성과 학교급에 따른 중·고교학생들의 이모티콘 사용실태 및 인식조사

조규락 ( Kyoo Lak Cho ) 경북대학교 중등교육연구소 2014 중등교육연구 Vol.62 No.4

This study was to analyze actual conditions and awareness of middle and high school students` emoticon use in computer-mediated communication (CMC), depending upon gender and school level (middle vs. high school). Survey was used as a research method and t-test and χ² test were conducted for the statistical analyses. Research results revealed that gender and school level played an important role in students` emoticon use, which indicates that they use emoticons naturally without any difficulties when communicating among students. Another result is that gender greatly affects the awareness on emoticon use; female students are more positive than male ones in almost all aspects. One exception was communication situation; in a formal situation, male students are more positive than female ones. In contrast, as research result was not consistent, the effect of school level on emoticon awareness was not sure. Overall, it is noted that we need to understand that the awareness of emoticon could be different depending on communication situations and communication partners.

교사의 비언어적 의사소통 행동이 학생의 수업 참여도와 학업 성취도 도움에 미치는 영향

조규락 ( Kyoo Lak Cho ) 한국교육정보미디어학회 2011 교육정보미디어연구 Vol.17 No.3

The purpose of this study was to empirically analyze the effects of nonverbal communication of teachers on students` participation in instruction and academic achievement help. Nonverbal communication as independent variables in the study included kinesics(eye contact, countenance, physical contact, gesture), paralanguage(tone, speed of talking, dialects), proxemics(distance/closeness), artifacts(clothes, make-up). Major findings in the study are as follows: First, almost all the positive nonverbal communication behaviors of teachers significantly affected on students` participation in instruction and academic achievement help more than the negative ones of teachers did. The positive nonverbal communication behaviors include warm eye contact, bright and smiling countenance, patting one`s head, shoulder, and back, proper gestures, teaching at close, louder voice, proper speed of talking, and clean and neat clothes, while the negative ones included frowning, unsatisfied eye contact, angry and worried countenance, teaching without looking at students, teaching without moving, punching on the head, slow or fast speed of talking, and heavy perfume smell. Second, there was no significant difference on dependent variables among the positive nonverbal communication behaviors of teachers, while there was significant difference on dependent variables among negative nonverbal ones of teachers. Finally, if subjects would be different from the study, the results could be different from in dialects teachers use and clothes teachers wear. Implications of these results are that teachers should be aware of the importance of the nonverbal communication behaviors that affect students` learning and their academic achievements. Nonverbal communication behaviors need to be dealt with as instructional media in the field of educational technology.

속성과 효용의 컨조인트 분석을 통한 K-MOOC에 대한 잠재 학습자의 요구

조규락 ( Kyoo-lak Cho ),이영주 ( Youngju Lee ) 한국교육정보미디어학회 2019 교육정보미디어연구 Vol.25 No.1

K-MOOC has become spread fast and been a growing trend since 2015 when K-MOOC launched. It is important to understand exactly what potential students want and expect from the K-MOOC courses in order to stimulate and sustain the government driven K-MOOC services. In this study, we analyzed critical attributes and preferences of the attributes of K-MOOC courses when latent learners choose to enroll. We developed three attributes―1) macro aspects of the courses(course domains, course objectives, languages), 2) micro aspects of the courses(contents levels, duration, task quantity, demand hours for studies a week), and 3) elements after the courses over (certificate of completion, course credit approval, course satisfaction survey results release to public). A total number of 568 adult participated in the conjoint survey. The results show as follows. First, in terms of macro aspects of the courses, latent students consider course objectives, course domains, and languages important in sequence. Second, in respect of the micro aspects of the courses, potential students regard demand hours for studies a week is the most important factor. The next factor is duration, task quantity, and contents levels follow. Finally, the order of priority for elements after the courses, are course credit approval, certificate of completion, and course satisfaction survey results release to public. By a conjoint analysis, this study figures out what attributes latent learners prefer and presents the features of customized K-MOOC that reflect direct needs of learners depending on varied background variables.

교육정보미디어연구(2002-2021)의 저자 현황 및 공저 네트워크분석

조규락 ( Kyoo Lak Cho ),김찬희 ( Chan Hui Kim ) 한국교육정보미디어학회 2021 교육정보미디어연구 Vol.27 No.4

This study was to find out the structural features of author relationship by conducting the analysis of the current state of authors and coauthor relationships in journal articles published in the Journal of Educational Information and Media. For doing this, the study analyzed authors and coauthor relationships appearing in the total 655 articles from 2002 to 2021. The total 704 researcher wrote articles as single author or coauthor and the number of coauthorship has increased rather than single authorship as year passed. In coauthorship, two authorship are the most and followed by three authorship. The relationship between the number of authors and the number of articles showed the power law distribution in that while the number of authors publishing a few articles is many, the number of authors publishing a lot of articles is few. Coauthor network, which is formed by 662 coauthors (nodes), is composed of the total 1138 links. The whole coauthor network looking very complex aspects can be classified into the total 66 clusters by the cluster analysis. Whereas most of coauthorship was small scale as many of clusters (37 clusters) consisted of 2 through 4 researcher, large scale of coauthorship also emerged as some of clusters consisted of more than 10 researcher. The study identified as well who key authors are affecting network and how these key authors change as coauthorship frequency changes, by figuring out the change of centrality value according to the change of coauthorship frequency. Based on the results, the study discussed and presented implications and following studies.

인지양식이 문제유형별 문제해결에 미치는 영향

조규락 ( Kyoo Lak Cho ),배태일 ( Tae Il Pae ) 한국교육정보미디어학회 2005 교육정보미디어연구 Vol.11 No.4

비구조 문제해결 상황에서 소집단의 크기가 문제해결 성취도 및 집단의 효과성 인식에 미치는 효과

조규락 ( Kyoo Lak Cho ),손수정 ( Su Jeong Son ) 한국교육정보미디어학회 2008 교육정보미디어연구 Vol.14 No.2

The purpose of this study was to investigate small group size on problem solving achievement and group effectiveness through both qualitative and quantitative analysis while subjects tried to solve ill-structured problems. Ninety-four college students participated in the study, and they were assigned one of 3 groups consisting of 1 person, 2 persons, and 4 persons. Then, they were asked to solve ill-structured problems collaboratively and to complete the survey questionnaire. The results of the study showed as follows: First, there was no statistical differences on problem solving achievement between individual problem solving and group problem solving. But unlike the result of quantitative analysis, qualitative analysis showed that learners perceived that group problem solving was more effective than individual problem solving. This result, however, needs to be verified through further studies because it conflicted with that of previous studies. Second, the small group size did not affect on problem solving achievement but on group effectiveness statistically. Qualitative analysis supported this result, revealing that learners perceived that groups of two were more effective than groups of four in solving problems because there was no free-rider effect and they have bigger responsible role on each member. Finally, group effectiveness is necessary for problem solving, but group effectiveness in itself does not bring the increase of problem solving achievement. According to qualitative analysis, a possible reason for this result could be group familiarity and problem difficulty. It should be noted that group effectiveness is not cognitive variables but affective ones that can facilitate group problem solving.

e-러닝을 통한 지방공무원 교육의 실태와 활성화 방안 - 16개 시,도 지방정부의 지방공무원 교육원을 중심으로 -

조규락 ( Kyoo Lak Cho ),김병주 ( Byoung Joo Kim ),김선연 ( Sun Yun Kim ) 한국교육정보미디어학회 2006 교육정보미디어연구 Vol.12 No.2

As an alternative educational and training system, e-Learning has a potential to lessen the educational gap of civil servants between central government and local governments. However, since many existing studies focused mainly on the civil servants of central government, it is unreasonable for their results to generalize and apply to civil servants` education and training of local governments whose situations and conditions are varied from those of the central government. The purpose of this study was to analyze the current actual conditions of e-Learning and then find the optimal way of e-Learning, specifically focused on civil servants` education and training of the entire 16 local governments in Korea. To accomplish the purpose, the study analyzed related documents, literatures, Internet home pages and then conducted phone interviews and survey, subjects of which were persons in charge of e-Learning in the training institutes of the 16 local governments. The results of analysis and suggestions were categorized and presented as follows: 1. Human: Operator (qualifications, roles, incentives), Instructor (qualifications, members, roles, allowances, incentives), Learner (requirements, incentives) 2. Organization: Name, Characteristics and Attributes 3. Course: References for educational plan, Methods for the development of e-Learning course 4. Management of Academic Affairs: The number of courses, The number of learners, Fees, Completion criteria, Assessments 5. Infra: Servers, Equipment of media production, Network 6. The others: Opening year, URL, Conditions of e-Learning, Reasons of e-Learning, Administrative supports.

개인 문제해결 상황에서 인지양식과 메타인지가 비구조 문제해결 및 논증에 미치는 효과

조규락 ( Kyoo Lak Cho ),김선연 ( Sun Yun Kim ) 한국교육정보미디어학회 2006 교육정보미디어연구 Vol.12 No.3

The purpose of this study was to empirically investigate the effects of cognitive style (visualizers vs. verbalizers) and metacognition (knowledge of metacognition vs. regulation of metacognition) on problem solving and argumentation, when students individually tried to solve ill-structured problems. Each subject was asked to complete ill-structured problem solving test after he or she completed both questionnaires that identify his or her cognitive style and the level of metacognition. Eighty-three students were identified as visualizers twenty as verbalizers. The results of the study show as follows: First, verbalizers had higher score than visualizers in ill-structured problem solving and argumentation. This indicates that verbalizers performed better than visualizers in ill-structured problem solving and argumentation. However, no effects of cognitive styles were found on the sub-elements of argumentation. Second, no effects of both the knowledge of metacognition and the regulation of metacognition were found on ill-structured problem solving and argumentation. There are two possible explanations. One explanation is that because metacognition did not affect on the dependent variables, there would be no necessary to divide metacognition into the knowledge of metacognition and the regulation of metacognition and verify them. The other explanation is that from the first, there would be no necessary to divide metacognition into the knowledge of metacognition and the regulation of metacognition in comparing the scores of ill-structured problem solving and argumentation. Third, the correlations were identified between ill-structured problem solving and argumentation, which indicates that ill-structured problem solving and argumentation are closely related each other.

사이버가정학습에 대한 학생들의 만족도 및 효과성 인식 분석: 경상북도 사이버가정학습을 중심으로

조규락 ( Kyoo Lak Cho ) 한국교육정보미디어학회 2007 교육정보미디어연구 Vol.13 No.3

The purpose of this study was to analyze learners` satisfaction and effectiveness awareness on Gyeongbuk Cyber Home Learning System. Emphasized on learner`s varied background variables, the study focused on differences of satisfaction and effectiveness depending on the varied background variables. Research method was web survey. Learners` satisfaction rate was different from the varied background variables; the satisfaction rate was higher in learners of middle and high schools than of elementary schools, learners in rural area schools than in urban area schools, learners participated by teachers` encouragement than by his/her own accord, lower-achieved learners than higher-achieved ones, learners in low income family than in high income family, learners in self-controled class than in any other classes. Learners` effectiveness awareness was showed from the following viewpoints. First, from the viewpoint of private education, learners in rural area schools than in urban area schools, lower-achieved learners than higher-achieved learners, learners in low income family than in high income family, learners in supplementary classes than other classes showed higher effectiveness. Secondly, from the viewpoint of the changes of learning, Gyeongbuk Cyber Home Learning System affected positive effectiveness to learners; increasing interests in the subjects. Finally, Gyeongbuk Cyber Home Learning System helped learners study in his/her school and helped them get used to computer use.

e-러닝과 u-러닝의 차이점에 대한 교사의 인식 실태 분석

조규락 ( Kyoo Lak Cho ),김선연 ( Sun Yun Kim ),우석구 ( Suk Koo Woo ) 한국교육정보미디어학회 2009 교육정보미디어연구 Vol.15 No.1

This study was to investigate the differences of school teachers` awareness of e-Learning and u-Learning. To accomplish this purpose, the study conducted survey research, subjects of which were school teachers. The results and its interpretations were as follows: First, unlike u-Learning, absolute majority of teachers was well acquainted with e-Learning. It appears that the concept of e-Learning is widespread, whereas that of u-Learning is not. Second, unlike e-Learning, many teachers were not familiar to u-Learning. They answered that u-Learning would not be related to their work yet. Third, some teachers did not know the meaning of e while majority of teachers did not know the meaning of u. One possible reason is that they are not familiar and intimate with u-Learning. Fourth, teachers` interest in u-Learning was lower than that in e-Learning. It seems that u-Learning is less popular than e-Learning in school settings. Fifth, majority of teachers agreed that not only e-Learning but also u-Learning would affect on teachers and schooling. Sixth, majority of teachers barely had training experience on u-Learning as well as on e-Learning. Seventh, many teachers did not utilize e-Learning and u-Learning in their classes. Varied training and education about e-Learning and u-Learning would be necessary. Finally, many teachers regarded e-Learning and u-Learning as being different each other. However, they did not think e-Learning and u-Learning were totally different education systems, but they thought of u-Learning as an alternative, developed education system. It shows that for u-learning to be successfully introduced into schooling, e-Learning should be implemented gradually.