• 대한공업교육학회지
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• v.41 no.2
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• pp.151-171
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• 2016

The purpose of this study is to verify the effect of Interdisciplinary course for improving the competency of collegiate Interpersonal & Cooperative Skills, Resources-Information-Technology Processing & Application and Communication. The course proved to be effective based on the result for examination of difference between the experimental group of 43 students who took the interdisciplinary course and the control group of 44 students who did not take that course of the second semester of H university in 2015. The study applied the method of Paired-sample T-Test to investigate the difference of Interpersonal & Cooperative Skills, Resources-Information-Technology Processing & Application and Communication and their sub-skills between the two participant groups. As a result, Interdisciplinary course had an effect on improvement of Interpersonal & Cooperative Skills and it's sub skills; however, it had no effect on improvement of Resources-Information-Technology Processing & Application and Communication competency and their sub-skills. The results provide theoretical and practical implications for the interdisciplinary course and core competence of college students. They suggest that interdisciplinary course design should be more careful to improve students' competency on Resources-Information-Technology Processing & Application and Communication competency than before.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.257-271
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• 2007

This study examined students' satisfaction with cyber education focused on the sections of consumer education in the University. The sample of this study was 94 students taking a 'Consumer Policy & Education' cyber course. The data were collected using structured questionnaires and analysed by descriptive statistics, frequency, percent, mean, SD, t-test and one-way ANOVA with Duncan test. The results of this study were as follows: First, the reason students took a cyber course was that it was easy to manage the course under "self-control". Second, they studied an average 1-2 hours for a one unit lecture at home on weekdays between 9 p.m. and midnight. Third, the students' satisfaction with cyber education showed a slight preference for the web based environment as opposed to the online lessons. Fourth, the biggest problem with taking a cyber course was that the students found it difficult to concentrate well on the lecture.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.585-595
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• 2017

This study investigates how the emotion-based learning motivation enhancement program influences learning motivation and social support of college students. The developed final program consists of Learning Motivation I, Learning Coaching, and Learning Motivation II, which has 12 sessions. In each session, every student was guided to have reflection time by writing self-evaluation and reflection paper. The participants were 38 students majoring in engineering at K-college located in G city who took one liberal arts subject based on psychology during the 1st semester in 2016 and who were divided into an experimental group (19 students) and a control group (19 students) by non-probability sampling method. In the experimental group, emotion-based learning motivation enhancement program was totally processed 12 times, one class in a week, by one main lecturer and one assistant lecturer. For data analysis, independent sample t-tests, paired samples t-tests, and review analysis were conducted. The study results are as follows. First, the experimental group participating in emotion-based learning motivation enhancement program had more significant differences in learning motivation, and both self-confidence and self-contentment among sub-components than the control group. Second, the experimental group had no significant differences in social support, compared with the control group. The impression writing analysis of the experimental group showed that this program affected learning motivation and social support. Lastly, the study discussions and implications are described.