• Proceedings of the Korean Institute of Landscape Architecture Conference
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• 2022.10a
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• pp.21-23
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• 2022

• Proceedings of the Korean Society for Information Management Conference
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• 2003.08a
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• pp.285-294
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• 2003

정보이용능력은 정보화 사회를 살아가는데 있어서 필수적으로 갖추어야할 높은 수준의 일반지식이 되고 있으며, 대학과 대학도서관에서 학생 개개인이 정보이용능력을 가질 수 있도록 교육하는 것이 중요해 지고 있다. 본 연구는 국내 대학에서 교양과목으로 실시되고 있는 정보이용능력교육의 실태를 조사하고, 그 교육 내용의 타당성을 표준 지침과의 비교를 통해 살펴보고자 한다. 연구를 위해 8개 대학의 정보이용능력교육 현황(강의 주체, 과목명, 강의 방식, 강의 장소, 평가)을 조사하고, 강의계획서를 중심으로 교육 내용을 ACRL 표준과 비교하여 보았다.

• Proceedings of the Korea Multimedia Society Conference
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• 2004.05a
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• pp.733-736
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• 2004

Cyber 대학의 활성화에 따른 연구는 강의 교재의 개발 등 효과적인 학습법 개발에 치중되고 있다. 하지만 Cyber 대학의 성패를 좌우할 수 있는 또 다른 주요 요소는 행정적인 뒷받침이라 할 수 있다. 본 연구는 Cyber 대학의 행정시스템을 설계 구현하였다. 특히 Cyber대학에서 필요로 하는 멀티미디어 문서를 효율적으로 관리하고 프리젠테이션 할 수 있는 XML문서관리시스템을 계층구조로 구성하였다. 전체 구성도는 XML을 기반으로 한 문서생성, 저장, 검색시스템으로 구성하였으며, 사용자측 구성에서는 문서의 등록, 수정 삭제를 수행하는 문서작성과 검색을 주요 기능으로 하는 일반사용자로 구성하였다. 연구자가 제안한 본 논문의 행정시스템 구현 환경에서는 문서를 등록하고 결재 및 열람하는 사용자로 구현하였다.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.1-12
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• 2014

Since students' behaviors during e-learning are automatically stored in LMS(Learning Management System), the LMS log data convey the valuable information of students' engagement. The purpose of this study is to develop a prediction model of e-learning course dropout by utilizing LMS log data. Log data of 578 college students who registered e-learning courses in a traditional university were used for the logistic regression analysis. The results showed that attendance and study time were significant to predict dropout, and the model classified between dropouts and completers of e-learning courses with 96% accuracy. Furthermore, the feasibility of early detection of dropouts by utilizing the model were discussed.

• Journal of Digital Convergence
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• v.19 no.8
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• pp.59-73
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• 2021

This study purpose to empirically investigated the effects of Learning Presence perceived by university students at general universities who took Remote Classification in the first semester of 2020 on Learning Outcomes and the mediating effects of Learning Immersion. A total of 293 students were surveyed by conducting an online survey for about a month from Sep. 15, 2020, targeting college students attending general universities in Seoul and Gyeonggi-do. The results of the study are as follows: First, Learning Presence had an effect on Learning Immersion and Learning Outcomes, and Learning Immersion had an effect on Learning Outcomes. Second, Learning Immersion had a mediating effect on the relationship between Learning Presence and Learning Outcomes. This study is meaningful in that it verified the relationship between Learning Presence, Learning Outcomes, and Learning Immersion perceived by college students who took Remote Classification in COVID19 response dimension.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.8
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• pp.440-446
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• 2020

This article highlights the issues and problems in the revised National Sports Promotion Act, Article 11(Fostering of certified sports leaders) and Article 11-2(Designation, etc. of qualifying examination institutions and training institutions) that were amended by Presidential decrees and Ordinances of the Ministry to implement the acts, July. 4, 2014. The national certification that was introduced to promote job career and to effectively manage human resource is forming a strong link with the education and labor market. Given the numerous human resources majoring in sports and exercise of the higher education and as they are providing them with professionalization of curriculum and instruction in higher education, the national sports promotion act administrative legislation article 8-2(offering certification for any person aged over 18 years old) should be omitted. The national sports promotion act administrative legislation article 12(Training course) that requires 90 hours of professional development should be revised to a few hours of continuing professional development every year.

• The Journal of the Korea Contents Association
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• v.10 no.5
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• pp.360-369
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• 2010

Recently various types of college with different schooling years, different methods of providing education service and so forth, appeared whereas students as their customers also have various traits. This study aims to verify the brand personality congruity difference among college types as well as analyse the effect of congruity on trust, satisfaction, and loyalty. The study undertakes the following researches with five brand personality scale(BPS) which presented in the previous research. First research was rather exploratory to clarify the difference in the personality congruity between college-student according to different types of college. As result, 4-year university was highly congruent in competence, sophistication, and ruggedness, while 2-year college was highly congruent in sincerity and cyber university was high in excitement. The second part of the research analysed the effects of personality congruity on trust, satisfaction, and brand loyalty. Results support that brand personality congruity significantly affects trust, satisfaction, and brand loyalty.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.177-185
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• 2016

This study quantified optimism, emotional intelligence, and depression levels, and explored potential key factors affecting the depression level in undergraduate students. We performed a survey targeting undergraduate students in two Universities at D city and S city, between April 8th and 30th of 2016. After receiving informed consent, a total of 166 university students were recruited. They were asked to fill in a self-reported questionnaire about optimism, emotional-intelligence, and depression. The data were analyzed through descriptive statistics, Pearson's correlation coefficient, and multiple regression analysis using IBM SPSS version 22.0. The data analysis results showed that the mean score for optimism was $3.67{\pm}0.51$, $3.66{\pm}0.49$, and $3.69{\pm}0.55$ for overall undergraduate students, undergraduate nursing students, and undergraduate non-nursing students, respectively. Moreover, the mean score of emotional intelligence was $3.56{\pm}0.49$, $3.53{\pm}0.49$, and $3.60{\pm}0.51$, respectively. In addition, the mean score of depression was $8.28{\pm}7.48$, $10.97{\pm}7.65$, and $5.50{\pm}5.54$, respectively. It was revealed that a strong negative correlation exists among optimism, emotional intelligence, and depression. This correlation was stronger for undergraduate nursing students than undergraduate non-nursing students. Optimism and emotional intelligence were key factors influencing depression. The degree of this influence was higher for undergraduate nursing students than undergraduate non-nursing students. In conclusion, a program that empowers optimism and emotional intelligence is necessary to manage depression for undergraduate students.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.239-249
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• 2017

The purpose of this exploratory study was to investigate the influence of pre-service science teachers' selection of earth science I, II in the high school and their college major on their self-perceived attitude and academic achievement in general earth science lecture at university. The participants in the study were 273 who enrolled in the division of science education, college of education and took the general earth science lecture from 2012 to 2015. The data was analyzed with two-way ANOVA by using SPSS 23.0. The results indicated that there was no significant difference of students' attitude and examination difficulty in general earth science lecture between earth science major and other subject major. However, students who took earth science I and/or II in high school showed positive attitude toward the lecture and higher achievement scores than students who didn't take earth science I, II in their high school. The results of the study imply that it is essential to consider students' attitude toward science and achievement in pre-service science teacher education.

• Journal of Science Education
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• v.37 no.2
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• pp.374-388
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• 2013

The purpose of this study was to investigate pre-service physics teachers' perceptions on the physics education major curriculum. We surveyed 15 junior, and 13 senior college students of physics education major in an university in southern part of Korea. Among them, 24 participants(86 %) took the physics 1 course in high school and 22 participants(79 %) chose the physics 1 in their Korea Scholastic Aptitude Test. The responses showed that the most necessary part in pre-service students' learning was the understanding of high school level physics(36 %), and the understanding of introductory level physics(29 %). In the wish list of courses to be open, high school level physics course was ranked first among seven options by 61 % of respondents. Also, there was some concurrence among respondents in opinion of the necessity for understanding introductory physics. Students felt difficulties in understanding it especially owing to the lack of problem solving skill and comprehension. They added that the sufficient explanation of core concepts should be the first action in the innovative plan. Most participants of pre-service physics teachers hoped to have the revised major curriculum which could help their understanding of high school level or introductory level of physics. However, there was a gap of opinions between the group of students with completion of the high school physics 1 & 2 course and those with non-completion of them. The approach of changing major curriculum with consideration of learners' needs was recommended because the number of students with completion of the high school physics course would probably be decreasing rapidly under these circumstances such as the application of new national curriculum, the reduction of the number of the elective courses in Korea Scholastic Aptitude Test and so on.