• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.5 no.4
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• pp.435-442
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• 2015

The purpose of this study is to examine the effect of mentoring program using logic model in university students. We surveyed 40 mentors who participated mentoring program in 2014. Data collection were open-ended questions. Questions was made of with a steps in logic model and content analysis was carried out. The results are as follows: first, according to the step of the inputs, many students questioned said that public relations, selection process, matching, orientations, activity costs was proper. Secondly, in the activities, it was showed that mentor met firstly mentee with teacher in school and mentoring activities comprised 80% of studying and 20% of counseling and experiencing. third, in the outputs, most of participants expressed satisfaction in mentoring period, time, place. Lastly, in the outcomes, this program affected both mentor and mentee with cognitive, emotional and behavior development. Consequentially, this results have influence on improvement of following mentoring programs.

• 대한공업교육학회지
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• v.37 no.1
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• pp.65-85
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• 2012

This study focuses on the 'invention technique and practical experience' unit to observe how the colleague mentoring class has its effect on self-efficacy. For this, we have selected experimental group and comparative group and proceeded the experiment. For five classroom hours of the 'technique of invention and practical experience' unit, each group was assigned different method to do the experiment. The experimental group was applied with the colleague mentoring method and the comparative group was applied with the self study method. To observe the differences of how it effects on one's self-efficacy, the questionnaire was distributed before and after class. Then, it was verified for the meaningful differences between the two groups. To summarize, the results are as follows. First, for self-efficacy experiment, the questionnaire before the experiment showed that there were no differences found between two groups. However, the questionnaire collected after the experiment showed great differences. The group with the colleague mentoring showed more meaningful differences at p<.05 significance level than comparative group. Furthermore, by observing the before and after questionnaire, it was found that both groups showed statistically meaningful differences at p<.05 significance level, but the experimental group showed greater self-efficacy improvements than comparative group. Second, when further examining the self-efficacy, the activity start expectation, activity continuation expectation, activity performance expectation, and experience recovery expectation showed the statistically meaningful differences at p<.05 significance level. According to the above results, it can be stated that the colleague mentoring class has more positive effects on the self-efficacy than self-study class. Summing up, the colleague mentoring class is more effective than self-study for fostering student's self-efficacy.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.109-116
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• 2020

The effects of mentoring education bring positive effects such as mentees' capacity building, knowledge improvement and positive attitude. The major difficulties that nursing college students experience in clinical practice are low adaptability, lack of confidence, etc. Therefore, this study developed mentoring education program to improve the problem-solving ability, learning attitude, and confidence in nursing skill before clinical practice for nursing college students and evaluated their effectiveness. In order to develop the program, a group of experts consisting of professors and clinical nurses selected 11 topics after discussing nursing skills and knowledge, which were most required in clinical practice. The program involved 14 mentors who operated practice, counseling, video clips, and contextual discussions for two days to a group of 9 to 10 people. Nursing college students who received the mentoring education program showed a significant increase in learning attitude and confidence in performance of nursing skills, but there was no statistically significant difference in problem-solving ability. This study is meaningful in that it has improved the educational effect by using mentoring methods, away from formal in-school practice education. In the future, it will be necessary to evaluate whether the mentoring education program affect the problem-solving ability of nursing students by applying it before, during, and after clinical practice rather than in a short period.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.343-349
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• 2018

The purpose of this study is to examine the implications of the business start-up mentoring that overcomes limitations of government support projects' mentoring. The start-up mentoring of 'Creative Maestar Job Creation Project' supported to match mentors and mentees regardless of location, provide a SNS mentoring that allows 24-hour open consulting, and visit a products production site accompanying mentors and mentees. These institutional devices encouraged the preparers of design start-ups to develop effective communication skills and managerial mindset, not material support. In addition, mentors and mentees have become facilitators of learning that grow their mutual capabilities by constantly exchanging new ways of thinking, behaviors, and values. As a result, this study implies the importance of mentoring a talented person focusing on cultivating the qualities of a one-man design entrepreneur and a mentor's relationship with a mentor based on human trust.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.261-276
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• 2016

This study was to investigate the effects of peer mentoring on students' mathematical characters and mathematics achievements in mathematics class. The participants were twenty four 6th grade elementary students at the S school in Sungbuk-Gu, Seoul, Korea. They were divided into 4 groups according to the combination of groups. The researchers analyzed the experimental group and the control group with covariances on the sub-factors of the mathematical characters such as respect, caring, sharing, and openness. However, there were no statistically significant changes. However, with the help of the two analyses on the mathematical logs and the worksheets which had been carried out in advance by the quantitative and qualitative research methods, the researchers investigated how the peer mentoring-applied instructions would change the mathematical characters for each sub-factor in detail. In conclusion, the peer mentoring-applied instructions makes a positive contribution to the students' mathematical character and mathematical academic achievements. We suggest that peer mentoring in mathematics lessons should be adopted in various mathematical ability levels of students.

• The Journal of the Korea Contents Association
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• v.13 no.1
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• pp.498-511
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• 2013

It is time to extensively reshuffle domestic film industry, which has grown rapidly in recent years. Above all, a most urgent task for domestic film industry is to train specialized staff by working out a foundation for on-site human resource education. For this, it is necessary to review the existing apprenticeship system-a major educational system for domestic film industry for a long time-and then work out a reasonable substitute which can overcome its limitations and succeed its advantages. In other words, it is necessary to switch a current perpendicular rank system, a basis of apprenticeship system, to a horizontal specialized staff system and then establish an industrial information network with which the current status of on-site human resources can be understood and which can comprehensively manage their career, promotion and wages. In this regard, this study suggested the introduction of workplace learning and mentoring as a new system for on-site human resource education for film industry, in order to work out an educational system that could maintain abundant on-site experience and the sense of emotional tie with fellow workers-the advantages of apprenticeship system-and realize a more systematic and specialized workplace learning.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1055-1076
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• 2011

In this study, we investigated the changes in beginning chemistry teachers' teaching practice without mentoring program and after the implementation of mentoring program. Participants in our study included two chemistry teachers who have less than one year of teaching experience and three mentor teachers. We collected data such as video recordings of teacher's classes, interview, and recordings of mentoring after each class. The results show there were slight changes in teaching contents, teaching procedure, and explanation method without mentoring. On the other hand, there were a lot of significant improvement in classroom environment, teaching contents and teaching procedure, teaching-learning techniques, questioning and feedback, and explanation method after mentoring has been implemented. However, there were no easy changes in the teaching style, understanding of students, and ways of interaction with students in connection with teaching purposes. Based on the results of this study, we explored the possibilities of instructional improvement through mentoring on beginning chemistry teacher's teaching practice. Therefore, we consider that more systematic and long-term mentoring is necessary to improve professionalism in teaching beginning teachers. In particular, we propose mentoring programs reflecting the individual needs of beginning teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.1
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• pp.91-99
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• 2011

Adult-learners of online education have been distant from studying for a long time and are rather familiar with the old massive education. As a result, despite the excellent ability in self-control learning that results in great academic performances and academic continuity, the learners give up on learning, feeling depressed for not being able to perform their advantage, the self-control learning ability. The study developed a self-control learning model and UDL design learning model in order to establish e-mentoring system. For the analysis on results of the experiment, the researcher extracted academic grade, the rate of re-register, and the amount of total studying time after dividing new students and transfer students of H cyber university into the control group and the experimental group. In conclusion, the results showed that more satisfied the control group is, the higher academic achievements and the higher academic continuity are accomplished.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.483-502
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• 2006

In this research, we try to accomplish the main purpose of managing the special supplementary curriculum and set a model for its organization and management to the other schools by analyzing the result from the management of the special supplementary curriculum through mentoring lessons that are proposed in the 7th curriculum to provide the underachieved students with opportunities to study the subjects they couldn't understand during the regular curriculum.

• East Asian mathematical journal
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• v.30 no.2
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• pp.123-148
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• 2014

The purpose of this article described the effects of mentoring program to the underachiever's attitude in learning Mathematics. In order to do this research, a mentoring class had been carried out for 30 weeks, with two students who was underachievers in mathematics. It was carried out contrastive analysis on the student's learning attitude in the math class before and after the mentoring, using a questionnaire of learning attitude in math with 40 questions, filling the blanks in sentence, recording files of class, and mentoring journals. As a result, before taking the mentoring class, students who were participated in the mentoring program were negative and low in five subordinate concepts(learning attitude, such as their tendency, interest, desire, confidence, attitude, and studying habits in math). However, after the mentoring class, the two students were remarkably changed in positive way on the five concepts in learning mathematics. Therefore, it is helpful to underachievers in mathematics if the mentoring program is used since it yields a positive impact on the learning attitude.