• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6303-6309
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• 2014

In this thesis, PBL was applied to the subject for improving students' many skills that modern industrial society demands. Our engineering school developed PBL problems for PBL use, applied the problems to classes and confirmed the effectiveness of PBL. The study subjects were 63 freshman students in H University who took the 'Introduce of computer engineering'. We applied 5 PBL problems for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they completed a class evaluation form after the activity of 5th PBL Problem ended. The study showed that the students experienced the effectiveness of PBL, such as the comprehension of the studied contents, the comprehension of the cooperative learning, authentic experience, creative problem-solving skills, presentation skills, communication ability, self-directed study ability and confidence. Some difficulties in gathering together and spending much time were also encountered. The students realized that the PBL learning activities were important methods because the students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities. The main goal of an engineering school is to produce specialists with creative problem solving ability so that the effects of this study are quite promising for our engineering school.

• Journal of Engineering Education Research
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• v.8 no.3
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• pp.57-68
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• 2005

The purpose of this study was to analyze the effect of Engineering computer programming instruction using project learning, to find out the ways to solve some revealed problems, and to improve the instruction. Unlike traditional lecture courses, students are encouraged to cultivate problem solving and teamwork skills through the programming project. In order to examine the effect of project learning, a survey was conducted with 49 students. The questionnaire consisted of 20 items with 5-grade scale each, the contents of which included learning value, workload, skills acquirement, assignment and comment. The SPSS, statistical analysis software was used to get statistics such as ANOVA, correlation and mean, etc. The results of this study showed (1) project learning was more efficient to acquire problem solving and teamwork skills compared with lecture learning, (2) there was significant correlation between self directed learning skill and information collecting skill, (3) cyber education system(i-campus) was helpful for students' self learning. But the results also showed that (4) students did not give high scores on items of the workload or difficulty of assignments. So we can conclude that it is necessary to develop the suitable projects for the capability of students to make the better project learning.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.55-72
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• 2004

The Purpose of this study was to investigate the influences of the teacher-directed and the learner-directed ICT used instruction on learning achievement of home economics and resource management behavior according to the learning ability of students and resource management behavior of a mother. The subjects of this study were middle school students, who was divided into three groups traditional instruction group, teacher-directed ICT used instruction group, and learner-directed ICT used instruction group. This study was carried out the experimental instruction. After experimental instruction, the learning achievement and resource management behavior was estimated by test sheets. The data were processed with two-way ANCOVA and Scheffe test for post-hoc analysis The results of study were as follows : First, there was no significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the learning ability. Second, there was significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the resource management behavior of a mother. Third, there was no significant difference in the influences of the ICT used instruction on the resource management behavior according to the learning ability. Fourth, there was no significant difference in the influences of the ICT used instruction on the resource management behavior of a student according to the resource management behavior of a mother.

• KIPS Transactions on Software and Data Engineering
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• v.13 no.1
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• pp.28-34
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• 2024

Since e-learning is conducted based on the learner's autonomy, motivation to continuously participate is crucial for success in e-learning. As the number of adult learners participating in lifelong education increases, it is necessary to study learner participation and the motivating factors. Drawing upon the Expectancy-Value Theory and Self-Regulated Learning Theory, this study analyzed the influence of motivational factors (value, costs, cognitive regulation, and scheduling) on learner participation. An e-learning program was implemented on MoodleCloud, and learners completed a survey before going through the program. Regression analysis was conducted using the survey response data along with the participation score, calculated using the log data. The results of the analysis demonstrated that value and scheduling significantly influenced learner participation, with gender differences found in value. This means that as adult learners perceive higher value in the e-learning program and possess better scheduling skills, they are more likely to participate. These findings can be utilized in developing teaching and learning strategies for both learners and instructors, ultimately helping to prevent dropout in e-learning.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.1
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• pp.46-60
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• 2021

The main purpose of this study was to examine the satisfaction of online classes of undergraduates who have experienced sudden online classes in college because of COVID-19, and to analyze the differences of the satisfaction of online classes depending on colleges. The participants were 1,380 college students. Descriptive statistics, one-way ANOVA, and Post-hoc Scheffé were performed. Undergraduates were highly satisfied with online classes in cultural subjects and major subjects, whereas they showed low satisfaction with appropriateness of the assignment. There were statistically significant differences in online class satisfaction between colleges. Students at the College of Education were highly satisfied with online classes satisfaction, while engineering students were less satisfied with online classes satisfaction. There were statistically significant differences in students engagements between colleges. Regardless of colleges, students displayed low satisfaction in e-class server and teaching and learning infrastructure. These findings suggest that we need to provide autonomous support and make an effective online learning environment such as server expansion and e-class improvement to enhance undergraduates' self-directed learning. We also should come up with effective online classes guidelines.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.169-185
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• 2021

The purpose of this study is to apply the clothing teaching-learning plan from a critical science perspective developed to improve teenager's empowerment, and to examine it's effects. A total of 12 plans of 5 modules(Module A to E) developed from critical science perspective were implemented for four weeks. Second-year students (N 42) of K Middle School located in Y-si, Gyeonggi-do participated in the study in the study, and the survey results were analyzed quantitatively using t-tests. For the quality analysis, The student interview data, action reports and etc. were collected, and qualitative analysis was conducted using empowerment model as the analysis framework. The findings of study are follows. First, two hours each for modules A to D, and four hours for module E were assigned, because module E included an action project. In the action projects by for groups, students were expected to take the lead in conducting the activities such as developing promotional posters, posting opinions online, promoting videos, informing how to make recyclables, and donating to the community. Second, as a result of analyzing the pre-implementation vs post-implementation empowerment scores, a significant difference was found in social-political empowerment (t=-2.06, p<0.05). According to the analysis of student interviews and students project's reports, students were found to become aware of empowerment through the instruction. On the intrapersonal level, positive self-awareness and self-efficacy, and on the interpersonal level, smooth communication and democratic decision-making were confirmed. This study is meaningful in that regular a home economics instruction class from a critical science perspective have made a quantitative and qualitative impact on teenagers' improvement empowerment, providing opportunities to find their roles in the soceity, cooperate with others, and behave responsibly as members of society.

• Journal of Music and Human Behavior
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• v.19 no.1
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• pp.43-67
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• 2022

This is a case study of therapeutic song making activities aimed at improving the self-identity of adolescents in residential treatment facility. The participants were three male teenagers (16 to 18 years of age). The song making intervention was conducted individually with the participants once a week over 13 weeks, and each session lasted 60 minutes. The participants took the lead in making songs by discussing on the self-image and his/her role in the relationship and using musical elements to reflect his/her perception. For analysis, an evaluation method was used to analyze the pre- and post-test results for each sub-domain of the self-identity scale, and changes in the verbal and musical responses during each session. Two of the participants demonstrated higher post-test results compared to their pre-test performance, and their highest post-test scores were for the subdomains of intimacy and initiative respectively. In terms of verbal and musical responses per session, all three participants improved their subjectivity through the self-exploration process, which contributed to the establishment of a more positive self-image. This study suggests that facility youth engaging in making creative songs can positively change their perception of their present and future selves and have a positive effect on their sense of identity.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.7
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• pp.3263-3274
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• 2013

This study purposed to examine the relationship between personal goals and perceptions of calling. For the purpose, this study conducted a questionnaire survey of 371 workers(finance, educational service, IT service sector) in Metropolitan area. Data were analyzed by t-test, Pearson's correlation, correlation analysis. The results were as follows. The individuality of personal goals and presence-transcendent summons and purpose & meaning, prosocial orientation of perceptions of calling were significantly different according to school career and the social responsibility, resource provision of personal goals and all sub-factors concerning perceptions of calling according to religion existence. Also, the individuality of personal goals and all sub-factors concerning perceptions of calling were significantly different according to organization type and according to their job, the presence-transcendent summons and purpose & meaning, prosocial orientation of perceptions of calling were significantly different. According to groups which have high or low integrative social relationship goals, perceptions of calling were significantly different. There was a correlation between the integrative social relationship goals and the perceptions of calling. Therefore, in order to encourage workers' perceptions of calling, the importance of integrative social relationship goals were verified. And it is necessary to have supporting systems to let workers design their life goals through their job in their organization.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.327-337
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• 2020

This study analyzed subjective cognitive types of culinary majors by applying TBL of cooking practice subjects, and applied Q methodology to multifaceted analysis of subjective cognitive types of learners. For the analysis of the study, interviews were conducted for college students majoring in cooking, and the survey was conducted in the order of constructing the Q population, selecting P-samples, classifying Q, interpreting the results, conclusions, and discussion. A total of four types were derived from the type analysis, and each was named according to its specificity as follows. Type 1 (N = 8): Cooperative Learning Effect Types, Type 2 (N = 8): Problem Solving Ability Effect Types, Type 3 (N = 6): Self Directed Learning Effect Type, Type 4 (N = 6): Individual Practice Preference Type analyzed for each unique feature type. It is expected that through the results of the study, it is expected to provide important implications that can help in the study of similar teaching methods in the future by fostering talents who can increase the needs of the industry and social stress.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.717-746
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• 2014

The study aimed to explore how to improve mathematical thinking through metacognitive learning by stressing metacognitive abilities as a core strategy to increase mathematical creativity and problem-solving abilities. Theoretical exploration was followed by an analysis of correlations between metacognitive abilities and various ways of mathematical thinking. Various metacognitive teaching and learning methods used by many teachers at school were integrated for sharing. Also, the methods of learning application and assessment of metacognitive thinking were explored. The results are as follows: First, metacognitive abilities were positively related to 'reasoning, communication, creative problem solving and commitment' with direct and indirect effects on mathematical thinking. Second, various megacognitive ability-applied teaching and learning methods had positive impacts on definitive areas such as 'anxiety over Mathematics, self-efficacy, learning habit, interest, confidence and trust' as well as cognitive areas such as 'learning performance, reasoning, problem solving, metacognitive ability, communication and expression', which is a result applicable to top, middle and low-performance students at primary and secondary education facilities. Third, 'metacognitive activities, metaproblem-solving process, personal strength and weakness management project, metacognitive notes, observation tables and metacognitive checklists' for metacognitive learning were suggested as alternatives to performance assessment covering problem-solving and thinking processes. Various metacognitive learning methods helped to improve creative and systemic problem solving and increase mathematical thinking. They did not only imitate uniform problem-solving methods suggested by a teacher but also induced direct experiences of mathematical thinking as well as adjustment and control of the thinking process. The study will help teachers recognize the importance of metacognition, devise and apply teaching or learning models for their teaching environments, improving students' metacognitive ability as well as mathematical and creative thinking.