Comparing learning outcomes of video-based e-learning with face-to-face lectures of agricultural engineering courses in Korean agricultural high schools     

Sung Youl Park  Soo-Wook Kim  Seung-Bong Cha  Min-Woo Nam 《Interactive Learning Environments》2013,21(4):418-428

This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com. Eighty-five Korean agricultural high school students were randomly assigned into the two groups: face-to-face lecture (control group), and video-based e-learning (experimental group). The students of the experimental group logged onto the LMS in the school computer lab and completed each e-learning module. All students were required to take a pretest and posttest before and after learning under the direction of the subject teachers. One-way analysis of variance (ANOVA) was used to examine any difference between the two groups in terms of learning outcomes. One-way analysis of covariance (ANCOVA) was also administered to verify whether there was any difference between the two groups after controlling for the covariate variable: pretest score. According to the results, e-learning resulted in better learning outcomes than face-to-face lecturing. These findings suggest that the use of well designed and appropriately applied e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities. Further research should focus on a different e-learning content type in different agricultural subject fields and its relationship with learning outcome.  相似文献   

Learning English as an L2 in the Global Context: Changing English,Changing Motivation     

Chit Cheung Matthew Sung 《Changing English: An International Journal of English Teaching》2013,20(4):377-387

As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of ‘integrative motivation’ in the literature of second language (L2) learning with respect to the changing role of the English language in the global context. In particular, this paper attempts to re-conceptualise the notion of integrative motivation by considering the results of recent empirical research on L2 motivation. It is argued that the predominant motivation of learning English among most L2 learners is no longer concerned with ‘integration’ in the target native English-speaking culture, but with the construction of a ‘bi-cultural’ or ‘world citizen’ identity, as well as identification with the international community. The paper ends by suggesting new ways of understanding the concept of motivation in L2 learning in today’s global context.  相似文献   

National construction of global education: a critical review of the national curriculum standards for South Korean global high schools     

Youl-Kwan Sung  Minjeong Park  Il-Seon Choi 《Asia Pacific Education Review》2013,14(3):285-294

In this paper, the authors investigate what global visions of education are reflected in the selected national curriculum standards, with special reference to two seemingly contradictory forces: globalization and nationalism. This paper examines the socio-economic and cultural foundations of the curriculum and explains how the national curriculum for South Korean global high schools symbolically appropriates global education for the purpose of national competitiveness. Our findings show that, although the selected curriculum document alludes to the importance of international understanding and of global citizenship education, its primary objective is to provide students with knowledge and skills for national competitiveness and to uphold, rather than weaken, national identity in reaction to global pressures. This phenomenon is closely linked to the historical background of Koreanized globalization, in which the concept of segyehwa has been used as a catalyst for undertaking global education for the ends of global competiveness and national pride.  相似文献   

Teachers' perceptions of the recent curriculum reforms and their implementation: what can we learn from the case of Korean elementary teachers?     

Minjeong Park  Youl-Kwan Sung 《Asia Pacific Journal of Education》2013,33(1):15-33

This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers.  相似文献   

Is social networking a waste of time? The impact of social network and knowledge characteristics on job performance     

Joo?Yeon?Park  Il?ImEmail author  Chang-Soo?Sung 《知识管理研究与实践》2017,15(4):560-571

People use social media to help them solve problems and enhance performance. Users may engage in diverse social interactions online, increasing their knowledge base through both weak and strong ties. In this study we investigate the impact of social networks on job performance, focusing on knowledge quality and diversity based on social network theory and the knowledge-based view. The empirical analysis reveals that the strength of social network ties is strongly associated with knowledge quality in offline interactions, while social network diversity is associated with knowledge quality in online interactions. Knowledge quality acquired from social network has a significant impact on both creativity and productivity of job performance in the workplace. However, knowledge diversity acquired from diverse social network interactions is strongly associated with creativity, but not with productivity. The results of this study increase our understanding of the knowledge sourcing behaviors of workers.  相似文献   

Effects of integrating a concept mapping-based summarization strategy into flipped learning on students’ reading performances and perceptions in Chinese courses     

Gwo-Jen Hwang  Mei-Rong Alice Chen  Han-Yu Sung  Meng-Hsuan Lin 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2703-2719

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Differential Item Functioning Effect Size From the Multigroup Confirmatory Factor Analysis for a Meta-Analysis: A Simulation Study     

Sung Eun Park  Soyeon Ahn  Cengiz Zopluoglu 《Educational and psychological measurement》2021,81(1):182

This study presents a new approach to synthesizing differential item functioning (DIF) effect size: First, using correlation matrices from each study, we perform a multigroup confirmatory factor analysis (MGCFA) that examines measurement invariance of a test item between two subgroups (i.e., focal and reference groups). Then we synthesize, across the studies, the differences in the estimated factor loadings between the two subgroups, resulting in a meta-analytic summary of the MGCFA effect sizes (MGCFA-ES). The performance of this new approach was examined using a Monte Carlo simulation, where we created 108 conditions by four factors: (1) three levels of item difficulty, (2) four magnitudes of DIF, (3) three levels of sample size, and (4) three types of correlation matrix (tetrachoric, adjusted Pearson, and Pearson). Results indicate that when MGCFA is fitted to tetrachoric correlation matrices, the meta-analytic summary of the MGCFA-ES performed best in terms of bias and mean square error values, 95% confidence interval coverages, empirical standard errors, Type I error rates, and statistical power; and reasonably well with adjusted Pearson correlation matrices. In addition, when tetrachoric correlation matrices are used, a meta-analytic summary of the MGCFA-ES performed well, particularly, under the condition that a high difficulty item with a large DIF was administered to a large sample size. Our result offers an option for synthesizing the magnitude of DIF on a flagged item across studies in practice.  相似文献   

Raciolinguistic ideology of antiblackness: bilingual education,tracking, and the multiracial imaginary in urban schools     

Kenzo K. Sung 《International journal of qualitative studies in education》2018,31(8):667-683

Abstract

Based on a qualitative study of an urban middle school, this article examines student perceptions of shifting tracking structures following the dismantling of a school’s bilingual education program. The article demonstrates that students understood the school changes based on supposed language needs through an explicitly racialized lens, thereby illuminating both the permeability and entrenchment of raciolinguistic ideologies in the predominantly nonwhite school. In particular, a raciolinguistic ideology of antiblackness that positioned Black students as lacking when compared to other non-White students was ultimately reproduced in student discourse despite the change from bilingual education to English-only class tracks. This finding is significant because it questions how education reform is often structured without regard to broader social contexts and histories. The article concludes by exploring strategies policymakers and educators can draw from to challenge underlying relational racializations of antiblackness that are so pervasive in our current language education programs.  相似文献   

A knowledge engineering approach to developing educational computer games for improving students' differentiating knowledge     

Gwo‐Jen Hwang  Han‐Yu Sung  Chun‐Ming Hung  Li‐Hsueh Yang  Iwen Huang 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):183-196

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Social work students＇ attitude toward poverty in the new economy： A multivariate analysis     

Robert  D.  Weaver Sung  Hyun Yun 《美中教育评论》2010,7(5):34-46

This study, conducted at a mid-sized university located in central Canada, had two purposes. The first was to simultaneously assess the influence of undergraduate social work education and other variables such as gender, ethnicity, perceived financial security and political affiliation on students＇ attitude toward poverty. The second was to contribute to the fledgling body of international studies which focus on the area of social work education and perceptions of poverty. The participants in this study were students enrolled in one of three selected undergraduate social work courses or an undergraduate business course. In all of the social work classes, the students were exposed to key ideas and concepts pertaining to poverty and poverty policy, including the cyclical nature of market economies and the challenges and barriers faced by the working poor population. The results indicated that social work education and affiliation with a leftist political ideology predicted a more structural attitude toward poverty.  相似文献