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제10권 2호 (2009년)
작성자 관리자 등록일 2013-08-22 21:27:35 조회수 5,900
 Teachers’ Needs and Implications to Design of an Electronic Performance Support System(EPSS)
 
 

Byung Ro LIM (Kyung Hee University)
Eun-Ok BAEK (California State University)

Technology use can dramatically enhance teachers’ performance in teaching and
administrative tasks. An Electronic Performance Support System (EPSS) is a versatile tool that could provide just-in-time and on-the-job training when teachers need it. In order to design an effective EPSS for teachers, it is critical to identify their needs. This study used interviews to identify teachers’ needs for technology by asking them about their workloads, the difficulty and time demands of tasks, and useful technologies. The implications of the findings for the design of an EPSS are discussed, including the necessity of an adaptive design of the EPSS.

 
Design-Based Research for Developing Wiki-Based Inquiry Support Tools
 
 

Soohyun KIM (Hanyang University)
Dongsik KIM (Hanyang University)
Jongsam SUN (Hanyang University)

The purpose of this study was to design an inquiry supporting tool on wiki based
collaborative learning and to investigate the effect of the inquiry supporting tool. Eight
design principles were selected and more specified design strategies were made from the literatures. The first system with the first-round design principles was developed and implemented in an actual classroom. After the first field study, researcher found a few drawbacks of the system. The second system was implemented in the classroom again. Finally developed wiki-based inquiry supporting tool system is unique in that it allows instructors to design their own CSCL inquiry activities, and it has intuitive menu tabs showing inquiry learning processes.

 
Effects of Role Differentiation, Interaction, and Lapse of the Time on Shared Mental Models in e-Learning Contents Development Teams in Korea
 
 

Il-Hyun JO (Ewha Womans University)

The purpose of this study was to investigate the cognitive mechanism of e-Learning
contents development projects on the basis of the Shared Mental Model theory perspective. To pursue the purpose, a theoretical model and several hypotheses were developed based on relevant literature. Thirty five (35) e-Learning contents development teams composed of 202 instructional designers from for-profit professional e-Learning companies in Korea were participated in this study. For the analyses of the fit of the Model and parameter estimations, Structural Equation Modeling (SEM) method was employed. As hypothesized, e-Learning contents development team members’ interaction leads to higher SMMs which in turn facilitate member satisfaction within the team. Meanwhile, the frequency of interaction among team members decreases as projects progress.

 
Educational Use of IPTV: Issues and Future Directions
 
 

Junghoon LEEM (University of Incheon)
Seungyeon HAN (Hanyang Cyber University)
Seri KIM (Kyung Hee University)

National support for use of IPTV in school has increased for the purpose of enhancing public education. As a convergence media, IPTV is expected to create a better and more successful learning experience with individualized content and advanced technology. While the potential benefits of IPTV have been discussed in different perspectives, we cannot fully benefit from new media without careful preparation and pedagogical consideration. Therefore, purpose of this study was to investigate educational use and applicability of IPTV in Korea. First, it redefines the concept and characteristics of IPTV in an educational context. Second, it identifies the main issues and considerations in practice. Lastly, the paper discusses guidelines for future tasks to facilitate the educational use of IPTV in terms of
educational application, technological issues (e.g., LMS, set-top box), and content
development.

 
Effects of Distance Education via Synchronous Video Conferencing on Attitude Changes of Korean and Japanese Students
 
 

Sangsoo LEE (Pusan National University)

This study seeks to prove three points through the research. The first point is to examine the changes of international attitudes with actual experiences using synchronous international distance learning. The second point is to examine the effectiveness of a synchronous international distance system. And the final point is to compare international attitudes among middle school and undergraduate school students in Korea and Japan. The study used the DVTS for audio and video communication tools and automatic translating chat as a text communication tool. This combination of communication tools was very effective for students from both countries to communicate for international collaborative learning activities. The study found several interesting patterns of attitude change from the results of the study. For whole category analysis, there are positive changes in four categories of international attitudes: consciousness to foreign countries, consideration for other’s viewpoints, motivation for international education, and recognition for the counterpart country. However, there was no change in the nationality category.

 
Interaction Patterns in Distance Only Mode e-Learning
 
 

Eunmo SUNG (Seoul National University)

The purpose of this study was to identify the interaction patterns in distance only mode e-Learning. In order to investigate this study, messages shown in the electronic notice board were analyzed to see how interaction occurs between teacher and learner or learner and learner under the e-learning of cyber university. To analyze messages was applied according to the framework by Henri's contents analysis model. As a result of contents analysis on electronic board, the participative dimension was 399 messages. A learner put on 7~8 messages a day. The number of messages was low compared to the number of learners, but the number of inquiries was about 140. That means that each learner contacts and checks messages at least once a day. The meaning dimension was 600 units. The main interaction patterns were Interactive-social-cognitivemetacognitive. This means that e-Learning in distance only mode leads a positive attitude of learners as a self-directed learning, and needs teacher's well-structured instructional strategies for increasing interaction. In conclusion, social dimension and interactive dimension of messages support learners psychologically in the process of learning though they directly guide learning under the circumstances of e-learning lacking face-to-face element. It can be interpreted that the teacher’s role is significantly important in order to attract learners’ positive participation and cognitive and meta-cognitive dimension of messages and activities.

 
Effects of Different Advance Organizers on Mental Model Construction and Cognitive Load Decrease
 
 

Sun-A OH (Chonnam National University)
Yeun-Soon KIM (Chonnam National University)
Eun-Kyung JUNG (Chonnam National University)
Hoi-Soo KIM (Chonnam National University)

The purpose of this study was to investigate why advance organizers (AO) are effective in promoting comprehension and mental model formation in terms of cognitive load. Two experimental groups: a concept-map AO group and a key-word AO group and one control group were used. This study considered cognitive load in view of Baddeley’s working memory model: central executive (CE), phonological loop (PL), and visuo-spatial sketch pad (VSSP). The present experiment directly examined cognitive load using dual task methodology. The results were as follows: central executive (CE) suppression task achievement for the concept map AO group was higher than the key word AO group and control group. Comprehension and mental model construction for the concept map AO
group were higher than the other groups. These results indicated that the superiority of concept map AO owing to CE load decrement occurred with comprehension and mental model construction in learning. Thus, the available resources produced by CE load reduction may have been invested for comprehension and mental model construction of learning contents.

 
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