• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.223-231
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• 2022

Covid-19, which has made a huge difference in our daily lives, has also brought major changes to our college education. As the class was changed from the traditional face-to-face class to a non face-to-face class, both teachers and students had difficulties in adapting, and problems such as the occurrence of academic achievement gaps due to non face-to-face classes were also raised. Therefore, this study aims to find out what attitudes students have toward non-face-to-face classes at universities caused by Covid-19. Accordingly, this study tried to identify the types of subjective perceptions college students have toward non-face-to-face classes by applying the Q methodology, and to suggest points for reference in the development and improvement of non-face-to-face classes in the future. Five types were found as a result of analysis using 30 P samples and 34 Q samples. First, learning efficiency-oriented type, second, class participation and communication-oriented type, third, non-face-to-face class active acceptance and utilization type, fourth, dissatisfaction type due to remote system and equipment operation errors, fifth, passive response type according to the situation to be. From the results of this study, it seems that it is necessary to develop an educational method for effective non-face-to-face class considering the characteristics of each type, and the merits of non-face-to-face classes, especially recorded lectures, in terms of learning efficiency, are evident. Therefore, even if face-to-face classes are conducted entirely at universities, it is believed that providing video-recorded lectures in class will be of great help to students' learning.

• Journal of the Korea Convergence Society
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• v.10 no.11
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• pp.275-282
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• 2019

Social Skills are one of the most important competency for student who live in the future Society. The purpose of this study is to propose a Forum Theatre Instruction utilizing smart devices as an alternative teaching and learning methods for enhancing the social skills of students, and to examine the effect of this instruction on the improvement of it. In order to achieve the purpose, the class was designed based on the 'Procedural Instructional Model for FTI using Digital Media', and the effectiveness of it was verified using 'SSIS'. FTI can be composed of six classes, and results of paired t-test showed that it was effective in enhancing students' social skills. Reflecting the interview results of the participant, the further requirements for improvement and efficient use of FTI were suggested.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.187-192
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• 2021

The purpose of this study is a method to discover problems and improve them by analyzing the status of software education of A primary school conducted by online class. The coronavirus infection-19(COVID-19) pandemic, which began in early 2020, has continued to delay the start of the new semester. Finally, on April 9, 2020, the first semester began with online class. While progressing non-face to face online class, most students said they had difficulties. Students solved difficulties in class with Internet searches or program hints, not teachers. In the post-class self-evaluation, most students answered that there was no increase in coding skills. To solve this problem, the school rents additional smart devices to student. schools should have real-time interactive classes. After covid 19, online class became a paradigm for classes. Therefore, software education will also require research and development of curriculum and teaching learning methods suitable for online classes.

• Proceedings of the Korean Information Science Society Conference
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• 2012.06d
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• pp.64-66
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• 2012

빠르게 변화하는 정보화 시대에 맞추어 교육 방법 또한 그에 맞게 발전하고 있다. 특히 최근 등장한 스마트 디바이스는 방송, 문화, 경제뿐만 아니라 교육 분야에 까지 큰 영향을 미치고 있다. 본 논문에서는 스마트 디바이스를 활용하는 방안으로 실습 위주의 음악 수업에 초점을 맞추었다. 이를 위해 청소년들의 스마트 디바이스 이용실태를 파악하고, 스마트 디바이스를 활용한 수업에 대한 청소년들의 의견을 조사하였다. 또한 컴퓨터 음악 프로그램을 대체할 수 있는 애플리케이션들을 조사하여 비교 분석하였다. 이 같은 조사와 분석을 바탕으로, 실제 수업에 활용할 수 있는 두 가지 수업안을 제안하였으며, 이를 실제 활용하였을 때 쉽고 흥미로운 음악 수업이 될 것으로 보여진다. 본 논문은 스마트 디바이스를 음악교육에 활용하는 방법과 효과를 논의한 첫 번째 시도로서 의의가 있으며, 향후 다른 교과목에 적용할 때 주요 예제로서 활용될 수 있다고 사료된다.

• Journal for History of Mathematics
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• v.25 no.1
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• pp.89-105
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• 2012

This study analyzed the lesson analysis reports and survey of pre-service teachers who have practiced the microteaching in order to identify the reflection of mathematics pre-service teachers. The professors who are teaching pre-service teachers need to propose the examples of an instructional model that can induce the opened reaction and the effective usage of time through interesting topics. In addition, pre-service teachers who have practiced the first microteaching have shown a lot of reflection more than expected. Therefore, to improve the quality of lectures, it is important for pre-service teachers to have experiences of microteaching and reflection.

• Journal of KIISE:Software and Applications
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• v.37 no.3
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• pp.222-232
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• 2010

The purpose of this investigation was to help university professors for making their systematic design of instruction easily and scientifically. To increase of learner's studying ability, the systemic instructional design is imperative. But most of university professors could not get proper experiences to know develop instructional design system, specially to develop web-based system. This new system made it possible to select the proper instructional methods and the media type suitable for the corresponding data. And also every professor who is involved to know this system, can put informations for the target learners, learning contents and learning objectives, and present the proper media types and the many different conditions in the process of the each instructional design process. Finally, the results of the learner's study will be effective and professors showed their positive opinions for the using of the system.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.135-141
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• 2009

This study aimed to investigate the perception of students for the general creativity education in order to suggest the practical education for the improvement of their creativity. Most students chose 'discussion and projects' which indicates students preferred the class where they can mainly participate with a help of professors.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.63-78
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• 2013

Purposes of this study were to explore the process of experience that science teachers go through when participating in peer coaching meetings to improve teaching ability and to find out factors that affect each process of experience. The data were collected through recording of peer coaching meetings, videotapes of science class, and interviews. All the data were analyzed after transcription. The results of the study showed that even though Teacher K broke the ice and formed consensus among the peers by developing Content Representation (CoRe) at the beginning of the meetings, he became self-defensive rather than receptive of peers' opinions on the recorded class at the discussion session. But as the peer coaching went on, he realized that peer coaching was not about evaluation but rather on improving his teaching ability. In turn, he was able to look at his teaching in a more objective point of view and accepted suggestions from peer coaching discussion. The self-reflection of Teacher K acted as the key factor in the efforts to improve his teaching ability. He sought the concrete alternatives through the class analysis with fellow teachers and showed major changes in his teaching practice from the language habits, pronunciation, and speed of his speech to the interaction with students and class design. However, there was little change in knowledge of curriculum and assessment due to his strong orientation to improve students' grades as an academic high school teacher. Likewise, it was found that while peer coaching exert a strong influence on instructional methods and strategies of Teacher K, his strong orientation to improve students' grades hinders a balanced development of subcomponents of PCK.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.91-97
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• 2022

Recently, as per a representative education method to develop core capabilities (such as critical thinking, communication, collaboration, and creativity) problem based learning (PBL) has been widely adopted in universities. Two important features of PBL are 'collaboration between team members' and 'participation based self-directed learning'. These two features should be satisfied in online education, although it is difficult due to the limitation on space and time in the COVID-19 pandemic. This paper presents a new design of PBL class in Metaverse, based on improving the online PBL class operated in the previous semesters in the H university. In the proposed PBL class, students are able to display materials (e.g., image, pdf, video files) in 3D virtual space, that are related to problem solving. The 3D virtual space is called gallery in this paper. The concept of gallery allows for active participation of students. In addition, the gallery can be used as a tool for collaborative meeting or for final presentation. If possible, the new design of PBL class will be applied and its effectiveness will be analyzed.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.159-166
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• 2016

This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.