• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.12 no.1
• /
• pp.170-180
• /
• 2011

The purposes of this study are to find out the effectiveness of the tutoring program and the level of self-regulated learning ability in tutoring program attending students. This study has been performed for team-tutoring program attending students(n=183) who are in 15 department, D college in Daegu. Following results were drawn thought correlation analyses of variables obtained during the survey period. The results were as follows; There was statistically significant difference among perception controlling ability, purpose controlling ability, and action controlling ability. In over 20 ages, organization, meta-perception stratagem, arrangement, self-effectiveness, controlling learning time ability were higher than of lower 20 ages(p<0.05). In tutors, demonstration, organization, meta-perception stratagem, arrangement, checking, purpose intentions, self- effectiveness, achievement, controlling action, help requirement ability were higher than tutees(p<0.05). As results, the tutoring program was effective for both tutors and tutees in college students. Further studies in an education program for students in all years should be implemented to examine tutoring effects. Implementation of tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.5
• /
• pp.203-213
• /
• 2019

The purpose of this study was to compare the anxiety, sexual attitudes, and sexual behavior according to smartphone use and contacts with obscene materials. 110 university students surveyed demographic characteristics, smartphone use, contacts with obscene materials, anxiety, sexual attitudes, and sexual behavior, and analyzed 102 questionnaires except missing and incomplete responses. The collected data were analyzed by independent t-test or chi-square test. Men were significantly more likely to have contacts with obscene materials, sexual attitudes, and sexual behavior than the women (p<.05). In type of residence, boarding room or lodging was significantly higher at time of smartphone use, anxiety, and sexual behaviors than the home (p<.05). There was no difference in variables according to religion (p>.05). There was no difference in variables according to the level of academic achievement (p>.05). Time of smartphone use over 3 hours was significantly higher for contacts of obscene materials, anxiety, and sexual attitudes and behaviors than less 3 hours (p<.05). Higher levels of time of contacts with obscene materials were significantly higher in anxiety and sexual behaviors than lower level (p<.05). The results of this study can be used as a basis for the development of intervention programs for those who are experiencing excessive smartphone use and contacts with obscene materials.

• Journal of The Korean Association of Information Education
• /
• v.14 no.2
• /
• pp.175-187
• /
• 2010

This study aims to analyze the causal relationship among teaching, cognitive, social presence and the learning outcome. It also provides the base data on the development of cyber education and its management strategies. During the first semester of 2009, 802 students at W cyber university completed surveys about their learning experience in teaching presence, cognitive presence, social presence, and learning outcome. The results indicated that there was a meaningful effect of teaching presence and cognitive presence on satisfaction, and that of cognitive presence on academic achievement. Based on these results, this study suggests instructional design methods and management strategies to improve the quality of learning in cyber universities.

• Journal of the Korean Chemical Society
• /
• v.55 no.1
• /
• pp.112-123
• /
• 2011

The chemistry has the academic system in which a concept is jointly developed into the single strain, so the contents of the chemistry I II of the high school are very important in the connection of the general chemistry in the university. At this moment, it is possible for high school graduates to be accepted into science or engineering majors without taking the chemistry II. These the highest intensive election subject cause problems of differences in level of understanding and difficult of quality educations. In this study, we have analyzed similarity between the contents of the chemistry I II and the general chemistry. We also analyzed the cognition level of students without taking the chemistry II in understanding the general chemistry level classes. We found that the high school level chemistry I and II introduced about 27% and 62% of the essential concepts required for the general chemistry, respectively. In a case of M university in Chonnam, about 70% of students in the general chemistry classes have no exposure to the chemistry II in their high schools, causing difficulty of understanding new subjects due to their insufficient concepts for classes. The lack of knowledge caused lowering of learning achievement and decrease of interests in chemistry.

• Journal of Korean Ophthalmic Optics Society
• /
• v.20 no.1
• /
• pp.25-34
• /
• 2015

Purpose: To improve and guide the education policy for optician through a study about awareness of major in students from Dept. of Optometry. Methods: To define awareness of major in students from Dept. of Optometry, a survey was conducted by 91 male and 65 female students (50 freshmen, 48 sophomores, and 58 juniors). For the data analysis SPSS 18.0 was used and set the significant level as p<0.05 statistically. Results: The major awareness was evaluated with 4 sub-items, i.e. the awareness of satisfaction on curriculum, practical contents, society, and education courses. The results showed $3.39{\pm}0.68$, $3.26{\pm}0.65$, $3.59{\pm}0.75$, and $3.56{\pm}0.66$, respectively. The social awareness item recorded the highest score and practical contents item recorded the lowest. In general, awareness of major in males, higher grade students and students having a good mark was higher than the one in females, lower grade and students having a bad mark. In students who considered their aptitude and interest before the entrance of University, it turned out that the score was higher. Conclusions: It needs much efforts on developing professional confidence and strengthening the sense of belonging for the students from the Dept. of Optometry, not only by industrial but also academic circles.

• Journal of Digital Convergence
• /
• v.18 no.6
• /
• pp.81-91
• /
• 2020

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on.

• Journal of Digital Convergence
• /
• v.20 no.2
• /
• pp.573-583
• /
• 2022

This study was attempted to analyze the effect of a note-taking strategy applied to blended learning adult nursing education. Data were collected from September 17 to October 15, 2021, and analyzed using the SPSS/WIN 26.0 program with a single group pre/post design targeting 33 nursing students. As a main result, learning motivation rose from 3.27 before class to 3.40 after class, but there was no significant difference(t=-1.501, p=.143), and class participation significantly increased from 2.95 before class to 3.27 after class(t=-2.669, p=.012). Motivation for learning before class was pre-class participation(r=.838, p<.001), learning motivation after class(r=.545, p=.001), and class participation after class(r=.462, p=.007) and each showed a significant positive correlation. Learning motivation and class participation according to gender(Wilks'𝛌=.866), class interest(Wilks'𝛌=.632), and class satisfaction(Wilks'𝛌=.822) were all higher than the significance level of .05, so they were no significant difference. Based on these results, applying a note-taking strategy to blended learning adult nursing education was effective in improving class participation. In a future study, it is necessary to verify the effectiveness by applying a note-taking strategy customized according to academic achievement.