Korean Content Management in e-Higher Education: Here and Hereafter     

Insook Lee 《Educational technology research and development : ETR & D》2006,54(2):209-219

Current trends in the management of e-learning content in Korean higher education are reviewed, along with important issues for future development. South Korean technological infrastructure, among the most advanced in the world, provides the necessary conditions for e-learning to proliferate, but as e-learning in higher education approaches a certain level of maturity and proliferation, there will emerge issues to be resolved at the national level. Suggested future considerations include establishing a national level of overarching planning for courseware management; university and consortium level planning for quality content management; e-learning content sharing systems through such methods as learning technology standardization; and a training and support system for specialists in educational development, instruction, and administration that can operate mutually and concurrently. By Insook Lee  相似文献   

A Web-based machining process monitoring system for E-manufacturing implementation   总被引：2，自引：0，他引：2  

SHIN Bong-cheol KIM Gun-hee CHOI Jin-hwa JEON Byung-cheol LEE Honghee CHO Myeong-woo HAN Jin-yong PARK Dong-sam 《浙江大学学报(A卷英文版)》2006,7(9):1467-1473

INTRODUCTION Recently, the application of the information technology into manufacturing fields gets more and more importance on the whole manufacturing shop floors. Currently, many researches reflect the effec- tiveness of knowledge-based production system re- lated to the exchange and management of various manufacturing information using information tech- nology via the Internet in order to increase the com- petitive power of industries. This research suggests a Web-based machining proce…  相似文献   

Correction to: The structural relationship between organizational justice and organizational citizenship behavior in university faculty in China: the mediating effect of organizational commitment     

Donglong  Zhao  Taejun  Cho  Julie  Ahn  Sanghun  Lee 《Asia Pacific Education Review》2020,21(1):181-181

Asia Pacific Education Review - In the original publication of the article, the Acknowledgements section was missed and it has been included in this Correction.  相似文献   

‘Empty signifiers’ and ‘dreamy ideals’: perceptions of the ‘international university’ among higher education students and staff at a British university     

Alina Schartner  Yoonjoo Cho 《Higher Education》2017,74(3):455-472

This paper reports on a mixed-methods case study investigating how higher education staff and students understand, experience and envision the ‘international university’. As it is becoming clear that international student mobility is not in itself a panacea for universities seeking to internationalise, ‘internationalisation at home’ and ‘global citizenship’ are increasingly permeating university policy documents and mission statements. However, little is known about how students and staff on the ground perceive and experience these concepts. Quantitative and qualitative data were collected at one British university through focus groups (N = 19) and through an online survey (n = 148). Findings revealed a conventional mobility-focused understanding of the international university among students and staff, and a great deal of cynicism as regards ‘internationalisation at home’ and ‘global citizenship’. We discuss implications for practice and a research agenda.  相似文献   

Immersive virtual field trips and elementary students’ perceptions     

Insook Han 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):179-195

In response to the increased attention and interest related to the application of virtual reality with head-mounted displays in education, this study examined the elementary students’ perceptions of using immersive virtual field trips (VFTs) in the classroom. Reflection papers from 25 students were analyzed and triangulated with field notes from class observations and teacher interviews. The content analysis revealed that VFTs were perceived to be efficient with regard to time and cost, to expand learning opportunities, but lacked physical interaction. Elementary students also suggested immersive VFTs are engaging, real, and provide an increased perception of virtual presence. However, they also expressed concerns about health and safety, psychological side effects, technical malfunctions, and low social interaction.  相似文献   

International students’ self-determined motivation,beliefs about classroom assessment,learning strategies,and academic adjustment in higher education     

Cho  Hyun Jin  Levesque-Bristol  Chantal  Yough  Mike 《Higher Education》2021,81(6):1215-1235

Higher Education - As an increasing number of international students are studying in English-speaking universities, there has been growing interest in exploring the factors and complexities that...  相似文献   

Exploring online students’ self-regulated learning with self-reported surveys and log files: a data mining approach     

Moon-Heum Cho  Jin Soung Yoo 《Interactive Learning Environments》2017,25(8):970-982

Many researchers who are interested in studying students’ online self-regulated learning (SRL) have heavily relied on self-reported surveys. Data mining is an alternative technique that can be used to discover students’ SRL patterns from large data logs saved on a course management system. The purpose of this study was to identify students’ online SRL patterns with the use of data mining techniques. We examined both self-reported self-regulation surveys and log files to predict online students’ achievements and found using log files was more powerful in predicting students’ achievements in an online course than self-reported survey data. Discussions to enhance teaching and learning practices with the use of data mining are provided.  相似文献   

Unraveling Vocabulary Learning: Reader and Item-Level Predictors of Vocabulary Learning Within Comprehension Instruction for Fifth and Sixth Graders     

Amanda P. Goodwin  Sun-Joo Cho 《Scientific Studies of Reading》2016,20(6):490-514

This study explores reader, word, and learning activity characteristics related to vocabulary learning for 202 fifth and sixth graders (N = 118 and 84, respectively) learning 16 words. Three measures of word knowledge were used: multiple-choice definition knowledge, self-report of meaning knowledge, and production of morphologically related words. Results indicate that significant vocabulary learning occurred on each measure and that certain words were easier to learn for certain types of readers. Controlling for other predictors in the model, reader characteristics like morphological awareness, reading comprehension, and language background were significant predictors of vocabulary learning, but not word reading fluency. Also, word characteristics like morphological family size and opaqueness were significant predictors of word difficulty but not number of morphemes or frequency of the word or root-word or affix. Controlling for other predictors in the model, morphological learning activities supported vocabulary learning for all 3 aspects of word knowledge. Implications for theory and instruction are discussed.  相似文献   

The effect of teacher–student gender matching: Evidence from OECD countries     

Insook Cho 《Economics of Education Review》2012,31(3):54-67

While some educators argue that teacher–student gender matching improves student performance, there is little empirical evidence to support this hypothesis. This paper assesses the impact of teacher–student gender matching on academic achievement across fifteen OECD countries using data from the Trends in International Mathematics and Science Study (TIMSS). One attractive feature of TIMSS is that it provides information on test scores and teacher characteristics, including gender, for both math and science thereby allowing for student fixed effects estimation. The results provide little support for the conjecture that students benefit from teacher–student gender matching.  相似文献   

Civic action for global democracy: a response to neo-liberal globalization     

Hee-Yeon Cho 《Inter-Asia Cultural Studies》2013,14(1):163-167

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