• Korean Security Journal
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• no.21
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• pp.19-33
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• 2009

This study attempted to investigate the effect of class satisfaction of the students majoring in the studies of security services on the efficacy of career decision. To do this, I chose 430 security services of the students majoring by the systematic stratified cluster random sampling as the subject of study. All data were analyzed the causal relationship of the collected equation. In order to do a data analysis used descriptive statistics analysis, t-test, one-way ANOVA and multiple regression analysis of SPSS. As a result, the following conclusion was drawn: First, it was found that there was not a statistically significant(learning factor, interpersonal relation, aptitude factor) difference in their major class satisfaction and career decision efficacy(goal choice, future plan, working information) according to gender. Second, it was found that there was a statistically signifiant difference in such factors as learning, interpersonal relations and aptitude, in relation to the difference in subfactor such as major class satisfaction and career decision efficacy. Third, it was found that the learning, aptitude and career factors of major class satisfaction had a statistically significant effect on the future plan. Fourth, it was found that he learning and career factors of major class satisfaction had a statistically significant effect on the resolution of the goal. Fifth, it was found that the aptitude and career factors of major class satisfaction had a statistically significant effect on job information. Sixth, it was found that the career factors of major class satisfaction had a statistically significant effect on the problem-solution. Therefore, we must first give priority to improve the class satisfaction. By doing this, we can raise the efficacy level of career decision.

• Journal of the Korean Applied Science and Technology
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• v.38 no.2
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• pp.389-398
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• 2021

The purpose of this study is aimed to analyze the changes in major commitment and satisfaction of the 1^st and 2^nd grades university students in health-related departments through the application of un-contact lecture during COVID-19 pandemic. Study subjects were a total of 181 students in the 1^st and 2^nd grades in health-related departments. They participated in the un-contact lectures for 15 weeks through COVID-19 pandemic and the lectures consisted of real-time online lectures and the lectures using video contents based on the guidelines of Ministry of Education. Assessment of major commitment was performed using the major commitment scale and the major satisfaction was performed using the major satisfaction scale. As the results, the statistically significant decrease of major commitment and satisfaction showed after the application of un-contact lectures. Based on these, the application of un-contact lectures acts the students to decrease major commitment and satisfaction. Therefore, in the application of un-contact lectures, appropriate consideration should be needed for the increase of major commitment and satisfaction of 1^st and 2^nd grades university students in health-related departments.

• Journal of the Korean Society of Radiology
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• v.18 no.2
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• pp.145-151
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• 2024

Through classes conducted using the Shift+N teaching method developed by H University for students taking major courses in radiology, the factors that influence teaching methods on learning outcomes and satisfaction with major courses were identified based on a survey of students. The analysis results were described. Compared to the existing major class method, pre-study was conducted through non-face-to-face lectures in advance and face-to-face lectures were conducted for the main class. After the lecture, related keywords corresponding to the parking lot were presented and class contents related to the keywords were applied. A possible problem was presented. In the next week, we proceeded with problem solving and explaining again the difficult or insufficient parts related to the students' review. As a result, the Shift+N teaching method showed high student participation and satisfaction due to the new class progress, which is different from the existing theory major class. Based on the results of this study, in order to efficiently deliver learning content to strengthen major competencies, we must improve existing major classes and develop teaching methods tailored to major subjects to improve students' knowledge and satisfaction through more effective and innovative teaching methods. A plan must be found.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.49-56
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• 2023

The purpose of this study is to develop convergence major-based learning (CMBL), which selects performance tasks related to local problems at hand and solves them based on convergence major performance, and builds a suitable teaching and learning model. We developed a CMBL class with a team project-type class that finds and solves practical problems in the region to cultivate overall problem-solving capabilities for convergence major competencies. Additionally, for this class, the instructor played a role as a bridgehead to explore and connect the community's sites, and students visited connected institutions in person to identify problems they need based on understanding and empathy for the subjects through field observation and qualitative interviews, and developed a CMBL class teaching and learning model necessary to directly solve them by using their major capabilities to the fullest. Therefore, we intend to present the future-oriented direction of university convergence education required by the community by forming a group of students with various majors to cultivate the ability to solve realistic problems in the community.

• Journal of the Korea Society of Computer and Information
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• v.28 no.11
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• pp.135-145
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• 2023

Due to the decrease in the school-age population, the number of freshmen at local college who lack basic learning skills is increasing. Thus, C college has been running a basic learning ability improvement clinic program. This paper is a case study that investigates the effect of basic learning ability improvement clinic programs on major class immersion, efficacy, and major class satisfaction. In 2022, a total of 459 students were surveyed, including 238 students who participated in online and offline classes for basic learning ability improvement clinics and 221 students who did not participate in classes. Data processing was performed using SPSS Ver. 26.0 was used. The results of this study are as follows. First, among the sub-factors of academic self-efficacy, the group participating in the basic learning ability improvement clinic showed significant differences in task difficulty preference and confidence. Second, the class participation group showed a significant difference in learning immersion in major classes. Third, the class participation group showed significant differences in all sub-factors of major satisfaction. In conclusion, it was found that the basic learning ability improvement clinic class had a significant effect on academic self-efficacy, learning immersion, and major satisfaction.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.72-79
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• 2010

The purpose of this study was to explore good college instructional practice in the industrial teacher education in order to improve the quality of instruction. The study that what is the good instructional practice have been relatively more researched on elementary and middle school than colleges. Research methods used in this study were an individual interview and focus group interview. Research results and analyses were three directions in good instructional practice to be in teacher's college, engineering college and teacher's graduate school. Based on the result of the study, some recommendations for future researches were made as follows: First, good instructional practice in teacher's college were to be interested in students and be enthusiastic class and practical training. Second, good instructional practice in engineering colleges were class to be a faithful college program for teaching profession orientation and practical training. Third, good instructional practice in teacher's graduate school were class to allow for an academic standard and subjects of special study of each students.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.129-130
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• 2021

본 연구의 목적은 학생의 주도적 학습을 돕는 하브루타 학습방법을 대학의 비대면 실시간 온라인 수업에서 활용할 수 있는 하브루타 학습모델 개발과 그 적용 가능성을 탐색하는 것이다. 이를 위해 온라인 학습환경에서 하브루타 학습법 적용사례에 대한 선행연구 고찰과 관련 이론들을 분석하고 하브루타 수업운영 경험자 2인의 인터뷰를 통해 비대면 실시간 온라인 수업 상황에서 적용 가능한 학습 모델안을 고안할 것이다. 이를 하브루타 수업 운영 경험이 풍부한 6인의 전문가를 대상으로 수업 모델안의 적절성과 적용가능성에 대한 평가를 실시하여 비대면 실시간 온라인 수업을 위한 하브루타 학습모델을 개발하고자 한다. 이 연구를 통해 비대면으로 수업을 해야 하는 상황에서도 학습자의 주도적 학습을 가능하게 함으로써 학습효과를 높여 미래 사회에 필요한 역량을 개발하는 데 기여할 수 있을 것이라고 기대한다.

• 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 Korean Society of Computer Information Conference
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• 2021.01a
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• pp.125-126
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• 2021

본 연구는 대학교육에서 학습자 주도수업에 대표적으로 활용되는 PBL-교수학습방법을 SNS기반 온라인 플랫폼에서의 과제수행을 통해 해결하는 PBL-수업모형을 개발하는 것을 목표로 한다. 이를 위해 선행연구 및 이론탐색을 통해 PBL-수업설계에 대한 선행연구를 고찰하고, 적용 가능한 수업모형 및 교육내용을 선정하여 기초내용을 구성한 후 3인의 교육공학 전문가와 5인의 대학교수를 대상으로 FGI 인터뷰 방법을 통하여 연구결과를 도출한다. 과거 PBL-교수학습방법을 적용한 수업설계 들이 모의수행이나 발표 후 토론에 한정되었던 것에 반해 본 연구에서는 SNS기반 온라인 플랫폼에 직접 적용하는 매체제작 및 커뮤니티 활동을 포함하는 수업활동이 도출 되었으며, 실행 가능한 수업모형 개발을 위해 대상자 인터뷰와 분석을 통해 이를 위한 교수학습방법을 설정할 것이다. 본 연구를 통해 제시될 SNS기반 온라인 플랫폼을 활용한 PBL-학습모형은 이후 고등교육기관의 교수학습모형 개발을 위한 기초자료로 활용될 것이다

• Journal of Digital Contents Society
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• v.19 no.5
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• pp.891-898
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• 2018

Although programming language is a core education area of software that is becoming increasingly important in the age of the fourth industrial revolution, as it requires logical thinking skills, it is recognized as a difficult subject even for SW major students. This difficulty occasionally causes SW major students to lose interest and confidence in their major during the introductory course of a programming language; making them change their majors, or give up their studies. In this study, we designed an instructional model using Scratch for educating C language which is a typical programming introductory language. To do this, we analyzed the concepts that can be trained by Scratch among the programming concepts supported by C language, and developed the examples of Scratch for exercising the concepts. The instructional model supports the progress model of learning first the programming concepts through Scratch and then expand the learning content into C language. We also conducted an experiment on the SW major freshman students of a local private university to verify the effectiveness of the model.