• 대학교육
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• s.54
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• pp.64-70
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• 1991

• 대학교육
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• s.2
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• pp.22-25
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• 1983

• 대학교육
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• s.40
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• pp.78-87
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• 1989

• Journal of Digital Convergence
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• v.19 no.10
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• pp.87-94
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• 2021

This study is to analyze the performance of the reformed liberal arts curriculum based on the core competencies of A University and use it as basic data for evaluation and feedback. To this end, students who took courses opened in the second semester of 2020 were surveyed using the liberal arts curriculum competency diagnosis tool developed by A University. Depending on the purpose of the study, descriptive statistics and t-test were performed to analyze the results. As a result of the study, communication (t=-9.839, p<.01), learning (t=-4.707, p<.01), thinking (t=-9.992, p<.01), cooperation (t=-2.061, p<.01) was significantly improved, and sharing (t=-.550) was improved, but it was not significant. These results are meaningful in providing the basis for examining and judging the operation of subjects by competency.

• Journal of Engineering Education Research
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• v.1 no.1
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• pp.5-20
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• 1998

In this paper, the traditional curriculum model for engineering education, called simple hierarchical model, is critically reviewed and the problems of this curriculum model are discussed. Then a new curriculum model for engineering education is proposed to overcome the problems of simple hierarchical model and to provide an innovative education for engineering students. This new curriculum model for engineering education, called $\Pi$-structure, consists of the General Attainments Program, the Fundamental Major Program, and the Advanced Major Program, with the three components stacked in $\Pi$ shape where the first two programs are put in parallel and the third program are put on their top. The necessity, feasibility and various benefits of the $\Pi$-structured education system are widely discussed in the paper.

• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.157-166
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• 2013

In order to study on improvement of a composition of the computer education curriculum for the universities of education, we analyzed the operating situation of the computer education curriculums of the 10 universities across the country by dividing the curriculums into 3 types, such as a general education course, specialization course and advanced course. In addition, we did a survey on the information utilization abilities of the first year students of Jeonju National University of Education. The suggestions for designing effective computer education in the curriculum of the universities of education were proposed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.4
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• pp.245-262
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• 2015

As the topics of general education in universities become more diverse, it is not an easy task to identify the topics of general education courses. This study aims to identify and visualize the topics of A university's general education courses using informetric analysis methods. 214 syllabi were collected and titles, course introduction, goals, and weekly plans were analyzed. 278 topic words were extracted from the data set and grouped into 8 clusters. In the network analysis, topic clusters were divided into two areas, personal and social. Personal area has 14 sub-topic clusters and social area has 11 sub-topic clusters. In personal area, 'language', 'science', and 'personality' were major topic clusters. In social area, 'multi-culture' cluster was the core cluster with connected to four other clusters. The topic network generated in this study can be used for the university and the university library to enhance general education or to develop collections for general education.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.223-229
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• 2006

The purpose of this paper is to evaluate the computer education experience of high school graduates that were taught under the 7th curriculum and present insight into the making of required courses for college. To achieve this purpose questionnaires were given to college freshmen to fill out about computer education performed not only during middle school, but also outside of the classroom. For suggestions towards computer courses for college students, how students are being taught the use of computers, how students are using computers, and the computer proficiency of the students were assessed.

• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.147-155
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• 2020

The analysis targeted the curriculum of general, subject education, and apecial activities that are required for SW education of 11 universities of education where SWEET project is applied. The results showed that the average credits related to SW education in elementary school teacher training institutions were 2.2 for general, 2.3 for subject education, and 0.6 for special activities. As a result of analyzing the changes in the curriculum by year, it can be interpreted as an effect of the SWEET project because the proportion of credits and hours in subject education increased and because the proportions of general and special activities decreased. However, on average, the credit related to SW education was 5.1, whereas the credits related to mathematics and science were 6.5 and 7.8, respectively, which indicated a need for revising and improving the curriculum for SW education.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.211-217
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• 2019

The term project executed at the university is a learner-centered learning method in which students select their topics, draw up their plans, and produce results by themselves based on the content they have learned during the semester. Through the term-end project of the subjects relating software, students learn various techniques for the programming language and produce the outcomes of their project by the creative program development process. However, non-computer majors who take software course as liberal arts subjects have difficulty in understanding the programming language, so it is necessary to provide feedback from their professor for encouraging students in carrying out their projects smoothly. Therefore, a feedback method by the discussions between a professor and learners that can be applied to the term-end project of programming subject for the non-computer majors is proposed. The proposed method was apply to the actual term-end projects and the meaningful results were confirmed through the analysis of the project processes and outcomes.