• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.317-330
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• 2021

This study aims to derive the main factors for predicting student departure of university freshmen and provide the basis for establishing policies to prevent student departure at the institutional level. For this purpose, a random forest model is developed with the data observed for 2 years at a four-year private university in Seoul. In the prediction model, 6 variables of school adjustment factors and 12 variables of institution satisfaction factors are applied. The top 6 variables presenting the highest MDA turn out to be emotional stability, financial conditions, assurance in the choice of major, satisfaction with the choice of university, educational method(systematic teaching method), educational method(effectiveness of major education). Based on the results of this study, it is suggested the necessity of institutional design supporting freshmen to adapt to university life and stably continue their studies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.380-390
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• 2020

Cyber-university has a higher rate of dropout freshmen due to various educational factors, such as social background, economic factors, IT knowledge, and IT utilization ability than students in twenty offline-based university. These students require a different dropout prevention method and improvement method than offline-based universities. This study examined the main factors affecting dropout during the first semester of 2017 and 2018 A Cyber University. This included management and counseling factors by the 'Decision Tree Analysis Model'. The Management and counseling factors were presented as a decision-making method and weekly methods. As a result, a 'Dropout Improvement Model' was implemented and applied to cyber-university freshmen in the first semester of 2019. The dropout-rate in freshmen applying the 'Dropout Improvement Model' decreased by 4.2%, and the learning-persistence rate increased by 11.4%. This study applied a questionnaire survey, and the cyber-university students LMS (Learning Management System) learning results were analyzed objectively. On the other hand, the students' learning results were analyzed quantitatively, but qualitative analysis was not reflected. Nevertheless, further study is necessary. The 'Dropout Improvement Model' of this study will be applied to help improve the dropout rate and learning persistence rate of cyber-university.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.390-399
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• 2021

This study analyze the factors that can improve the satisfaction level of college students stable adaptation to college life and education service. It was analyzed whether students' personal characteristics, college life-related characteristics, and changes in college life Adaptation increase the satisfaction of college education service. As a result of analyzing CAT(college adatiation test) differences of 1st survey and 2nd survey in the results of the total 368 students, the graduates of the academic high school showed high academic integration and social integration and the social integration was high in the types of regular admission. As a result of multiple regression analysis with the increase in college education service satisfaction as a dependent variable, the lower the language score, the more positive changes in academic integrity, career identity, college satisfaction, relationship with professors, economic stability, and study keeping stability. Based on these results, various student support programs were proposed to increase the college education service satisfaction of college students.

• Journal of the Korean Applied Science and Technology
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• v.40 no.3
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• pp.374-384
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• 2023

Universities that previously targeted in 20s have recently diversified their operation methods, founding purposes, and target. With a significant decrease in the school-age population relative to the number of universities, universities are making their best efforts to secure new students and minimize student attrition. In this study, an online survey was conducted to empirically examine the effects of motivation for major selection and sense of belonging on learning persistence intention among students in beauty-related departments at 2-year and 4-year general universities and cyber universities. The collected data from 119 students at general universities and 113 students at cyber universities were analyzed using SPSS 28. The key findings can be summarized as follows: For general universities, motivation for major selection did not have a significant effect on learning persistence intention, but sense of belonging had a significant positive effect. Additionally, an interaction effect was observed, indicating that as the sense of belonging increased, extrinsic motivation significantly increased learning persistence intention. For cyber universities, intrinsic motivation and sense of belonging among motivations for major selection had a significant positive effect on learning persistence intention, while the moderating effect of sense of belonging in the relationship between motivation for major selection and learning persistence intention was not significant. In summary, for general universities, the factor that influenced students' learning persistence intention was a sense of belonging to the university, while for cyber universities, intrinsic motivation played a significant role. These findings are expected to provide meaningful insights and data for universities to develop effective policies for preventing student attrition.

• The Journal of the Korea Contents Association
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• v.12 no.4
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• pp.327-337
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• 2012

The purpose of this study was to identify the levels and to analyze their correlations of decision-making-competency, adjustment to college life, satisfaction to college life in freshmen. The subjects were 325 freshmen. Data were collected through structured questionnaire from September to October, 2009, and analyzed with SPSS 17.0. The results of this study were as follows: decision-making-competency of college freshmen was $61.77{\pm}7.70$, adjusting to college life was $60.97{\pm}8.94$, and satisfaction to college life was $57.97{\pm}10.80$. Relationships between adjusting to college life and decision-making-competency in college freshmen (r=.159, p<.001), between decision-making-competency and satisfaction to college life (r=.121, p<.05), between adjustment to college life and satisfaction to college life (r=.543, p<.001) showed a statistically significant positive correlations. These results will be used for developing programs for the college freshmen in adjusting to college life and student dropout prevention.

• Journal of Convergence for Information Technology
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• v.8 no.3
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• pp.153-160
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• 2018

This article examines actions of the department of a university according to Higher Education Evaluation Policy as a case on the department of Christian education of A University. This article consists of background and policy Higher Education Evaluation and actions of the department of Christian education. Specialization, curriculum, management of instructional quality, educational achievement, student support and cooperation of local community as category of trends of the department of Christian education are discussed. Aim of education, model of human resource, educational objects, and key-competency as the specialization of department of Christian education are discussed. Curriculum of department suggests students career track which is related to their career. Positive guidance counseling are implemented for rate of recruit related to educational achievement. Non-subject matter program of University and Department are introduced for students's support. 60 hours of educational service and other educational activities are carried out for local community. Principal, chaplain of school and teachers are invited for educational practical affairs of education. The result of this article can be used as a basic reference for the direction of the higher education.