in terms of acceptability of residents because it is transported multiple times on general roads. The cost of building a new ship is about KRW 56.4 billion, which is disadvantageous in terms of the cost of transporting waste from the dismantling of Kori Unit 1. But, in the future, cost reduction can be expected if waste materials issued when dismantling nuclear power plants are transported.

대학생의 스마트 폰 활용 실태 및 스마트 폰 기반 교수학습지원시스템에 대한 인식 분석

곽범덕(Kwak, Beomdeok),엄우용(Eom, Wooyong) 계명대학교 사회과학연구소 2012 한국사회과학연구 Vol.31 No.1

The purposes of this study were to examine the use of smart phone by college students and to analyze their perception on smart phone-based learning management system. To achieve the purposes, 290 students at K university responded on a questionnaire about the use of smart phone and the smart phone-based learning management system. The results were as follows; First, most of college students are using smart phone or willing to use it. This means that it is needed to consider the smart phone when the learning management system is reconstructed. Second, college students are using smart phone for the communication, extra activities, and phone management rather than economic activities. Specifically, they are using for dictionary, langage learning, information searching, e-mail, chat and messenger, mini homepage and blog, music, camera, public transportation, calendar, schedule management, etc. Third, college students are positive for the smart phone-based learning management system. They are willing to use such functions as announcement, syllabus, free board, assignment, checking score, checking peer students, and short message. In addition, they wanted to add such functions as alarm, messenger, blog, and schedule management.