2014, Vol.9, No.1

Journal of Knowledge Information Technology and Systems 2023 KCI Impact Factor : 0.89

pISSN : 1975-7700 / eISSN : 2734-0570
https://journal.kci.go.kr/kkits

Using recent advanced information technologies, a “flipped learning” instructional model was developed for this study to enhance the effectiveness and efficiency of instruction. A flipped learning generally refers to a hybrid learning environment where learners learn online at home and conduct academic activities in the classroom or a physical place. In order to develop an instructional model, development principles, component, and contents were investigated. By the participation of three experts on the subject for comments and feedback and a pilot study for eight weeks, the validity was examined for model elaboration. As a result, the 8C instructional model for on- and off-line learning are presented: construction, connection, communication, coordination, confirmation, clarification, collaboration and completion. Based on the structured flipped learning instructional model, specific strategies are expected by further empirical research.

As widespread use of smart devices, positive changes in our society with also negative phenomena are emerging. In particular, Technostress symptoms are being intensified, and addiction and withdrawal symptoms are being appeared by using state of the art devices such as smartphones. So now these issues are becoming social issues. The temporary suspension issues such as digital detox, Anti-digital for smart devices have been recently emerged regard this. To reflect this phenomenon, this paper was studied based on previous studies of technology acceptance such as theory of reasoned action, technology acceptance model, and theory of innovation resistance. The purpose of this paper is to study the digital break which is temporarily suspend intention after the user acceptance of smart devices. As the result, we verified that perceived risk which is the most important variable in the innovation adoption research is also the most influential variable to the digital break. We found technostress and digital detox are significant variables to impact on the perceived risk.

This study developed an adaptive e-learning content that applies differing learning styles for individualized learning. Recently, various e-learning systems have been developed, but most e-learning systems provide the same instruction content with little consideration of the individual learner’s learning style. This study developed an adaptive e-learning content that provides differing learning patterns for each style according to Kolb's learning styles. We also provide a content design method for an adaptive e-learning system by applying Kolb's learning style for elementary school students' computer subjects. In this study, we examined each learning style and provided adaptive content appropriate for each learner's particular learning style. This system, therefore, can provide individualized learning that is the appropriate pattern for each learner. We can, thus, expect an improvement in learning achievement and learning motivation.