• Proceedings of the Zoological Society Korea Conference
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• 1995.10b
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• pp.361.1-361
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• 1995

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.4
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• pp.92-103
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• 2017

As a professional occupation, landscape education focuses on fostering professional human resources and is one of the major axes of the landscape industry. In this study, a survey of landscape students on their learning and pedagogics was conducted with the aim to present basic information for the improvement of teaching on landscape construction. A total of 348 people answered 14 questions in the category of the impression of landscape construction classes included in the questionnaire. The results showed that the students found landscape construction classes academically important and recognized the necessity for completing these classes, but they were not satisfied with the learning environments and pedagogics used in these classes. They found what they learned not readily applicable to actual practice and saw these classes as part of their preparations for the landscape engineer qualification test. Their demands in relation to the classes included field practice-oriented teaching and participation in various programs for field practice, which highlights the necessity for human resource management-oriented classes that cover planning, design, construction, and management. Challenges in relation to field practice included the provision of environment, for example offering a variety of opportunities and improving treatment in practice. This study has significance in that it analyzed the views of students and discussed directions for future improvement since there is a lack of studies and discussions about education in the field of landscape construction. This study also has a limitation that only four-year universities were included in the study. Comprehensive studies including investigating junior college and graduate school curricula and case studies of landscape construction curricula overseas are needed in the future.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.4
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• pp.321-340
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• 2017

The purpose of this study is to design a teaching model applying a problem-based learning model and to analyze the educational benefits that students felt. This study initiated a problem-based learning model from an analysis of existing studies. Through the consultation of experts, the scenario was modified. The problem was designed according to the design stage activity (problem analysis, PBL class suitability judgment, contents analysis, learner analysis, environment analysis, PBL operating environment decision, PBL class) and Strategic Design (problem situation design, learning resource design, Facilitation design, operational strategy design, evaluation design, PBL operating environment design). Based on the initial scenarios, the researcher analyzed the results of the problem - based learning through learners' reflective diaries. The researcher was able to confirm that the critical thinking and creativity were improved in the first PBL problem situation, and the method for smooth communication and cooperation was utilized. The results on analyzing the effects of education about the first problem-based learning and students' opinions about modification will be used for the second revision and supplement of the course design. This study introduces a case of PBL course development and expects further application and research.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.10a
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• pp.230-232
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• 2015

이번 발표는 혀 인천해사고의 해사영어 교육과정, 수업이 이루어지는 환경, 학습자의 수준과 수업에서 이루어지는 교수기법, 교사가 느끼는 한계점을 비교하면 살펴보고, 경쟁력있는 해기사 배출을 위해 우리 학교가 보완하여 나아갈 방향을 검토하는데 목적이 있다.

• Journal of Korea Entertainment Industry Association
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• v.15 no.1
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• pp.27-38
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• 2021

Non-Contact society has arrived due to social distinctions by COVID 19 pandemic. The arrival of the era of non-contact is having a profound impact on educational activities as well as on our social and economic lives. In response to the pandemic situation universities and all other educational institutions have implemented non-contact online classes. In particular arts physical educations and other practical classes are experiencing many difficulties due to the limited environment caused by social distancing from COVID 19 pandemic. Vocal classes are undergoing a transition mainly from 1:1 individual face-to-face lessons or group teaching methods to the non-contact era of online teaching or lesson methods. It is necessary to look at the direction of non-face-to-face practical classes in preparation for accelerated educational innovation. Edu-tech, which innovates technology in the wake of the age of non-contact after COVID 19 pandemic is expected to begin in earnest at school sites in Korea which have remained in the traditional way of education. The purpose of this study is to effectively non-contact vocal instructional methods by cogitating the current state of higher practical education and vocal classes in Korea. In addition, This study conducted two components of satisfied instructions such as 'Priorlearning of monitoring of recorded singing', and 'Immediate analyzing of various vocal contents and supplementary lessons of music theory' with a research on the peos and cons of non-face-to-face vocal class. Over a period of time, The effective non-contact of vocal instructional methods is in need to supplement non-face-to-face vocal class problems and further research and system construction with non-face-to-face vocal class's pros and cons to construct high-quality lecture contents is warranted.

• Journal of the Korea Society of Computer and Information
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• v.28 no.3
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• pp.91-100
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• 2023

This study is a case study comparing and examining the effects of non-face-to-face(NFTF) classes in the 2021-2 semester and face-to-face(FTF) classes in the 2022-2 semester on learning immersion, learning stress, and learning satisfaction. The learning immersion and learning satisfaction of 240 students were analyzed in NFTF and FTF classes of department S of C junior college where the same textbook, same subject, and same professor were taught. For data processing, SPSS Ver. 23.0 was used. The data is used to measure reliability by Cronbach's α, t-test, Pearson's correlation coefficient, and multiple regression analysis. The results of this study are as follows. First, learners' learning immersion was higher in FTF than NFTF classes among engineering major subjects. Second, it was found that there was a difference in learning stress according to the types of FTF and NFTF classes in engineering major subjects. Third, it was found that there were differences in practice content, communication, and task performance of sub-factors of learning satisfaction according to FTF and NFTF class types in engineering major subjects. In conclusion, it was found that FTF classes had a more positive effect on learning immersion and satisfaction, and NFTF classes had a more negative effect on learning stress.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.11a
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• pp.817-820
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• 2005

온라인 교육은 오프라인 교육의 한 가지 방식의 교수방법에서 탈피하여 테크놀로지를 이용하여 교육의 효과를 높일 수 있는 구체적인 대안이 될 것이라고 예측되었다. 하지만 최근 들어, 사람이 아닌 PC와 의사소통을 해야 하기 때문에 집중력을 확보하기가 어렵고 인간미가 없다는 점등의 문제가 지적되고 있다. 이 문제점을 해결하기 위해서 교수자들은 온라인 환경이 갖는 장점과 오프라인 환경이 갖는 장점을 혼합한 통합교육을 시도하고 있다. 본 본문에서는 학습자들의 학업성취도와 수업만족도를 높이기 위해 온라인 수업과 오프라인 교실수업을 혼합한 통합교육에 멘토링 기능을 추가하여 학습모델 설계 및 학습 지원 시스템을 설계하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.303-304
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• 2021

본 연구에서는 비대면 환경에서 실재감이 학습성과에 미치는 영향을 분석하였다. 전문대학의 프로그래밍 수업을 수강하는 427명의 학생을 대상으로 교수실재감, 인지적 실재감, 감성적 실재감과 만족도, 학습지속의 향의 관계를 분석하였다. 연구 결과, 만족도에는 교수실재감과 인지적 실재감이, 학습지속의향에는 교수실재감, 인지적 실재감, 감성적 실재감이 영향을 미치는 것으로 나타났다. 연구결과에 기초하여 비대면 환경의 프로그래밍 수업에 대한 설계 및 운영전략을 시사하였다.

• Journal of the Korea Convergence Society
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• v.6 no.4
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• pp.169-176
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• 2015

The purpose of this study was to analyze the relationship between sports confidence and class satisfaction according to adolescents' participation in marine sports. First, as a result of analyzing the correlation between sports confidence and class satisfaction, confidence on specific sports had a positive (+) effect on class contents, class style, and class effect, and had a negative (-) effect on physical education teachers. Competition orientation had a positive (+) effect on class contents, class style, and class effect. State sports confidence had a positive (+) effect on all the sub-factors of class satisfaction. Second, as a result of analyzing the effect of sports confidence on class satisfaction, class contents and class style had positive (+) effects on competition orientation and state sports confidence, and class environment and physical education teachers had positive (+) effects on state sports confidence and negative (-) effects on competition orientation.

• Journal of Science Education
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• v.37 no.1
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• pp.221-232
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• 2013

The purpose of this study was to examine the effect of the CoRe-based density unit class on conceptual formation and on learner satisfaction with the class. For this study, two hundred and forty 8th grade students were chosen from six classes. The students were divided into two groups: an experimental group, which received a CoRe-based density unit lesson, and a control group, which was taught based on traditional teaching method. The CoRe-based density unit classes consisted of 4 periods based on the analysis of the previous studies on CoRe about density. The results showed the meaningful significant difference between the CoRe-based classes and the classes based on traditional teaching method both in the posttest on the extent of the conceptual formation on the density and in the retention test. The difference suggests that the lesson with CoRe is based on the consideration of the difficulties and limitations students face in various fields such as the students themselves, teachers, learning environment, evaluation, etc. during their learning process and even in the types of preconception they have, and the CoRe-based lesson is centered around the best teaching strategies to solve such difficulties. As a result of the analysis on the experimental group's class satisfaction, it is revealed that the students with a high level of attitudes related science or with a high level of science achievement showed especially high satisfaction in their learning. Analysis of questionnaire survey showed that the students in the experimental group got the opportunity through CoRe-based lesson to stretch their thoughts and ideas in a free way and preferred a teaching method which didn't just show the concept, but allowed them to find it for themselves or which let them predict the solution and then confirm the result on their own and a lesson which encouraged their active participation.