신윤희 교수

This study was designed to examine the effects of negotiation scaffolding for solving complex problems, focusing on peer interaction and learning performance in a computer-supported collaborative learning environment. For this research, 38 undergraduate students performed complex tasks using a collaborative discussion tool that implemented scaffolding strategies including the fading of meaning-negotiation scaffolding (MS) and the provision of position-negotiation scaffolding (PS). The participan

This study explores the effect of self-regulated learning support on learners’ cognitive load and problem-solving performance, considering cases from well-structured to ill-structured tasks in a computer programing course. Sixty-seven undergraduate students in a computer programing fundamentals course were randomly assigned into one of two groups: (1) experimental group ( N = 34; received self-regulated learning support) and (2) control group ( N = 33). Participants in both groups were asked to

This study investigated the effects of pre-training types on the cognitive load, collaborative knowledge construction and level of learning in a computer-supported collaborative learning environment. Pre-training was provided to help learners optimise their cognitive load, build accurate shared-knowledge and achieve successful deep learning. The participants were randomly assigned into one of two groups. Each group received either guided or self-directed pre-training. The participants were provi

This work was supported by a National Research Foundation of Korea grant funded by the Korean Government [NRF-2014S1A3A2044609].

Core nursing skills are emphasized in nursing education, given their vital role in nurses’ competence; however, invasive nursing procedures like catheterization and enemas are infrequently performed in actual clinical practice, primarily being observed rather than executed. Virtual reality simulation training involves performing core nursing skills on virtual patients in a three-dimensional virtual reality environment, following the correct procedures. The purpose of this study is to examine the

This study explores the effects of worked-out examples and metacognitive scaffolding on novice learners’ knowledge performance, cognitive loads, and self-regulation skills in problem-solving programming. 126 undergraduate students in a computer programming fundamentals course were randomly assigned to one of four groups: 1) task performance with a traditional WOE (TW), 2) task performance with a faded WOE (FW), 3) task performance with traditional WOE and metacognitive scaffolding (TWM), and 4)

본 연구의 목적은 PLS-MGA를 적용하여 초등학교 교육복지우선지원사업이 4학년의 행복과 자존감에 미치는 효과를 분석하는 것이다. 이를 위하여 성별과 사업참여정도를 통제한 상태에서 교복우사업의 우선지원 효과가 있는지 살펴보았다. 연구결과, 첫째, 성별과 사업참여정도를 통제한 상태에서 우선지원학생 여부는 프로그램 만족도에 정적인 영향을 미치는 것으로 나타났다. 둘째, 프로그램 만족도는 행복과 자존감에 모두 정적인 영향을 미치는 것으로 나타났다. 셋째, 우선지원 학생과 우선지원 외 학생의 각 집단에서 프로그램 만족도가 행복과 자존감에 통계적으로 유의한 영향을 미치고 있었다. 하지만 집단에 따른 차이는 나타나지 않았다. 또한, 우선지원여부는 프로그램 만족도를 매개로 행복과 자존감에 간접적인 영향을 미치고 있었다. 본 연구모형은 행복 분산의 21%, 자존감 분산의 18%를 설명하는 것으로 나타났다.

This study aimed to explore learners’ discourse patterns and outcomes while using a visible-annotation tool as a collaborative representation tool. The tool used in this study introduced two types of sharing activities before the problem-solving phase to support sequential knowledge construction. Forty participants were randomly assigned to one of three groups according to two variables: type of sharing activities (meaning sharing activity (M) and opinion sharing activity (O)), and type of repre

본 연구는 디자인 씽킹에 기반을 둔 코딩교육의 성과를 확인하고, 발전 방향을 도출하기 위하여 학습자들의 경험을 구체적으로 규명하기 위한 목적으로 진행되었다. 이를 위하여 경기도 소재 D 대학교의 교양필수 교과목인 ‘창의적 사고와 코딩’에서 디자인 씽킹을 접목한 코딩교육을 실시하였으며, 성찰일지 분석을 통하여 학습자들이 무엇을 배웠고, 어떠한 어려움을 경험하였는지를 분석하였다. 연구 결과, 디자인 씽킹 기반 코딩교육의 성과는 인지적 차원, 정의적 차원, 실천적 차원에서 구분해볼 수 있었다. 또한 학생들은 문제 발견, 아이디어 도출, 협력 및 소통, 코딩 구현 단계에 대한 어려움을 크게 느끼는 것으로 나타났다. 본 연구에서는 이러한 연구 결과를 토대로 향후 디자인 씽킹을 접목한 코딩교육에서 고려해야 할 시사점을 제시하였다.