• 교육공학연구
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• v.33 no.1
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• pp.105-135
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• 2017

The purpose of this study is to clarify conceptually the difference of instructional coaching, instructional supervision, and instructional consulting by analyzing their own characteristics. The practices for instructional improvement are common in that fundamental objectives are improvement of instruction and development of teacher's professionalism in instruction. However, each area changed according to the social flow and the demands of the educational field and created a unique activity system. So, in order to get rid of this mixed use of these terms, it is meaningful to distinguish the concepts, attributes, and areas of each activity. The specific study questions were 1) what is the origin of coaching, supervision, and consulting? 2) how are instructional coaching, instructional supervision, and instructional consulting defined in existing research in korea? 3) how can we conceptually distinguish instructional coaching, instructional supervision, and instructional consulting? Based on reviewing various existing studies, First, this study investigated the conceptual origins and lexicons of coaching, supervision, and consulting, respectively, in addition reviewd the prior studies conducted in Korea with regard to instructional coaching, instructional supervision, and instructional consulting, and summarized how each concept is defined according to the researcher. Second, this study compared each two concept with another one. Finally, the existing definitions of instructional coaching, instructional supervision, and instructional consulting were analyzed to find out the inherent and common attributes of each concept. In conclusion, this study suggest that the concept of instructional consulting needs to be redefined to better reflect the characteristics of activities, and that studies that rethink the relationship between instructional coaching and instructional supervision are needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5616-5626
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• 2013

This study explored faculty professional learning community in A university. Employing a case study method, the present research conducted a survey and semi-structured interview on FLC. The FLC were designed to enhance the teaching ability by reciprocal peer coaching and developing Teaching Tips, during the semester with 5~6 faculty members of each FLC. They reported personal CQI and community paper and presented their learning process and outcomes. The present study shows that observation of their own and peer's lecture was meaningful experience led to reflective practice. Morever, peer coaches provided useful advice and good insight of education based on their practice, though the service was not professional enough. Based on the results, how to effectively foster peer coaching in FLC was discussed.

• The Journal of Korean Association of Computer Education
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• v.21 no.4
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• pp.39-52
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• 2018

There has been a lot of interest in flipped learning, but lacked practical research to support the faculty developing flipped learning courses in higher education institutions. The purpose of this study is to develop a consulting model for developing a flipped learning course that can be practically used by institutions such as center for teaching and learning that support faculty teaching to improve the quality of instruction. A 'Coaching based on flip learning course development consulting model' was derived through literature review and expert feedback. The 8-step model is as follows: 1) survey of class development, 2) course orientation, 3) flipped learning, 4) expert class analysis, 5) flipped learning coaching, 6) flipped learning operation, 7) instructor reflection, and 8) feedback and revision. Based on the results of this study, it is possible to provide professional and practical guide systematically, and also help to improve quality of lesson.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.323-330
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• 2017

Emotion in early childhood has been observed to make an important effect on behavioral development. The teacher has coached to develop good behavior based on considering emotional response rather than rational response. This study was to determine significance of emotional coaching for behavior development according emotion recognized by non-verbal measurement system developed specially in this study. The participants were 44 people and were asked to study in four experimental situation. The experiment was designed to four situation such as class without coaching, behavioral coaching, emotion coaching, and emotion coaching based on emotional recognition system. The dependent variables were subjective evaluation, behavioral amplitude, and HRC (Heart Rhythm Coherence) of heart response. The results showed the highest positive evaluation, behavioral amplitude, and HRC at emotion coaching based on emotional recognition system. In post-doc analysis, the subjective evaluation showed no difference between emotion coaching and system based emotion coaching. However, the behavioral amplitude and HRC showed a significant response between two coaching situation. In conclusion, quantitative data such as behavioral amplitude and HRC was expected to solve the ambiguity of subjective evaluation. The emotion coaching of teacher using emotional recognition system was can be to improve positive emotion and psychological stability for children.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.361-363
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• 2022

본 연구의 목적은 메타버스 교수법 적용을 통해 문제점을 파악하고 활용방안을 모색하고자 하였다. 본 연구의 교수법을 효율적으로 달성하기 위해 각각 전공이 다른 교수자가 참여하여 학습법을 공유하였다. 대부분 메타버스 활용으로 흥미로운 학습법이 이루어진 반면에 다양한 문제점도 나타났다. 활용방안으로 게임, 토론, 대화 등을 통해 사전에 충분히 숙달될 수 있도록 하고, 정규수업이 아닌 비정규 교과목에서 우선 적용, 아바타 꾸미기 활용으로 보다 즐겁게 수업 참여 유도, 가상현실속에서 예의범절 지키기 등 학습 환경 이해, 학생들의 가상공간을 통해 자신들의 언어로 수업을 이끌어 흥미 유발, 젭 스페이스에서 나만의 강의실 만들기, 친구와 대화 및 상호작용 시행, 이론 교과목 수업 메타버스 플랫폼을 활용, 모의토론 및 발표 자유롭게 유도, 자신만의 케릭터 꾸미기, 진로코칭 및 상담 적용, 수업 종료후 학생만의 추가 활동 유도 등 활용방안이 제시되었다.

• Journal of the Korean Society of Floral Art and Design
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• no.45
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• pp.47-56
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• 2021

It was applied by making the models such as the prior learning (e-learning), modeling by manual, learner's practice, 1:1 teaching coaching, self evaluation, coaching behavior assessment(primary, secondary), and self-directed practice. First, the cognitive practice education through the prior learning is very essential in the practice of floral design. Second, the practice class of floral design is a class where the professor generally set an example first, and the learners followed. Third, this study was to prepare the checklist, reflect it through the self evaluation, and prepare the evaluation form in accordance with the element, principle, and technical parts of floral design about the finished works. Fourth, contrary to the existing class completing within the class hour, the practice class is a process of trying to do self-directed practice, returning to home. Fifth, this study was to evaluate the works the learner made once again through the sketching and photographing by placing the work process of portfolio at the last step. To conclude, this study has found that such series of process through six steps on the practice form by the learner only would be excellent teaching learning model to improving the basic capacity of floral design. Accordingly, the development of teaching materials related to this and adaptation in the field in the future is considered as it will be very helpful to the learners' self-directed learning.

• 한국체육학회지인문사회과학편
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• v.57 no.3
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• pp.117-133
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• 2018

The purpose of this study was to explore integrated approaches to physical education in general education by examining methodology of physical education aiming for convergence education. This case study was conducted, using a qualitative approach during March, 2017 to November, 2017. Data were collected through non-participant observation, in-depth interviews, field-notes, students' journal, syllabus and lecture materials. The key findings are as follows: First, "Emotion Coaching through Movement" is a course of 'understanding of body' approaching integrated humanities science and natural science. Second, it is a convergence education, conducting 'text to daily practice' by approaching positive psychology and neurophysiology. Third, it is a physical education with 'integrated theory and practice' in higher education. These results indicate that students can understand their own body, observe their daily and fixed movement or reaction pattern, and enhance the ability of understanding others through a physical education in general education.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.448-458
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• 2021

As the fourth industrial revolution accelerates, universities have made great efforts to develop and reform creative convergence courses for improving the students' creative convergence capabilities. Although various subjects such as "Capstone" and "Design Thinking" to the improvement of students' creative convergence competences, many courses focus on creativity education in the direction of creating new products or outputs such as engineering, design, and art, so there is still a lack of systematic education and subjects on creative convergence capabilities from a humanities and sociological perspective. In order to overcome their limitations of creative courses, "H" University developed a 'Imaginative Innovators' class with the purpose of solving creative problems on social issues related to sciences, culture, politics, economics, and so on. In this study, we introduced the purpose, methodology, students' best practices etc. of the "Imaginative innovator" course. In addition, we discussed the limitations and complements as well as the advantages and possibilities of the course. These findings are expected to contribute to the development and expansion of creativity education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.5
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• pp.2124-2132
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• 2011

The purpose of this research is to design and develop an evaluation system with a view to improving teaching skills in the u-Campus environment. To achieve the purpose, this research analyzed various theories on the effectiveness of teaching and teaching evaluation system, extracting several evaluation factors which are to be included in the system. Based on these evaluation factors, this research developed a prototype by reflecting teaching assessment, coaching, self-reflection, portfolio, supervisor selection, user authority in sharing the portfolio and ubiquitous technology. This prototype differs from the existing evaluation methods in that it can enlarge the extent of supervisors other than professors according to their own selecting and can reduce the burden of assessment task, thus improve their teaching skills. This teaching evaluation system using portfolio and ubiquitous technology will be an innovative alternative to conventional assessment methods and will be of great help to qualitative progress in higher level education.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.127-131
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• 2024

SW education was conducted for slow youth learners. 6 learners participatd in 8 sessions of an introductory course using several plays and 3 learners who more interested in introductory course participated in deeper course using normal method. After education, we survey and interview from learners, instructors and heads of welfare organizations. Learners showed interest and participated in the fact that they were participating in SW education, which was widely talked about. Learners were found to be more satisfied with introductory course education using play such as board games, and although they initially appeared to participate in unfamiliar learning content with low efficacy, it was observed that their efficacy increased with repetition. Additionally, it was observed that young people with an IQ of 80 or higher had a higher level of interest or interest in SW education than those with an IQ of 80 or lower. we discussed that there were not many opportunities to directly use the SW education content for youth who are slow learners in work or real life. We suggest this should be a focus education on the use of digital media - online meeting apps, office SW etc.- to improve digital literacy for life and work and that research on this should continue.