• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.1069-1078
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• 2013

The paper is about teaching culture in a language learning. There are many teachers who are afraid of teaching foreign language with culture. They are delighted to teach politics, economics, history, art and literature as objective culture. But they are hesitant to teach subjective culture which is connected with a communication competency. The paper suggests three stages to instruct culture in a schoolroom. The first stage, it is growing out of the self-centered view. The second step, be developing self-consciousness through comparing mother culture with target culture. The last stage, it has to response to appropriately target culture. The teaching materials for the model suggested are two movies. Because the cultural aspects in the moves are subjective culture, so it has something in common with target cultural situations in a language learning. This method which is teaching culture in a the language learning has the advantage of being easy to teachers and learners. Most students like to watch a movie. The teaching material is The Chronicles of Narnia : The Lion, the Witch and The Wardrobe와 Guess Who?. I hope that this suggestion for cultural teaching is helpful for understanding each other.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.249-260
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• 2016

The purpose of this study was to analyze the effectiveness of an instruction to enhance students' questioning, that is 'mathematics instruction with students' question using question card' In order to achieve the goal of this study, research questions were established as follows. Is there any significant improvement on perception of mathematics classroom culture through 'mathematics instruction with students question using question card' Is there any significant improvement on mathematics learning attitude through 'mathematics instruction with students question using question card' The findings of this experimental results were obtained as follows. There was significant statistical difference in perception of mathematics classroom culture between the experimental group and control group. It also shown that instruction with students' questioning improved participants' mathematics learning attitude. In conclusion, the instruction with students' questioning using question card can be effective teaching strategy of improving students' perception of mathematics classroom culture and mathematics learning attitude.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.167-176
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• 2021

In this paper, from the pervious studies investigating the current status of distance learning due to COVID-19, the needs of teachers for effective distance learning were analyzed. As a result, it was found that support related to distance learning contents was necessary. Specifically, it is necessary to establish a platform specialized for content production for distance learning, expand teacher training related to content production and operation, and improve the copyright system related to content production. In addition, since distance classes differ from those of back-to-school classes in system and characteristics, it is necessary to supplement the institutional aspects for distance classes. It is judged that it is necessary to support the evaluation method suitable for distance learning, the authority to operate the curriculum, and the learning management system. In addition, it was analyzed that it is necessary to expand the infrastructure for distance learning, and a structure and platform for self-directed improvement programs and self-directed distance learning are needed to prevent the learning gap problem from repeating due to distance learning.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.189-197
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• 2020

In this paper, the results of previous studies and surveys conducted in this study were compared and analyzed to find out how the actual condition of distance learning being conducted due to COVID-19 is changing. As a result, it was found that the'content-oriented class' is being used the most in the current online class, and teachers are spending a lot of time preparing for class. In addition, it was found that' providing appropriate contents as learning materials' is the first item to be supported for online classes. Therefore, in order to improve online classes in the future, it is needed that learning materials that can be used to create class content should be provided to teachers sufficiently. Also, IT equipment and network expansion and the training of teachers for distance learning should be provided.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.25-31
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• 2022

This study aims to investigate the degree of influence of LMS on online classes conducted after COVID-19 at C University in Gyeongsangnam-do, and to examine the relationship between overall class satisfaction and LMS satisfaction variables. C University started the project to construct 'Next-generation Smart LMS' and operated it from the first semester of 2021. As a result of conducting a survey about overall class satisfaction and LMS satisfaction consisting of five variables with 140 learners who have experienced online classes at C University. The learners showed high satisfaction not only in overall classes but also LMS. As a result of regression analysis of LMS satisfaction and overall class satisfaction, it was found that the functional convenience of LMS and interaction with instructors had a significant effect on overall class satisfaction. This study has limitations in that it was conducted only at one college and a limited number of variables were measured.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.644-654
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• 2017

Due to globalization and the increasing number of international marriages, Korea has become a multicultural society. In 2012, the Korean Ministry of Education established guidelines for education on multicultural understanding for all K-12 students. The purpose of this study is to understand how education on multicultural understanding is conducted and to provide suggestions for improvements. Based on the six goals of multicultural curriculum in Bennett's conceptual model, this study explores how multicultural education specialists conduct their instructions and how they convey the value of multicultural understanding in public schools. Four multicultural education specialists were recruited, and various qualitative data were collected from pre- and post-interviews and classroom observations. The data were analyzed through thematic analysis. The study findings show that the participants educated elementary students by introducing their own (or spouse's) culture through their traditional clothes, food, and customs. This indicated that they focused mainly on developing multiple historical perspectives and strengthening intercultural competence. However, their current education on multicultural understanding may not help students to increase an awareness of the state of the planet and global dynamics, and to build social action skills. Finally, we suggest that multicultural education should be integrated and infused into national (regular) curricula so that all students can enhance their multicultural understanding.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.159-168
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• 2020

Unlike in-person classes, such as classroom classes, various variables affect learning effectiveness in online classes. In online classes, the teacher must recognize various variables of learners in advance, and if there are variables that hinder learning, students can increase the concentration of learning attention by removing them. Therefore, it is necessary to study which variables distract attention. In this study, factors that inhibit attentional attention that may occur in online classes were selected, and factors analysis was conducted through questionnaires. As a result of the study, the factors of class progression, environment and device manipulation were indicated as the factors that hinder the attention in online classes. According to the results of this study, plans to increase attention in on-line classes were suggested.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.1-13
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• 2019

This study investigated how general blended learning strategies and flipped-learning instructional strategy affect college students' social presence and group cohesion. The main results of this study were summarized as follows. First, the group of flipped-learning instructional strategy was more effective in college students' social presence than general blended learning. Second, it was found that groups using flipped-learning instruction strategy had more positive effects on improving group cohesion among college students than those using the general blended learning instructional strategy. The results of this study can influence the identification and verification of the main components to be considered when using flipped-learning instruction strategy in blended learning environment. The results of this study can influence the identification and verification of the main components to be considered when using flipped-learning instruction strategy in blended learning environment.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.362-373
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• 2021

This study sought to explore the enhancement of the introduction of teaching and learning methods for Problem Based Learning (PBL) and the evaluation factors to evaluate them effectively through an understanding lecture in Cultural Content Planning. It was intended to incorporate a practical zero-volume education methodology of problem-oriented learning and sufficient leading learning to reflect storytelling in the entire process of completing a cultural content with culture, cultural content, and content planning. To this end, the role of teaching methods should be faithful to ensure that teamwork and cooperation can be done organically according to the educational field, practice and situation. Students who take classes were asked to meet demand, reflect it through surveys, apply real-world problems, and acquire the entire course. Learners had to cooperate with each other until planning cultural content and completing the results through classes, and they evaluated themselves and colleagues in teamwork until the last result was completed from creative ideas. The results were shared together and the students were able to investigate the necessary PBL evaluation factors for themselves, and the prior research and survey on the method of PBL evaluation was conducted to derive the factors of understanding of cultural content planning. The derived assessment elements were able to identify priorities between the assessment elements using basic statistics, word cloud analysis, and AHP analysis. The components of the assessment derived were communication skills, basic knowledge, reasoning process, expertise, and evaluation techniques. Through this article, I was able to lead the understanding of cultural content planning to problem-oriented learning classes and encourage students to be familiar and smooth.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.435-440
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• 2021

This study examines the effectiveness of the study through a case of PBL (problem-based learning) class conducted in a balanced culture course called at 00 - University in the second semester of 2020. The effects we can achieve through learning are as follows: First, problem-based learning (PBL) has sufficient active interaction between the teacher and the learner. Second, PBL learning can actively utilize various problems that fit the characteristics of the subject and actively utilize the process of role sharing and collaboration. Third, critical perceptions of problem situations can be extended. The limitations identified in this class case are, first, the nature of the subject, "Understanding Culture and Philosophy," which makes it possible to discuss the global cultural phenomenon, but it should be discussed in terms of philosophy. Second, it is not easy to work as a team on non-face-to-face online.