• 대학교육
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• s.143
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• pp.11-18
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• 2006

대학의 생명은 대학운영의 자율성이다. 대학 외부의 대학에 대한 통제와 간섭은 대학의 창의적인 교육과 연구활동을 위축시키고, 그 결과 국가와 대학의 발전을 저해한다. 새로운 기구의 신설로 인한 예산이나 인력의 소요보다는 기존의 기구에 대한 정비·확장과 대학평가기관 간의 유기적인 평가체제 구축을 통한 기능의 활성화를 기하는 것이 국가와 대학의 발전에 기여할 것이다. 따라서 정부로부터 독립된 자율적인 기구로서 공정하고 객관적인 평가를 실시하여 그 결과로 신뢰도를 확보할 수 있을 것이다.

• Journal of Families and Better Life
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• v.20 no.2
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• pp.193-202
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• 2002

The purpose of this study is introducing the extension in American family and consumer sciences and making the implications from it to apply in Korea. The study was conducted using literatures, interviews with the extension relates and visiting extension offices in America. The main contents for the introduction consist of the history, organizations, funds, programs, and extension agents in American extension. The practical and cooperative characteristics, volunteerism, the attitude of agents and in-services for them are suggested for the application of American cooperative extension system to Korea.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.733-734
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• 2023

코로나 펜데믹 이후 다시 대면활동이 활성화되고 있지만 이미 학습한 비대면 활동은 10대들의 대안적인 활동, 소통, 협업의 공간으로 메타버스가 주목을 받으며 초,중 대학에 이르는 교육영역에 대한 논의와 연구가 활발해지고 있다. 특히 고가의 장비나 사용하기 위험한 교육 교보재를 메타버스 공간에 같이 공유하여 오프라인에서 쉽게 접할 수 없는 확장된 사용자 경험을 제공하기 위한 니즈가 있다. 이에 교육 공간으로서의 메타버스 활용을 뛰어넘어 고가 및 위험성이 있는 제한된 교육경험을 제공할 수 있어야 한다.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.37-46
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• 2019

The purpose of this study is to develop a flipped-learning based education model for vocational education and training. Based on previous studies, we have developed a training model that includes definitions of flipped-learning, major learning activities, and operational strategies in each occupation. In addition, delphi surveys were carried out to confirm the validity of the educational model for HRD and vocational education and training specialists. Finally, the flipped-learning model for vocational education and training consists of three stages: Pre-learning, Main-learning, and Post-learning. Pre-learning stage include Online lectures, Simple tasks, Main-learning stage include Active learning and Coaching-Debriefing lecture, Post-learning stage includes Individual reflection-Additional task performance activities. The educational model developed through this study was developed with the focus on improving the linkage and the performance of the goal of vocational education and training.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.183-193
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• 2018

The purpose of this study is to suggest a writing education paradigm appropriate for the ideology and ideal persons of Christian universities, and to show the effective application plan. For this, this study utilizes the ideas of digital writing in the concept of digital literacy education. The paradigm of "the digital writing education using bible storytelling" consists of two activities. The first one is 'bible listening and observation,' and the second one is 'media text creation and sharing'. In the first activity, there are two steps: 'listening and observation of bible storytelling' and 'exploration and meditation.' In the second activity, there are also two steps: 'application and action,' and 'sharing in communities.' After the suggestion, this study proposes the application plan for the paradigm. They are 'the utilization of various media and the merit of interaction,' healing effectiveness in an individual and a community,' 'building expertises in both letter writing and Christian education(Divinity),' 'building expertises in both letter writing and media literacy,' and 'expanded application toward diverse patterns of writing.'

• Korean Journal of Cognitive Science
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• v.27 no.2
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• pp.221-245
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• 2016

Peer assessment refers to having students, rather than the instructor, make assessments of one another's work. Peer assessment is often used as a tool to train writing skills or a tool to apply or extend learning in higher education. Park(2016) recently proposed a system which utilizes peer assessment as a part of preparatory activity for college courses. Before weekly class, students studied given material on their own, wrote a one page essay on a given question based on their reading, and assessed the essays of other students. In this study, the system was implemented in undergraduate courses at S University over 2 semesters and the results were analyzed. The reliability of weekly scores given by students was not very high, but the correlation was high between the cumulative scores given by students across weeks and the scores of the end of the term paper assessed by the instructor. Based on these findings, the possibility of utilizing the results of the peer assessments as part of the final grades was discussed.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.327-338
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• 2023

The purpose of this study is to develop and apply curriculum activities using non-face-to-face wearable technology in a pandemic situation. It is to improve the creative convergence learning ability of college students. Based on the results of 5 preliminary studies, 8 courses were conducted for 16 university students at A University in Seoul. In conclusion, real-time non-face-to-face interaction with professional professors in each field played a major role in improving the creative convergence learning competency of college students. This point shows the possibility of future-oriented creative convergence talent development along with the expandability of wearable technology in university education.

• Journal of the Korea Convergence Society
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• v.12 no.12
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• pp.161-167
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• 2021

The purpose of this study is to provide a solution through a methodological approach so that character education can be naturally acquired in team-based learning activities. In the spring semester of 2021, a total of 69 college students in two groups were studied, and as a result of the study, the total score of character education virtues in the post-test was greatly improved in the experimental group (p<.001). The correlation between sub-items of team-based learning and pre and post-test results for character sub-items, self-regulation, consideration, communication, self-esteem, and responsibility, were statistically significant. This study shows character education through team-based learning had positive results. However, future research through a wider range of subjects is needed, and various teaching methods are being applied to propose verification of the effectiveness of character education.

• Journal of vocational education research
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• v.36 no.4
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• pp.1-20
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• 2017

The purpose of this study is to identify the cognitive and psychological precedence factors of career preparation behaviors of university students and to clarify the structural relationships between the variables. First, the effects of reflective learning on university students' career preparation behaviors were examined and the mediating effect of grit between reflective learning and career preparation behavior was verified. The research analyzed 307 university students in the 3rd and 4th year. The results of the study have shown that the reflective learning had a significant positive relationship with all variables of grit and career preparation behavior, but non-reflective learning have an insignificance relationship with all the main variables. In addition, reflective learning has a direct positive effect on career preparation behavior, and grit has a mediating effect on the relationship between reflective learning and career preparation behavior. The results of this study indicate that the more original variables are further identified and extended to improve career preparation behaviors of university students. It is significant that they are provided with the basic data for the development of career and job preparation education programs that can be applied in the university education field. In addition, it has been confirmed that it is important for university students to improve their ability to critically reflect on themselves, their surroundings and circumstances in order to keep them engaged and to maintain their interests. Moreover, higher education institutions should provide fundamental and extensible method of practice and educational environment.

• Journal of Digital Convergence
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• v.16 no.7
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• pp.213-222
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• 2018

The purpose of the study is to promote the expansion of educational environment and students' competence through the application of smart learning. In G University in 2017, 118 freshmen in the department of Chemical-bio engineering who were taking Calculus I class were divided into 2 groups of experimental and control group. The study analyzed the effect of the various learning experience using educational technology and the interaction in the class through SNS on students' visual understanding and academic achievement. The result shows that the students' academic achievement and satisfaction in the experimental group were higher than those in the control group. This verifies the potential of smart learning in the field of mathematics in the tertiary level and suggests strategies for high quality smart learning.