• Educational Technology International
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• v.23 no.1
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• pp.41-66
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• 2022

Vocabulary learning plays an important role in language learning. This study explored a new paradigm based on social networking site (SNS) supported collaborative learning for vocabulary learning. SNS supported collaborative learning (SSCL) can effectively promote learners' engagement, interest and motivation by providing a more communicative and interactive environment. However, vocabulary learning studies on SSCL mainly focused on the effectiveness and influencing factors, lacking specific instructional strategies. Therefore, this study aims to develop instructional strategies that guide instructors to create an SSCL environment for facilitating vocabulary learning. The final instructional strategies are composed of three stages according to the course process, consisting of 8 general strategies and 21 specific guidelines. The content validity was ensured by four experts in the field of educational technology. The instructional strategies were then applied in an actual classroom with 16 students. The positive responses from the instructor and learners indicated that SSCL can be reasonably incorporated into the current curriculum to provide effective learning opportunities and to promote learners' vocabulary learning.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.20-31
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• 2018

The purpose of this study was to investigate the relationship between instructional strategies applied to engineering courses and students' learning strategies. As a result, students perceived that the application principle was the most applied and then the problem-centered principle was applied to engineering courses. In addition, the students showed that rehearsal strategies are the most used in courses. The most important instructional principle in this study was the problem-centered principle, and the higher the degree of application of problem-centered principle in engineering course, the students were likely to use more deep learning strategies such as elaboration and organization strategy, critical thinking strategy, and metacognitive strategy.

• Korean Institute of Interior Design Journal
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• no.27
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• pp.12-19
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• 2001

The purpose of this study is to develope instructional strategies and assessment model for distance learning in interior design education in Korea. Literature from various sources were examined to provide guidelines for instructional and technical strategies, communication system, and administrative process. Strategies and assessment model for transition to distance learning from goal setting to program evaluation were introduced. The results of this study indicated that distance learning in interior design education is optimized when applied in studio critique, portfolio production, and professional practice and with other traditional programs depending on the characteristics of the instructional materials. It is suggested for further studies that various distance learning programs based on instructional theories to be conducted and evaluated in different areas of interior design education for their maximum application as instructional tool.

• Journal of Engineering Education Research
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• v.15 no.6
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• pp.9-18
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• 2012

The purposes of this article are to analyze the conditions of using instructional strategies and using gender sensitive instructional strategies at engineering classes of K University. Qualitative analysis methods were adapted. To achieve the purposes, 35 hours of engineering classes from 11 professors from 9th to 20th of November 2009 were videotaped and analyzed. The research findings were discussed by the checklists for general and gender sensitive the instructional strategies which were recommended for the managing the better classes. Students are influenced by professors not only knowledge and skills but also values and attitudes. Professors who take gender sensitive instructional strategies are expected to give good influence the women students.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.27-37
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• 2007

Recently, robot programming education are suggested for elementary students. However, the degree of class participation of female students was low because of the failure of the recognition of female students' inclination when they chose contents and instructional strategies. Thus, this paper analyzed the gender differences of interests of elementary students have in robot programming through questionnaire and suggested the robot programming instructional strategies considered gender differences through reviewing literature in such areas as gender differences in computer learning and programming learning, and effective instructional strategies. Furthermore, the validity of the instructional strategies which are suggested was verified by experts. Through this research, the researcher expects for the researcher findings to be bases for a more active participation of female students in computer field.

• Educational Technology International
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• v.24 no.2
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• pp.169-202
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• 2023

This study aims to develop instructional design strategies included in educational programs that can effectively improve the educational data literacy of pre-service teachers. We used the design and development model proposed by Richey and Klein and investigated its internal and external validity. Internal validity assessment involved the input of five experts who evaluated the initial instructional strategies. We conducted an educational data literacy education program with 29 pre-service teachers from Korean colleges and graduate schools for external validity. The effectiveness of the program was verified by the Wilcoxon Rank Sum Test, which revealed a meaningful statistical difference between Wilcoxon Rank Sum Test post-scores after the four weeks of online classes. Therefore, this study developed instructional strategies followed by the steps of data-based decision-making: the final instructional strategies encompass 21 strategies, categorized for implementation before, during, and after classes, accompanied by 38 detailed guidelines. This approach bears notable significance as it encapsulates actionable and effective instructional strategies thoughtfully tailored to the unique circumstances and educational setting of the field, as well as the specific characteristics and requirements of the learners.

• Journal of Engineering Education Research
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• v.22 no.1
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• pp.39-47
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• 2019

This study aims to suggest a model and instructional strategies for a flipped classroom using First Principles of Instruction in engineering education in order to organize teaching and learning activities in a flipped classroom. For this purpose, the authors analyzed the literature on the flipped classroom in engineering education and on applying First Principles of Instruction in designing flipped classroom. Then, a framework of flipped classroom employing First Principles of Instruction and instructional strategies were suggested. Two experts examined the validity of the model and of the instructional strategies, and the final version was completed reflecting on those feedback. Since engineering education aims to teach procedural knowledge as well as conceptual knowledge, different instructional strategies upon two types of knowledge were presented. The implication of our work is to illustrate the model and tactics for flipped classroom based on the Merrill's deeply rooted pedagogical approach. This study may contribute to practice in engineering education.

• Journal of the Korean Chemical Society
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• v.56 no.2
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• pp.274-289
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• 2012

The purposes of this study were to analyze instructional strategies of science teachers, science teachers' orientations toward science teaching by the reason which instructional strategies was used in middle school science classes, and the relations among PCK elements for suggesting a direction of improvement of PKC models. For this purpose, we selected three of middle school teachers as participants who had various teaching experience periods. Semi-structured interviews and classroom observations were gathered for data. From the data collected, we analyzed the type of instructional strategies of science teachers. On the base of these, we identified characteristics of the teachers' orientations toward teaching science. From the reason that instructional strategies was used, we could ascertain that knowledge of science curriculum and knowledge of students' learning which was component of PCK crucially affected instructional strategies of science teachers. Therefore we assured that analysis of practical instructional strategies of science teachers that showed through science instruction was the most effective method that could find out science teacher's orientation of teaching science internalized, and that knowledge of science curriculum and knowledge of students' learning was the basic component of PCK that formed instructional strategies of science teachers. On the basis of the result, a necessity for improvement of PCK models was presented.

• Educational Technology International
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• v.13 no.1
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• pp.101-144
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• 2012

Students mostly precede their learning without any direct support of instructor in e-learning and mobile educational environment. Many useful strategies and tools to facilitate self-regulated learning behaviors in e-learning environment have been introduced, yet, the limit has been reached by only suggesting self-regulated strategies with visual information in the most researches. Accordingly, this research is intent to propose the sound design strategies that facilitate learner's self-regulated learning behaviors in mobile learning environment. To achieve the objective of the research, two research questions are presented. First, what are the sound design strategies that facilitate the self -regulated learning behaviors in mobile learning environment?. Second, what are the results of evaluating the developed sound design strategies in terms of facilitating self-regulated learning behaviors?. To solve these research questions, the literature reviews on characteristics of mobile learning, concepts and features of self-regulated learning and sound were done to establish the sound design strategies. Through formative research method targeting instructional designers, sound design strategies were modified and supplemented. The research to validate these was performed and to verify the effect of the derived sound design strategies, the usability test aimed at instructional designer and learners was conducted. The final sound design strategies through this research process were six general design strategies and the sixteen detailed strategies. This research is meaningful because this offers the basic research on sound information design which has been lacking and help upgrade the upper limit of instructional design which mainly focused on visual information in mobile learning environment that shows information in a small screen.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.321-330
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• 2009

This study investigated the effects of teaching-learning lesson plan using cognitive acceleration instructional strategies applied to the unit, 'The Light and Shadow' in elementary school. Two classes of the second grade elementary students (N=63) in Chungcheongbukdo districts were assigned to control and treatment groups each, and were taught about 'The Light and Shadow' for 8 class hours. For the treatment group, teaching-learning lesson plan using cognitive acceleration instructional strategies developed by this research was applied. The traditional instruction by textbook and teacher's guides was used for the control group. All students were tested with the test for concept of the shadow and the test for academic achievement about the unit. As the result of the post-test, the scores of the treatment group were higher than those of the control group. However, it was not statistically meaningful difference. The scores of the treatment group were significantly higher than those of the control group in the delayed-post-test for concept of the shadow. No significant interaction was observed with respect to the students' gender, instruction and pre-level for the concept of the shadow. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the post-test and delayed- post-test for the concept of the shadow in the area of object permanence. Our research work shows the effectiveness of the teaching-learning lesson using cognitive acceleration instructional strategies for the development for concept of the shadow for elementary school students, and suggests the necessity for this kind of teaching-learning program in the fields.