Okhwa Lee

Pedagogical Implications of Online Discussion for Preservice Teacher Training

Abstract This paper explores pedagogical implications of online discussion for preservice teacher training, based on a comparison study of synchronous and asynchronous discussions. The data—2,820 postings from synchronous discussion sessions and 336 postings from asynchronous discussions—were collected from 40 preservice students at an online university in South Korea during the Spring 2002 course “Pedagogy of Web-Based Instruction.” Analysis of the postings revealed that female students were more active than male students in online discussions. Synchronous online discussion, however, did not develop into the more serious learning stages beyond socialization. On the other hand, topic-related postings were dominant in the asynchronous discussion. The results imply that synchronous discussion is more useful for promoting social interaction while asynchronous discussion is more useful for task-oriented communication. Specific suggestions are offered as to the best use of online discussion tools, the pivotal role of tutors, and the need to promote male students’ active participation, in addition to providing technical support.

Measuring teaching quality and student engagement in South Korea and The Netherlands

ABSTRACT Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the same, within acceptable boundaries, in both countries. Therefore, we can compare the average scores of teachers in both countries in a reliable and valid way. The 289 Dutch teachers score significantly better on “creating a safe and stimulating learning climate” and “intensive and activating teaching” and almost significantly on “efficient classroom management”. We find no significant differences in “clear and structured instruction”. The 375 South Korean teachers perform significantly better than the Dutch teachers on “teaching learning strategies” and almost significantly on “differentiating instruction”. Furthermore, we find better student engagement in South Korea.

Innovation of Higher Education in the Globalized Era

Present higher education is facing the perfect storm of many game changers. There is big pressure from various stakeholders. And it is also the global era for higher education nowadays. It is the role for education to prepare students to deal with more rapid change than ever before, for jobs that have not yet been created, using technologies that have not yet been invented, to solve problems that we do not yet know will arise. It is now clear that we prepare for our next generation well for the future. In this sense, the chapter firstly presents the current trend of ICT in higher education including the new pedagogy for the digital teaching and learning, utilization of smart technology for higher education, online universities, e-learning support centers for universities, globalization of e-learning in higher education, and open educational resources (OER). Secondly, as the example of Innovation of teaching and learning in higher education, the definition, the characteristics, and the value of MOOC are thoroughly explored. Thirdly, new trend of redesigning learning space is introduced. Finally, various issues of ICT in education are discussed as a conclusion.

Exploring Learning Culture in Finnish and South Korean Classrooms.

ABSTRACT The authors aimed to investigate learning culture in classrooms at schools to understand education in Finland and South Korea. For this, Finnish and South Korean university students made observations on classrooms in partner countries and reflected on both education systems based on their own previous experiences (2011–2014). Afterwards, researchers from both countries categorized and thematized the experiences of the participants, and interpreted the main themes to figure out the learning culture in Finland and South Korea. As a result, the learning culture in both countries were characterized into six themes: teachers autonomy in teaching, authenticity in learning, relationships between teachers and students, learning assessment, student engagement, and student well-being. Noteworthy features of high-performing education were recognized through the observation on the learning culture in both countries.