• Journal of Korea Society of Industrial Information Systems
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• v.25 no.4
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• pp.83-100
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• 2020

In this study, the researcher intends to examine the influence of the class factors of universities for computer accounting education upon learning ability and learning performance, with the current students or the graduates from the universities in Busan and Gyeongnam regions. The findings of this study could be summarized as follows: First, the hypothesis on the influence of the self-efficacy of the students upon class commitment and motivation to participate in learning was supported. Second, commitment and motivation had a significant impact on class performance, while the satisfaction with the class had not an impact on motivation.

• The Mathematical Education
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• v.62 no.1
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• pp.57-78
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• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.81-93
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• 2021

The purpose of this study was to analyze the image, perception, and preference type of high school students of Hanbok and examine the differences according to gender and participation in Hanbok classes. For this purpose, a survey was conducted with 438 high school students in Busan. Frequency analysis, chi-square test, t-test, and F-test were performed using the SPSS and the results were as follows. Firstly, for most high school students, Hanbok has an elegant image, but it was also confirmed that they perceive Hanbok to have a splendid image due to its exposure in mass media and SNS. The image of Hanbok differed by gender and participation in Hanbok classes. A higher percentage of male students than female students perceived Hanbok to have rustic image. Secondly, the type of hanbok that high school students prefer was traditional Hanbok, followed by fusion Hanbok, casual Hanbok, and fashion Hanbok. Hanbok preference type differed by gender and participation in classes. Group participating in hanbok classes showed a higher preference for fashion Hanbok than those who did not. Thirdly, high school students' perception of traditional Hanbok was above average. By subcomponents, it was shown in the order of 'esthetics', 'sustainability', and 'practicality'. It was found that there were statistically significant differences in traditional Hanbok perception according to gender and participation in Hanbok classes. Female students evaluated more positively for traditional Hanbok than male students and students who participate in Hanbok classes evaluated traditional Hanbok more positively than non-participating students.

• Journal of the Korean Applied Science and Technology
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• v.41 no.2
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• pp.305-317
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• 2024

This study is a pre-experimental research that applied one-group pretest-posttest design to find out effects of the health assessment learning program using an online platform on the problem-solving process, critical thinking disposition, class participation, and class flow of nursing college students. Data before and after participation in the learning program using the online platform were collected from second-year nursing students who were 52 test subjects taking the health assessment and practice course at J University located in G-gun, C-buk-do. As a result of analyzing, it was found that the problem-solving process (t=-2.569, p=.013), critical thinking disposition (t=-5.363, p<.001), class participation (t=-4.429, p<.001), and class flow (t=-3.747, p<.001) were statistically significantly improved according to before and after participation in the program. Therefore, it is believed that a learning program using an online platform can be used to improve the problem-solving process, critical thinking disposition, class participation, and class flow of nursing college students during health assessment classes.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.539-545
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• 2020

This study was designed to find out the efficacy of college students' lecture participation in online real-time lectures conducted at university due to the Corona virus events. Participants in this study are 701 students attending the W University in the J region and participating in real-time online lectures. The tools of this study consisted of four factors: interaction, learning improvement, adaptation, and accessibility. The results of this study are as follows: First, accessibility is the highest efficacy among college students' real-time online lectures participation and interaction is the lowest. Second, the efficacy of real-time online lecture participation of university students differed according to gender, grade, major, and access devices. This study is meaningful in that it confirmed the applicability of real-time online teaching method due to corona virus and confirmed the applicability of real-time online teaching as a method to prepare for the arrival of full-scale distance education in the post-Corona era. Lastly, it was suggested that the online class management method and support for each college major reflect the changes of the times.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.73-83
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• 2023

This study is a descriptive survey to develop a gamification e-learning class based on self-determination theory and to check its effectiveness. The data collection period was from March 1 to June 15, 2023, and 59 students at G University in G Metropolitan City were surveyed on class participation, learning immersion, and teaching presence before and after the course. IBM SPSS/Win 26.0 was used to analyze the collected data, and descriptive statistics, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were conducted. The results showed that the self-determination-based gamification class significantly improved students' class participation, learning engagement, and teaching presence (p<.05). An analysis of covariance (ANCOVA) was conducted to determine whether the general characteristics of the participants affected the results of the post-test, and gender affected the post-test results of learning engagement, with an effect of 7.9%. Based on the results of this study, it can be seen that self-determination-based gamification e-learning class is effective in improving learners' class participation, learning engagement, and teaching presence. As the demand for e-learning in universities is expanding, self-determination-based gamification e-learning classes should be developed in various fields of liberal arts and majors.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.404-413
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• 2022

As non-face-to-face classes have been adopted as an essential class method in universities after COVID-19, interest in ways to encourage student engagement is increasing. Class engagement is a prerequisite for improving the quality of education, so it is inevitably an even more important requirement in non-face-to-face classes. Therefore, this study examined the efforts and concerns based on the teaching experiences of three professors of D University, which have been operated by mixing non-face-to-face or non-face-to-face classes since 2020. As a result, both professors and students went through trial and error in the early stages of non-face-to-face classes, but over time, it was confirmed that students not only actively expressed their opinions but also voluntarily expanded the class activity. This study is meaningful in that it found the possibility that professors-led classes can develop into learner-participating classes through appropriate harmony between face-to-face and non-face-to-face and the use of various media. Data were collected through an autobiographical method.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.224-233
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• 2023

The purpose of this study is to investigate the effect of environmental classes using EBS program on the environmental sensitivity and environmentally responsible behavior of 6th grade elementary school students. To this end, the 2015 revised elementary school curriculum was reconstructed for 6th grade students, and subject-centered environmental classes were planned, and EBS educational broadcasting environmental contents suitable for each class were applied and utilized. The conclusion of this study is as follows. First, this study analyzed the 2015 revised curriculum and reorganized the 6th grade curriculum and creative experience activities to plan the 22nd environmental class, specifying environmental sensitivity and environmentally responsible behavior that can have a positive impact on learners in each class. EBS educational broadcasting environmental contents that can be utilized were selected and environmental classes were conducted using them. Second, it was found that environmental classes using EBS educational broadcasting had a significant effect on improving the environmental sensitivity of elementary school students. The fact that environmental classes using EBS educational broadcasting goes beyond the spatial limitations of schools and informs that global citizens are interested in environmental problems and are working to solve environmental problems. Third, it was found that environmental classes using EBS educational broadcasting had a significant effect on elementary school students' environmentally responsible behavior. This is because environmental classes using EBS educational broadcasting do not stop at imparting knowledge, but suggest learning that leads to civic behavior, educational behavior, economic behavior, physical behavior, and persuasive behavior related to the environment.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.185-200
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• 2024

This study explored the changes in the elementary science teaching expertise of teachers who participated in an in-school professional learning community for elementary science instructional research. Six elementary school teachers from grades 4, 5, and 6 at an 18-class S elementary school in a medium-sized city in Chungcheongbuk-do conducted collaborative instructional research on elementary science lessons as part of an in-school professional learning community, which was held 26 times over 7 months in 2020. During the professional learning community, video and audio recordings of the activities, research lessons, course materials, and professional learning community reflection activities were collected for analysis. The collected data were analyzed using qualitative research methods; data processing, reading, note-taking, description, classification, interpretation, reporting, and visualization; and the instructional professionalism elements were extracted based on the instructional professionalism framework. In the early professional learning community activity stages, the participating teachers first discussed their teaching perspectives, their experiences, and their goals for teaching science, which resulted in a selection of research questions. The teachers then collaboratively designed and implemented research lessons for each grade level, after which lesson reflections were conducted. The teachers' abilities to engage in qualitative reflection on the research questions improved after each reflection iteration. It was found that this professional learning community collaborative lesson study experience positively contributed to teaching expertise development. Based on the study findings, the implications for using professional learning communities to improve elementary teachers' science teaching expertise are given.

• Journal of the Korean association of regional geographers
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• v.19 no.4
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• pp.787-804
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• 2013

The purpose of this study is to explore the effect of 'World Cafe' conversations for collective intelligence. For this purpose, 'World Cafe' was applied to the class 'presentation and discussion' of university class. To explore the effect of 'World Cafe' conversations for collective intelligence I surveyed the responses of students participating in the class and analyzed results of the survey and class activities. The results are as follows: first, 82 percent of all students were actively involving in the class, second, topics were more discussed through World Cafe class than general discussion class. These results suggest 'World Cafe' class induced active participation of the students in class and have the effect producing the collective intelligence.