2,777 research outputs found
Development of instructional design strategies for integrating an online support system for creative problem solving into a University course
No full textThis study examined three cases in which an online support system was utilized to enhance creative problem solving (CPS) in a higher education setting. This study aimed to review instructional design strategies that allow the integration of an online support system into a university course. Creativity, which is defined as the ability to generate a new and useful idea, is a key competency for students to possess as it can assist them in taking effective actions in the future society. Considered to be a representative model for developing creative thinking abilities, the CPS model is known to effectively stimulate learners' divergent and convergent thinking while supporting a systematic approach to find creative solutions and enabling meaningful learning by utilizing its supporting tools. Considering the advantages derived from using the Online Support System for CPS, three cases across diverse colleges were reviewed: the College of Education, Fine Arts, and Engineering. Through comprehensive analysis, this study proposes major design strategies to achieve the integrated application of the Online Support System to university courses that encourage problem solving abilities. The study also suggests future research directions for CPS using the Online Support System.Y
Effects of a blended design of closed-book and open-book examinations on dental students’ anxiety and performance
No full textAbstract Background While closed-book examinations (CBEs) have traditionally been implemented in dental education, open-book examinations (OBEs) are being introduced for the purpose of acquiring higher levels of knowledge and promoting long-term memory. This study examines whether it is effective to use a blended assessment of CBEs and OBEs for dental students to reduce test anxiety and enhance academic performance. Methods Using a quasi-experimental research method, a blended assessment that combined CBEs in class and OBEs online was designed for a dental course. In 2020, when the pandemic was at its peak, student assessment was ineffective, and the 2020 cohort was omitted for our study; instead, two cohorts of predoctoral dental students (N = 178) enrolled in Restorative Dentistry in the spring semesters of 2019 and 2021 were included in the study. These students were informed about the experimental design, and they provided written consent for data collection, thereby voluntarily participating in the survey. Their self-perceived responses to open-ended survey questions on assessment methods were qualitatively analyzed. Results There was no significant difference in test anxiety between the CBEs and OBEs at the p-values of 0.001 in all items. Traditional and blended assessment showed a similar trend of lower scores in midterm exams compared to higher scores in final exams, thus discriminating against students’ performances. In particular, a low-achieving group was better predicted by a blended assessment. An analysis of the students’ self-perceived responses produced highly topical themes, including exam burden, learning effects, and fairness issues. Conclusions This study confirmed the feasibility of blended assessment that can be implemented in online and in-person educational environments. Moreover, it can be used as the groundwork to develop new models of assessment in dental education
Effects on Training Mathematics Problem Solving Behaviors using a Tablet Computer
No full textIn this work, we propose a new mathematics training approach that improves knowledge conduct and reduces mistakes through the use of a tablet computer. The proposed system is designed to record a student's handwriting activities and to visualize distinctive differences between highly graded students' common problem-solving characteristics and general students in a side-by-side manner. Later, students were trained to mimic the problem-solving activities by highly graded students with no additional knowledge teaching. We found common behavioral characteristics of high-scoring students and placed them into three categories, with the headings of page count, erasing ratio, and vertical movement ratio. After the analysis, we trained 32 students to mimic the high-scoring students' problem-solving behaviors considering these three aspects. The results show that students acquired a score that was approximately 10% higher for both easy and difficult problems after three training sessions. The experimental results lead us to conclude that problem-solving behaviors can affect students' knowledge conduct and lessen calculation errors with no additional knowledge teaching or traditional repetitive problem-solving activities. This study shows initial success and it is expected to bring new insight into the area of computer-assisted learning
교사교육과 ICT 통합: 라오스 교원양성기관 사례를 중심으로
No full text학위논문 (석사)-- 서울대학교 대학원 : 협동과정글로벌교육협력전공, 2017. 2. Cheolil Lim.Information and Communication Technology (ICT) integration in education has gained global popularity, yet, not much has been known about how ICT has integrated into teacher education in Lao PDR. This study applies UNESCOs four stages continuum model and SEAMEOs ten-dimension framework to make a comprehensive description of the situation of ICT integration in a teacher training institutes in Lao PDR, marking both the achievement and challenges.
This study chooses Luang Prabang Teacher Training Colleges (LPB TTC) as the research site. It targets on collecting experience in regard of ICT of the pre-service teachers (PTs) and teacher educators (TEs). Based on the short-term field research in and documents review, the study reveals that although the overall situation is still at the emerging or applying stages from most aspects, there exists several practices showing that Lao PDR still has much potential to develop advanced ICT integration in teacher education: using ICT for creating teaching and learning materials, using ICT for teaching instructional design, creating teachers online community for easier knowledge sharing and policy borrowing and individual use of PTs and TEs for problem-solving. At the same time, it identifies the stages in five levels of ICT integration in teacher education in Lao PDR: (1) policies and major practices at the national level(2) campus culture, infrastructure and facilities, the pre-service teacher curriculum, activities in which ICT is engaged with at the school level(3) training experience in local computer centers and secondary schools, PPP and teachers online group at the community level(4) the first experience, purpose at the individual level with ICT products and (5) the practices of global partnership in reference with ICT integration in teacher education. It also finds that the common ICT in the local context refers to (1) ICT products which can be personal possession (e.g. computers, mobile phones)(2) ICT infrastructure (e.g. Internet)(3) ICT skills for various purposes (e.g. for teaching and learning, for daily use, for work and problem solving) and (4) ICT as an integral part of habit and hobby.
Although the study also looks for more effective ICT integration in teacher training institutes and highlights the potential of mobile learning in future teacher education in Lao PDR, due to challenges such as the huge digital gap and urban-rural gap, it is not able to claim that ICT integration brings better quality of teacher education and is more feasible and effective than the traditional way of learning and teaching. Thus, further studies are needed to continuously explore and examine the influences and outcomes.CHAPTER I. INTRODUCTION 1
1.1. Background 1
1.2. Problem Statement 2
1.3. Purpose of the Study 3
1.4. Research Questions 3
1.5. Significance of the Study 3
CHAPTER II. LITERATURE REVIEW 5
2.1. Context of ICT Integration in Education: Definition and Role 5
2.2. Four Stages and Ten Dimensions of ICT in Education 6
2.3. ICT Integration in Teacher Education 13
2.4. ICT and Teacher Education Development in Lao PDR 17
2.5. The Existing Studies on ICT Integration in Teacher Education in Lao PDR 28
CHAPTER III. Research Methods 32
3.1. Procedures 32
3.2. Why not Quantitative Study 32
3.3. Choosing Luang Prabang Teacher Training College (LPB TTC) as the Case: Sample Details and Rapport 34
3.4. Data Collection 36
3.5. Data Analysis: Coding and Analytical Framework 40
CHAPTER IV. FINDINGS 42
4.1. ICT Integration in Teacher Education at the National Level 42
4.2. ICT Integration in Teacher Education at the School level 48
4.3. ICT Integration in Teacher Education at the Community Level 80
4.4. ICT Integration in Teacher Education at the Individual Level 86
4.5. ICT Integration in Teacher Education at the Global level 99
CHAPTER V. DISCUSSION 102
5.1. Transforming Stage: Individual TE and PT in the Vanguard of Integrating ICT in Life 102
5.2. Infusing Stage: The Supply for Upgrading 102
5.3. From Emerging to Applying Stage: Stationed the Main Troop of ICT Integration in Teacher Education in Laos 103
5.4. More Effective ICT Integration in Teacher Education 107
5.5. Limitation 110
CHAPTER VI. CONCLUSION 111
BIBLIOGRAPHY 112
APPENDICES 115
Appendix 1: Survey of Teacher Educators Perception, Behaviors and Knowledge of ICT in TTC 115
Appendix 2: Buildings and the Function of LPB TTC 116
Appendix 3-1: Information of Full Class Observation 117
Appendix 3-2: Samples of Observation Field notes 118
Appendix 4-1: Samples of Interview Narratives 119
Appendix 4-2: PTs Positive First Experience of ICT 125
Appendix 4-3: PTs Negative First Experience of ICT 126
Appendix 5: School Statements (Lao) 126
Appendix 6: Curriculum of Basic ICT 128
Appendix 7: Quantitative Data of Luang Prabang Teacher Training College 130
Appendix 8: Map of Luang Prabang Province and Districts 132
Appendix 9-1: Approval Document of Institutional Review Board (IRB) 133
Appendix 9-2: Approval Document of Ministry of Education and Sport (MoES) of Laos 135
Appendix 10: Terms of Reference Visiting Schedule 136
Appendix 11: Acronyms and Abbreviation 137
국문초록 138Maste
Yves-Heng Lim
No full textYves-Heng Lim est enseignant-chercheur au Département d’Etudes de Sécurité et de Criminologie de l’Université Macquarie, Sydney. Il est l’auteur de China’s Naval Power: An Offensive Realist Approach (Ashgate, 2014). Yves-Heng Lim is a lecturer at the Department of Security Studies and Criminology, Macquarie University. He is the author of China’s Naval Power: An Offensive Realist Approach (Ashgate, 2014)
The Current Status and Future Prospects of Corporate e-Learning in Korea
No full textCorporate e-Learning in Korea has grown rapidly over the previous six years (2000-2005). This study argues that the main cause of this heightened interest in corporate e-Learning in Korea was not that companies needed to provide high-quality training programs through the Internet, but rather that the government took initiative to transform the state into an information-based society. The policies for quantitative growth with minimum levels of quality and uniformity have been dominant and have resulted in the lack of diverse e-Learning types for authentic practices in workplaces. This paper suggests that in order to cope with the new competency requirements of employees, corporate e-Learning should be guided both by governmental support and by company initiative
A new direction for pre--servtce teacher education system for the challege of information and knowledge society
No full text본 연구는 정보 지식 사회로의 변화가 교원양성체제의 교육 목표，교육 내용，교육 방법에 제시하는 시사점을 검토하는 목적으로 수행되었다. 정보 지식 사회로의 변화 과정에서 초중둥 학교 현장의 변화는 크게 교육 정보화와 자기주도학습 능력의 강조에 맞추어져 있음에 비하여，사범대학의 교원양성체제는 국가 주도의 교원자격검정령의 큰 틀에서 벗어나 있지 않음을 확인할 수 있다. 이에 본 연구는 학교 현장의 교육 정보화 및 자기주도학습 요구에 대응하기 위하여 두 가지의 실질적인 방향을 제시하였다. 하나는 정보통신 기술을 교육 장면에 효과적으로 활용할 수 있는 수업 역량 강화
를 위한 체제의 설계이며，다른 하나는 창의적 문제해결력 향상을 위한 대학 수업 체제의 개발이다. 두 가지 방향과 관련된 실제적인 체제의 설계，개발 및 운영 전략을 소개하면서，향후 교원양성체제가 정보 지식 사회로의 변화 및 학교 현장의 변화에 적극적으로 대응할 펼요가 있음을 논의하였다
간편 교육용 모바일 앱 구현을 위한 모델 개발: 평가행렬법에 대한 사례 연구
No full text학위논문 (석사)-- 서울대학교 대학원 사범대학 교육학과(교육공학전공), 2017. 8. Cheolil Lim.Mobile devices, especially smartphones, have become one of the most indispensable parts of our lives. The popularity of smartphones and mobile applications has been increasing and mobile technology has been enhanced day by day. Accordingly, educators too have been trying to utilize these technologies for educational purposes. Through the various educational studies on mobile devices, these technologies already have proved how much they are powerful in higher education settings. The unique capabilities of mobile technologies, including connectivity, cameras, sensors, and GPS provide a variety of learning experiences and offer new opportunities for learners both inside and outside the classroom.
This study has been progressed as followed. First, the initial Model for Developing Simple Educational Mobile Applications (MODSEMA) has been constructed based on the corresponding literature review. Second, According to the feedbacks derived from the interviews conducted with three experts on MODSEMA, it has been revised. After that, the modified MODSEMA has been validated through a case study in which the app named Evaluation Matrix, used for promoting creativity, has been developed by following it. During and after the implementation of the case study, MODSEMA has been revised whenever is needed, and then, the ultimate MODSEMA has been proposed for educators, researchers and developers.
This study has a significance due to the followings. First, the proposed model, MODSEMA, encompasses all development process, provides a detailed guidance on how to apply it and demonstrates its implementation method via a case study. Besides, it serves information on major mobile platforms, development environments, tools and user interface (UI) frameworks, which are continuously changing and developing technologies providing new opportunities and alternatives for developers. In addition, MODSEMA guides on how to evaluate the mobile application depending on its development stage. Second, this study clearly shows that thanks to evolving technology enabling to develop hybrid apps working on multiple mobile platforms, it is possible to develop an educational mobile application which has a high usability including effectiveness, efficiency and satisfaction and which copes with the heterogeneity problem of classrooms. The advantages of hybrid apps are not only that they are available in multiple mobile services including IOS, Android and Windows Phone, but also that they provide high performance and high-quality UI as much as native apps. Lastly, this study also verified that learners want to utilize mobile applications more for educational purposes, a conclusion derived from the analyses of usability questionnaires conducted as a part of the case study.CHAPTER I. INTRODUCTION 1
1. Background of the Study 1
2. Research Questions 4
3. Definition of Terms 5
CHAPTER II. LITERATURE REVIEW 6
1. Mobile Devices for Learning 6
2. Mobile Application Development 8
2.1. Major Mobile Operating Systems (Platforms) 8
2.2. Existing Approaches to Developing Mobile Applications for Educational Purposes 10
2.3. Challenges in Mobile Application Development 14
3. Evaluation Matrix for CPS 16
3.1. Creative Problem Solving (CPS) 17
3.2. Tools used in CPS 18
3.3. Evaluation Matrix 20
CHAPTER III. RESEARCH METHODOLOGY 24
1. Research Method 24
2. Research Procedure 25
CHAPTER IV: RESULTS 29
1. The Initial Model for Developing a Simple Educational Mobile Application (MODSEMA) 29
2. Interview with Experts on the initial MODSEMA 32
3. The Revised MODSEMA 37
3.1. ANALYSIS 37
3.2. DESIGN 65
3.3. DEVELOPMENT 78
3.4. IMPLEMENTATION & EVALUATION 80
4. A Case Study: Evaluation Matrix App 85
4.1. ANALYSIS 85
4.2. DESIGN 92
4.3. DEVELOPMENT 108
4.4. IMPLEMENTATION & EVALUATION 126
5. The Final Model for Developing a Simple Educational Mobile Application (MODSEMA) 139
5.1. Changing the Place of Identify the user interface design requirements for the Mobile App Step 139
5.2. Inserting Determine the database type and its service Step into Analysis Phase 140
5.3. Adding Pilot Test Step into Development Phase 142
5.4. Providing an Iterative Process inside of Development Phase 142
CHAPTER V: DISCUSSION & CONCLUSION 143
1. DISCUSSION 143
1.1. Implications on MODSEMA 144
1.2. Implications on Evaluation Matrix app 147
1.3. Suggestions for App Developers 149
2. CONCLUSION 153
2.1. Summary and Conclusion 153
2.2. Limitations 159
2.3. Future Works 161
REFERENCES 162
APPENDIXES 180Maste
A Model of Educational Program for Preparing Pre-Service Teachers to Integrate ICT in the Classroom Teaching
No full textProfessional attachment report [with] Chio Lim & Associates.
No full textThis report serves as a summary of the professional attachment. Besides touching on author experiences working with Chio Lim & Associates (CLA), it wil also touch on other issues before, during and after the program
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