• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.7
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• pp.4621-4631
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• 2015

The purpose of this study is to find the grounds for nursing students and teaching professors to confirm the importance of planning and preparing academic careers according to proper time management by determining the learning style exactly for themselves. For this purpose we investigated the learning style and time management behavior of the nursing student in university. The data was collected for 1 months from Nov. 1 to Dec. 2, 2013 in four universities which located in D city and C province. The research tool were used to measure of the learning style, time management behavior and self-directed learning. The participants were 246 nursing students at university who understand the purpose of study and agree to answer it. The data was analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation, stepwise regression using the IBMSPSS/WIN 19.0 program. The result of this study was that the predicting factors for self-directed learning were time management behavior(${\beta}=.629$, p<.001) and adjustment to university life(${\beta}=.153$, p<.001). The variables explained the self-directed learning by 51.4%. This study shows that professors have to encourage students to realize the importance of effective time management for planning, performing and evaluating the academic career for themselves and take into account the related programs about self-directed learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.362-371
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• 2019

The purpose of this study is to recognize kindergarten teachers' experiences of child violence for identifying the site's needs for the implementation of preventive education in early childhood and to provide basic data on child violence. To this end, nine teachers were interviewed in-depth. From the study results, first, child violence-related child behavior, which usually occurs in kindergartens, includes physical assault, aggression, verbal violence, threats and threats, and bullying. Second, teachers usually use direct intervention laws in cases of child violence, but were finding it difficult to intervene properly with many tasks or high teacher-to-child ratios. Teachers recognized the need for lower teacher-to-child ratios and placement of each class burden. Third, teachers were aware of the need for prevention education for child violence targeting infants, and instigated the following appropriate interactions immediately after problem behavior occurred: large group activities, specific multimedia education data and parent education. Fourth, teachers are concerned about the possibility of problem behavior being learned and imitated through education in the implementation of prevention education for children's violence. Therefore, this study proposed the need to develop various teaching methods that could be applied to infant education sites, focusing on the types of child violence-related problem behaviors that occur in kindergartens.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.557-564
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• 2015

The purpose of this study is to examine the problems in the teaching practice of beginning science teachers who participated in the collaborative mentoring program to improve their teaching expertise. The participants were six beginning science teachers and six mentors at middle and high school levels. From each beginning science teacher and mentor teacher, journals, one-to-one mentoring records and transcripts, interviews and questionnaires, and transcripts conducted at the beginning, middle and the end of the mentoring program were collected. Seven aspects of the beginning science teachers' problems in their teaching practice were identified. The result showed that mentee teachers didn't set up specific learning objectives and they organized and presented lesson contents without considering students' proficiency level. Also, they found it hard to prepare for the lessons irrelevant to their major field of study and they tended to use convergent questions more than divergent questions. Mentee teachers tend to give teacher-centered rather than student-centered teaching. Beginning teachers' recognition of their problems in their teaching practice tends to lead changes in their teaching practice. Some of the problems that mentee teachers showed could be overcome if they recognized the problem through the collaborative mentoring program, but if not, it tends to remain throughout mentoring program.This study also highlighted the importance of reflection on beginning science teachers' practice.

• Journal of Digital Convergence
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• v.18 no.2
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• pp.455-462
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• 2020

The purpose of this study was to investigate the effect of behavior type of dance art instructors in elementary dance education on class satisfaction focused on mediations of flow and perceived competence between commanding and positive reward types. A total of 453 questionnaires were analyzed for this study. For the analysis of the data, SPSS 18.0 version was used and double mediation model operating in serial, proposed by Hayes and a bootstrapping method were used. First, instructor's commanding type and positive reward type were statistically positive effect on class satisfaction. Second, the indirect effect of instructor's commanding type, and positive reward type on class satisfaction through the flow was statistically positive significant. Third, the indirect effect of instructor's commanding type, and reward type on class satisfaction through the perceived competence was statistically not significant. Lastly, the indirect effect of instructor's commanding type, and positive reward type on class satisfaction through the flow and perceived competence was statistically positive significant.

• Journal of Korea Multimedia Society
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• v.6 no.3
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• pp.527-538
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• 2003

The contents of remote lectures are written by authoring tools or animation tools. Written contents then integrate existing medias, and are stored in a file type, which is added to the lecturing activities of lecturers. These files are stored according to the kinds of each authoring tool. So, there is no interchangeability and the efficiency of each media is not so good. Due to these structural features, it is not possible to do streaming lectures in on-line environments. In this study, a technique was suggested, which guarantees the interchangeability of remote lecturing contents using SMIL which is a synchronizing multimedia language. The suggested technique is an extended type of SMIL, and includes tags to represent the lectures of tutors which are the specific feature of remote lectures. Additionally, a model, which does streaming SMIL remote lecture contents through on-line, and which transfers control techniques are suggested. The remote lecture contents established by the proposed method can be applied to all authoring tools for remote lectures just by installing conversion modules, and can be a kind of expression model of the synchronizing model for streaming service in on-line environment.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

• The Journal of Korean Association of Computer Education
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• v.9 no.6
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• pp.41-51
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• 2006

Educators have recognized the usefulness of the e-BBS(electronic-Bulletin Board System) as an asynchronous communication medium for collaborative learning. However, theoretical outcomes to understand the structural analysis of thc e-BBS are not adequate enough. As a consequence, we are left with inadequate supportive tools to understand complex communication phenomena and to assist teachers to guide students to educational purposes. This can cause teachers to have a laissez-faire approach using BBS as a communication medium for education due to the lack of understanding the structural and overall situation. To address this issue, this paper presents a theoretical foundation to help understand the structure of discussion activities via the e-BBS and then presents a computational model, based on the structural analysis, for the behavioral analysis of participants. The formal representation of bi-directional discussion activities is realized by devising two graphs - the reply graph and the connection graph. Various measurements and statistics for the analysis are presented in the paper. To clarify the analysis, we classify the results produced through the analysis of discussion activities and participants' behaviors.

• Journal of Korean society of Dental Hygiene
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• v.12 no.1
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• pp.189-200
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• 2012

Objectives : The purpose of this study was to examine what teaching behavior would have a good effect on learners in lecture-style instruction in the department of dental hygiene. Methods : The subjects in this study were 650 students who were in the three-year department of dental hygiene at four colleges in Gyeonggi Province and Chungcheong Province. After a survey was conducted, frequency analysis and ANOVA were utilized to analyze the collected data. The findings of the study were as follows. Results : The students put the highest value on knowledge among the factors of teaching behavior irrespective of their academic year, academic standing and learning style, followed by skills and attitude. Out of every subfactor, they set the highest value on a sense of humor regardless of their academic year, academic standing and learning style, and put the lowest value on the attitude factor such as enthusiasm. There were differences among the students in evaluation of the factors of teaching behavior according to academic year, and the students whose academic year was higher set a higher value on the factors of teaching behavior. There were no differences according to their academic standing and learning style. Conclusions : The dental hygiene students viewed the knowledge factor as the effective factor of teaching behavior, and regarded a sense of humor as the best subfactor. Although the attitude factor like enthusiasm is important, it seemed that the students hoped for the kind of instruction that would be delightful, intriguing and clearly convey what to learn.

• Journal of the Korea Convergence Society
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• v.8 no.4
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• pp.255-264
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• 2017

The study is aimed to investigate the relationship between physical competence and physical education class satisfaction. For this purpose, 556 questionnaires were used for the final analysis by using convenience extraction method for middle and high school students. For statistical analysis, descriptive statistics for each factor were presented using PASW ver. 18.0 program, and exploratory factor analysis and reliability analysis were conducted for factor extraction and item internal consistency confirmation. Furthermore, a multiple regression analysis was conducted to clarify the relation between physical competence and satisfaction of class, and the results were as follows: First, feedback factors influenced the relationship between physical competence and teaching behavior. Second, athletic performance, victory, peer comparison factor, etc. influenced the relationship between physical competence and satisfaction of class. Third, the feedbacks and the experience factors influenced the relationship between the physical competence and the physical environment. Fourth, feedback factors also influenced the relationship between physical competence and athletic ability.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.91-117
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• 2007

This study was to compare the contents and practical problems addressed, the process of teaching-learning method, and evaluation method of Korean Home Economics curriculum and of the Oregon and Ohio's Practical Problem Focused Family & Consumer Sciences Curricula. The results are as follows. First, contents of Korean curriculum are organized by major sub-concepts of Home Economics academic discipline whereas curricular of both Oregon and Ohio states are organized by practical problems. Oregon uses the practical problems which integrate multi-subjects and Ohio uses ones which are good for the contents of the module by integrating concerns or interests which are lower or detailed level (related interests). Since it differentiates interest and module and used them based on the basic concept of Family and Consumer Science, Ohio's approach could be easier for Korean teachers and students to adopt. Second, the teaching-learning process in Korean home economics classroom is mostly teacher-centered which hinders students to develop higher order thinking skills. It is recommended to use student-centered learning activities. State of Oregon and Ohio's teaching-learning process brings up the ability of problem-solving by letting students clearly analyze practical problems proposed, solve problems by themselves through group discussions and various activities, and apply what they learn to other problems. Third, Korean evaluation system is heavily rely on summative evaluation such as written tests. It is highly recommended to facilitate various performance assessment tools. Since state of Oregon and Ohio both use practical problems, they evaluate students mainly based on their activity rather than written tests. The tools for evaluation include project documents, reports of learning activity, self-evaluation, evaluation of discussion activity, peer evaluation in a group for each students for their performance, assessment about module, and written tests as well.