• Journal of the Korean Society of Radiology
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• v.17 no.5
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• pp.783-790
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• 2023

The term edutech has recently been attracting attention as the convergence of education and technology is emphasized. Schools are also exploring teaching methods using edutech. The purpose of this study is to analyze the satisfaction of 210 radiology students after using Quizn Platform and the difference in satisfaction with Quizn Platform according to general characteristics. The research results are as follows. First, as a result of the satisfaction analysis according to class type, the following order was practical class, theory + practice class, and theory class. Second, the desired teaching methods among theory classes according to general characteristics were core classes (quiz solving), lecture-style classes, discussions, and discussion classes. Third, 'Quizn was used appropriately in class.' had the highest score at 4.27±0.60, and 'I am very interested in this subject.' had the lowest score at 3.98±0.74. Additionally, there was no significant difference in response to the teaching method (p>0.05). Fourth, 'Applying Quizn to class was interesting and fun' showed the highest score at 4.24±0.94, and 'Institutional support must be provided to continue using Quizn at 3.49±0.96. Additionally, there was no significant difference in satisfaction with classes according to gender and age (p>0.05). As a limitation of this study, although we investigated the satisfaction of students using Quizn, we were unable to investigate the satisfaction of instructors who interact with students. In the future, research that considers instructor satisfaction in classes using edutech should be conducted. Universities must provide institutional support and continuous interest until edutech is selected and utilized.

• Korean Journal of Applied Biomechanics
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• v.12 no.2
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• pp.307-318
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• 2002

To provide a guideline for the development of a web-based sport biomechanics class in undergraduate program, thirty web sites, searched via search engines in May 2002, were analyzed intensively. In terms of requirement of log-in, only one site of 30 sites required user name and password. Seventeen(57%) sites provided the lecture note, which had various file formats such as 59% if PDF, 29% of HTML, and 12% of PPT. Fourteen(47%) sites provided the assignment and grade information on web. Eleven(37%) sites provided various resource and links which were related in sports biomechanics. Only four(13%) sites provided discussion or online digitizing or kinematic analysis program. Based on above results, a guideline for the development of a virtual classroom for college level sport biomechanics. A web-based sport biomechanics class should be developed with consideration of several functions as follows; homepage design, lecture note, measurement of class attendance, collaborative research system, and web-based data collection and analysis software for biomechanics laboratory.

• Journal of the Korean earth science society
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• v.29 no.1
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• pp.78-90
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• 2008

In most classrooms, teachers talk more than students. Teachers have been thought to be knowledge-donors and students have been thought to be knowledge-acceptors, so teacher-talks were thought to be more important than student-talks. But student-talks are very important to the students: not only to the students who speak out their opinions or answer to the questions given to them, but also to the others who say nothing in the class. Many students in Korea are not so fond of speaking out something to all the class, so some teachers are using a strategy: to say something as if he for she) is a student in the classroom. What teachers talk are not the words of the teacher-talks. They are only talked by the teachers, but they function like student-talks. To study this type of talks are needed to help both teachers and students but there are not much research about this. So in this paper we a) name it Pseudo Student Talk (PST), b) define it as 'a kind of talks that are not talked by students of the class but its functions are very similar to the student-talks', c) classify PST in 'EBS 2005 science class for 7th grade' according to types of student talks (categorized by Lemke, 1990), and d) show the usage of each kind of PST.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.20 no.6
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• pp.137-144
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• 2020

As the spread of COVID-19, the demand for interactive online class is increasing. Universities are introducing various types of online classes, but many problems arise in the field. Learners complain about the quality of the lecture, and professors have difficulty in preparing and conducting online classes. This study analyzed teaching & learning situation in interactive online class and drew teacher's pain point through case studies. Also, we suggested a method to solve the problem divided into a systemic approach and an administrative approach. The stable settlement of interactive online lectures is expected to accelerate the digital transformation of universities.

• Proceedings of the Korea Contents Association Conference
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• 2007.11a
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• pp.920-923
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• 2007

Cyber Educations of University are increasing in development of Contents and spreading Internet Network. We need to classify a cyber education by the type, and analyze environment. In addition, We need a measurement of effectiveness and the research of method for activation of cyber education. In this paper, we classify into partial cyber which is mixed face-to face lecture and cyber lecture and full cyber which is organized all cyber lecture, and investigate a satisfaction of learner. We analysis also the problem in cyber classes according to their types, and propose a plan for activation.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.321-340
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• 2013

The purpose of this study was to investigate elementary school teachers'concern and implementation of differentiated instruction of mathematics. To achieve the purpose, this study applied measurements of CBAM, including Stages of Concern Questionnaire and Innovation Configurations Checklist, to 133 elementary school teachers. The results indicated that most teachers were in awareness stage, which meant they had little concern on differentiated mathematics instruction. As well as, analysis on innovation configurations revealed that b and c variation, each referred to fidelity to and deviance from national curriculum standard relatively, were dominant in their instruction. Based on the results, the study suggested implications on future policies and teacher training for differentiated mathematics instruction.

• Journal of the Korean earth science society
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• v.31 no.6
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• pp.625-636
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• 2010

Scientifically gifted students' argumentation characteristics in science instruction using the internet messenger was investigated. Participants in this study were five 9th grader in middle school in Seoul. They attended a program offered by the Science-Gifted Education Center, Seoul National University. Internet messenger (instant messenger) was used for instruction, and data were collected by saved messages. Toulmin's argument model was used as a tool for analyzing students' argumentation, and the argumentation patterns were categorized by sequence of argument operations. The results showed that in case of learner-centered instructions, there were lots of relatively higher-level argumentations appeared. On the contrary, teacher-centered instruction ended up with few or lower-level argumentation. Also there were four types of argumentation patterns emerged throughout the whole instructions. Findings suggest that the development of an instruction models and the selection of an appropriate topic be necessary for promoting the interaction between teacher and students as well as enhancing the students' ability of argument.

• Journal of Information Management
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• v.43 no.1
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• pp.89-108
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• 2012

Deeper understandings of school library-assisted instruction from teachers are required to develop students' self-directed learning skills which can improve their learning capabilities, problem solving techniques and learning attitudes. The objective of this study was to examine whether there is difference in subject teachers' perception of the necessity and effectiveness of the group type, class model, and collaborative class of class utilizing the school library and to apply and activate class utilizing the school library constructively in the field of education. For this purpose, this study inquired into the concept, necessity, type and process of class utilizing the school library, etc. and conducted a questionnaire survey of 278 subject teachers sampled from 30 high schools in 10 areas of Gyeonggido.

• Journal of Korean Society of Archives and Records Management
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• v.23 no.4
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• pp.47-71
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• 2023

Korea is a record powerhouse nation with the largest number of Memory of the World in the Asia-Pacific; however, active utilization of archives for future generations has been lacking. Therefore, this study sought to enhance interest in archives and utilize them directly in school lessons. The Korean National Debt Redemption Movement's archives, which were selected as a Memory of the World, were used in the school lessons, and based on them, a library collaborative instruction design was developed. A library collaborative instruction is a collaboration between the high school Korean history subject and the library information literacy instruction, designed in three sessions. Through the literature research-based design, a library collaborative instruction plan, teaching and learning plan, and activity sheets were derived. Implementing this designed library collaborative instruction is expected to stimulate interest in the Memory of the World, linking curriculum and archives at schools and significantly expanding the users of the archives into teachers and students.

• Journal of the Korean Society of Radiology
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• v.14 no.4
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• pp.405-413
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• 2020

Expectations and interests in blended learning are increasing as universities respond to the educational flow of transition to e-learning. This study analyzed the difference between the satisfaction of students in the first grade of radiology and the general characteristics of the subjects when applying blended learning. First, the satisfaction according to the class type was the highest in blended learning classes at 47.2%, followed by lecture room classes at 30.6% and remote classes at 22.2%. Second, the place where the remote lecture was watched by viewing the remote class according to the general characteristics was the highest at 94.4%. The most common medium for attending the remote class was using a PC, with 72.2%, and there was no significant difference in the remote class viewing method (p>0.05). Third, the appropriateness of the blended learning, "Remote lectures and lecture room lectures were properly conducted," had the highest score of 4.27±0.70. In addition, there was no significant difference in response to the teaching method according to gender and age (p>0.05). Fourth, the technology and system support,'Technical support and system support must be done when taking a remote lecture,' showed the highest score of 3.41±0.96. The lack of communication between professors and students,'In the remote class, communication between professors and students is insufficient' was the lowest with 2.88±1.00. In addition, there was no significant difference in the improvement of class according to gender and age (p>0.05). Through this study, it was intended to serve as a basis for the plans of blended classes and the policies of schools that introduced blended classes.