• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.151-165
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• 2022

The aim of this study is to examine the effectiveness of non-face-to-face classes conducted due to the COVID-19 crisis. In order to achieve this goal, a non-face-to-face class with flipped learning was applied in one subject of clothing major held at 'S' University in Cheongju, Korea. In addition, this study tried to analyze the differences between pre- and post-non-face-to-face classes in problem analysis ability, resource/information/technology literacy, convergent thinking ability as core competencies, and overall learning satisfaction. As a result, after participating in the non-face-to-face class in which the flipped learning was applied, the students recognized that their abilities improved in the three problem-solving competency sub-areas, and their overall learning satisfaction also increased. The effectiveness of non-face-to-face classes in the field of clothing and fashion has been mainly measured in fashion design and clothing construction courses. However, based on the results of this study, it can be suggested that non-face-to-face classes in a theory-oriented lecture-type class can be effective methods for improving students' core competencies such as problem-solving skills if teaching-learning methods such as flipped learning are applied. Therefore, the results of this study will be useful data for designing differentiated non-face-to-face class strategies in a theory-oriented lecture-type class to improve the core competencies of college students.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.729-736
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• 2024

In connection with the OECD's core competency proposal, we would like to consider an attempt to realize this in liberal arts education at Korean universities and examine what kind of education plan it is desirable to present to learners. Universities are expanding competency-based education into human and social fields by reconsidering new talent awards and the direction of education. In this way, each university selects and organizes core competencies and incorporates the core competencies that the university pursues into educational goals. Under the supervision of the Ministry of Education, education centered on core competencies is exploring its potential in liberal arts courses at universities above all else. We want to explore a methodology that can achieve learner-centered teaching and learning effects in the process of incorporating and accepting this. Language acquisition along with cross-cultural understanding is above all else a part that can promote learners' competencies in terms of diversity and mutual understanding. Therefore, we reflect this in French liberal arts education and explore teaching and learning processes by incorporating respect for diversity and mutual cultural understanding competency education related to learners' motivation into lectures. We aim to supplement this through collaboration and mutual cultural understanding processes as presentation tasks in order to overcome the existing competency-based evaluation while deriving acceptance results from learners. Therefore, they recognize that the direction of core competency education naturally shifts to value-centered education.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.20 no.4
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• pp.847-856
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• 2016

Flipped learning is a pedagogic model in which the typical lecture and homework elements of a course are reversed. Short video lectures or e-learning contents or other learning materials are viewed by students at home before the in-class session, while students are mainly carried out diverse active learning activities such as the discussions, exercises, team projects and so on in class time. Recently flipped learning has been emerging as an effective teaching-learning method that can train the 21st century talents who can create creative values based on fusion competencies. Based on the experience in applying the flipped learning to the database class that is an elective course of the school of computer engineering through three semesters, this paper proposes a flipped learning model consists of 7 steps in detail. Also, this paper analyzes the effects and weak points of the flipped learning and proposes several things for the successful flipped learning application.

• Journal of the Korea Institute of Building Construction
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• v.21 no.5
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• pp.421-432
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• 2021

Recently, there has been a growing interest among domestic universities in effective teaching methods to improve learning effects. In addition, a shift from an instructor-centered teaching method to a student-centered teaching method has been pursued, in a bid to enhance student learning competencies in educational settings. The purpose of this study is to develop a building construction curriculum that applies team-based learning, which is an approach towards student-centered learning. The major research findings are as follows. A building construction curriculum that applies team-based learning was developed based on an analysis of the operational status of lectures and team-based learning courses among universities in Korea. Learning procedures, the weekly curriculum and curriculum operation plans were also developed for the team-based learning course. The curriculum presented in this study is a general curriculum that can be applied to domestic universities. As such, it is expected that individual universities can adjust and apply the curriculum according to the educational conditions and characteristics of both instructors and students.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.245-258
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• 2022

Computational thinking with programming skills has been widely emphasized for future industrial engineering researchers and practitioners in Industry 4.0. However, industrial engineering students still have limited opportunities to improve their computational thinking abilities during university coursework. In this regard, this research study proposes to use Python programming language for teaching classical Industrial Engineering subjects. For a specific case study, we designed and instructed an Engineering Economy lecture which cultivates the concept and techniques of economic analysis for engineering students. During the class, we introduced the usage of several Python libraries that include numpy-financial for basic financial functions, numpy and scipy for simple numerical computation and analysis, and matplotlib for data visualization. Anonymous class evaluation survey showed the effectiveness of the proposed teaching method in terms of both educational satisfaction and contents delivery. Finally, we found additional needs for providing lectures that adopt the similar teaching style to the proposed method.

• Journal of Digital Convergence
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• v.18 no.5
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• pp.115-125
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• 2020

This study examined the curriculum CQI forms implemented at A university for quality management and improvement of instruction. Under the reorganization of competency-based curriculum, University A has improved the CQI form so that the planning, process and outcomes of class can be managed systematically. This study proposes a CQI form through literature research and has undergone a revision process through external expert verification. The major findings are as follows. First, when developing the CQI form, the questions were composed to evaluate and reflux the entire course of the class, including the planning, operation, results, and feedback of the class. Second, it was divided into three stages such as last semester, current semester, and next semester to prepare a comprehensive analysis and improvement plan, so that the effect of continuous class improvement and reflux can be obtained. Third, integrating the lesson plans and lecture evaluation results in the preparation of CQI increased the convenience of instructors. Fourth, the objective results (achievement results for each evaluation tool, lecture evaluation results) were provided to the instructor so that they could sufficiently reflect on them. This study is significant in that it provides implications for future CQI development.

• Journal of the Korean Society for information Management
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• v.39 no.1
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• pp.119-143
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• 2022

This preliminary study examined the status of data science-related course syllabi in the American Library Association (ALA) accredited Library and Information Science (LIS) programs. The purpose of this study was to explore LIS course syllabi related to data science, such as course title, course description, learning outcomes, and weekly topics. LIS programs offer various topics in data science such as the introduction to data science, data mining, database, data analysis, data visualization, data curation and management, machine learning, metadata, and computer programming. This study contributes to helping instructors develop or revise course materials to improve course competencies related to data science in the ALA-accredited LIS programs.

• Journal of Korean Library and Information Science Society
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• v.54 no.4
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• pp.307-334
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• 2023

The purpose of this study is to examine the status of data librarian-related course syllabi in the 2023 American Library Association(ALA)-accredited degree programs in Library and Information Science (LIS). The present study examined LIS course syllabi related to data librarian including course titles, course objectives, course descriptions, weekly topics and assignments. ALA-accredited LIS programs offer various courses in data librarianship such as data management and curation, data analysis and visualization, metadata, information services, research methods, library management, academic libraries, computer programming and databases. This study collected 184 syllabi from the ALA-accredited LIS programs and selected and analyzed 127 syllabi that are related to data librarianship. The study examined 3,045 course titles, 2,559 course description from 61 LIS degree programs overseas, and 1,330 course titles from 37 LIS degree programs in Korea. This study found that LIS degree programs both in Korea and overseas offer various courses for data librarians. The researcher hopes the findings of this study will be used as a starting point to develop or redesign courses related to data librarianship in the information field.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.423-424
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• 2021

본 연구는 성인학습자를 대상으로 효과적인 비대면 수업방법에 대한 개선점을 모색하여 교수자의 수업역량 향상에 기초자료를 제공하고자 하였다. 이를 위해 PBL(문제중심수업) 교수법을 기초로 4주차 수업을 설계하고 웹엑스(Webex)를 활용한 교수법을 49명의 학생에게 적용하였다. 연구 결과는 다음과 같다. 첫째, 고연령 성인학습자를 대상으로 디지털기기 활용법에 대한 사전 숙지가 필요하며, 둘째, 팀활동을 위한 웹엑스 세션별 수업은 강의실 수업에서 수동적인 학생들의 적극적인 수업참여를 이끌었고, 셋째, PBL(문제중심수업) 수업 방식은 비대면 수업에서도 학생주도의 수업을 이끌어 내고 활발한 상호작용을 통해 학생들의 문제 해결과 실천역량을 향상시킬 수 있었다. 이러한 연구 결과는 성인학습자를 대상으로 한 교수자의 비대면 수업 교수법에 기초적인 자료가 될 것이다.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.399-411
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• 2016

The purpose of this study is to investigate implications for future STEAM education by analyzing the surveys by the in-service teachers who participated in the Advanced STEAM Teacher Training Program(ASTTP) for raising interests and understanding of science and technology and nurturing STEAM literacy and problem-solving ability of students. ASTTP was developed for promoting 'teacher competence for STEAM.' ASTTP is a 60-hour program(4 credits), which includes offline intensive course of 38 hours, online training course of 12 hours, a course of implementation at schools for 5 hours, and a workshop for 5 hours (based on the 2014 program). For the offline intensive course, teachers take various professional development classes and activities, such as open-laboratory tours, advanced experiments, mentoring programs, and team projects as well as lectures on diverse disciplines. For the online course, teachers take online classes freely while they are encouraged to work with other teachers in groups. After taking both online and offline courses, the teachers are required to implement their STEAM lesson plans in their classrooms. Finally at the workshop, some selected teachers share how successfully they have implemented STEAM education. About 700 teachers have successfully taken the program from 2012 to 2014. Based on the surveys by the teachers, the program has been modified and improved. Our analysis shows increased professional development in STEAM education for the participating teachers. This study can provide some implication and helpful insights for people who need to develop and manage teacher training programs for STEAM education and other education programs in general.