• Fourth Industrial Review
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• v.4 no.1
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• pp.19-27
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• 2024

Purpose: This study is based on the results of the National Information Society Agency's the Report on the Digital Divide in 2022. This study sought to develop digital literacy education programs for senior citizens, a digitally disadvantaged group, and to utilize smart devices to enhance their digital capabilities. Research design, data and methodology: Based on Gagné's nine events of instruction, a total of 7-session educational programs using smart devices were developed, and teaching-learning goals were set at a level that older learners can realistically perform. In preparation for the era of digital transformation, AI utilization methods are introduced and utilized in some sessions of the educational program. Results: Among a total of 7 sessions of the educational program, 5 sessions using KakaoTalk and Naver App, and 2 sessions using other apps were developed. There are a total of three sessions using AI. Conclusions: This study presented a digital literacy education program that combined AI, addressing the insufficiency of AI-based education programs targeting senior citizens. It is expected that this educational program will be able to improve the digital literacy skills and provide a basis for fulfilling their responsibilities as digital citizens by suggesting a direction for AI utilization education for senior citizens.

• Journal of Trauma and Injury
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• v.37 no.2
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• pp.132-139
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• 2024

Purpose: Curricula for surgical residents should include training in trauma care; however, such training is absent in many low income countries. At the largest surgical training institution in Ethiopia, a trauma training program was developed, integrated into the existing surgical curriculum, and implemented. This study was conducted to evaluate the trainees' response to the new program. Methods: Over a 5-month period, 35 first-year surgical residents participated in weekly trauma care training sessions. The program included journal clubs, practical sessions, didactic sessions, and case-based discussions. Six months after the conclusion of the training, changes in knowledge, attitude, and practices were evaluated through a self-report survey. Results: For knowledge-based items, the survey data revealed reported improvements in 83.8% to 96.8% of students. Furthermore, 90.3% to 93.5% of participants indicated improvements in practice, while 96.7% exhibited a change in attitude. Respondents reported that attending didactic courses improved their presentation skills and facilitated the acquisition of knowledge. They suggested the inclusion of additional practical sessions. Conclusions: Training structures that are simple to implement are crucial for residency programs with limited resources. Such programs can be developed using existing academic staff and can aid residents in delivering improved care to trauma patients.

• Korean journal of communication and information
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• v.17
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• pp.61-84
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• 2001

Discussions and debates over media education abound in Korra as the number of both institutions that provide media related education and students enrollment for these programs increases rapidly in recent years. In spite of this rather impressive expansion, however, many have raised serious questions about media education of Korea for its not being able to meet the need of the Industry and students, and, moreover, inability to face the challenges brought by new communication related technologies. Who teaches What for what purposes are some of the fundamental questions underlying these heated debates and discussions. To understand these rather complex and interrelated issues more clearly, it is attempted to delineate the nature of these debates by exploring the evolutionary process of media education. The issues related to debates over purposes of media education, curriculum, and faculty qualification have changed through the history of media education, but the nature of the debates, that is the struggle between professionalism and academism, or the tension between practice and theory, has not. Upon this understanding, some argue that what distinguishes opposing sets of dichotomies, such as skills vs. knowledge, training vs. education, now-how vs. know-why. professional vs. academic, practice vs. theory, is more a reflection of social class division and group interests which have privileged theory over practice than a rational scholastic distinction. In addition, it has been often pointed out that the media studies have failed to establish ties with specific industries, and furthermore academic studies seriously lack solid theoretical and practical bases. In the case of the United States, leaders of the industry had contributed much for the Initiation of journalism education in a college setting. However, once inaugurated,, the process of its evolution has depended heavily on academicians. In a country like Korea, where academic and theoretical orientation is much stronger, these problems of media studies and education are even more acute. In this study, it is suggested that academicians and educators be more open-hearted to the realities of changing world, practices of the industries, and recruitment of professionals and practitioners to fill the gap between practice and theory, for the sake of the future of media studies and education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.360-372
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• 2017

Cultural arts education helps in the holistic development of children and enhances their language skills and creative thinking. This type of education not only fosters emotional intelligence, but has also been proven to play a positive role in helping children understand different cultures. Based on these findings, in recent times, interest in cultural arts education has been focused on the importance of experiencing art in childhood and the development of artistic ability. A high standard of cultural arts education is desirable, in which regular classes are held based on the close cooperation of teachers, with extensive knowledge and sense of the cultural arts, and cultural arts experts. Therefore, it is necessary to include extensive cultural arts education in the training of early childhood educators, considering the importance of early childhood cultural arts education. This study suggested ways to improve the academic curriculum and develop plans to enhance the expertise of early childhood teachers in the field of cultural arts by analyzing the academic curriculum of early childhood education courses in 4-year universities in the metropolitan area.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.649-667
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• 2015

This study handled underachievement issue of gifted students by developing and validating educational programs as a solution, or relief, of their academic underachievement problems. The proposed educational program was designed to enhancing reading comprehension ability of gifted students with underachievement. Based on comprehensive literature review, this study found that key issues of underachievement have to do with learning strategy, and also that learning strategy was established as 'reading comprehension strategy.' Considering diverse reading comprehension models and strategies suggested by preceding studies, the reading comprehension strategy program in Korean was customized for underachieving gifted students on the middle school level. The effectiveness of the reading comprehension strategy program as a solution to underachievement of gifted students was explored by applying the developed program to 36 identified students after school twice a week for 6 weeks, conducting pre- and post-tests that were selected to measure their reading comprehension abilities, collecting their academic achievement data before and after the intervention by this study, and interviewing students. As the results of this study, reading metacognition ability, reading comprehension skills, and school grades of gifted students with underachievement were meaningfully improved as a group. On the individual level, 12 identified students, exactly one third of the whole group of underachieving gifted students, showed so improved academic achievement as we can say they overcame underachievement based on the Supplee's definition.

• 대한공업교육학회지
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• v.44 no.2
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• pp.1-27
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• 2019

In recent years, space planning ability using 3D sketch software is required in the working field of interior design. However, vocational high school do not respond appropriately to changes in the industry, because the class of vocational high school consists of hands-on practical classes and 2D CAD based classes. There is a shortage of 3D sketch software-based instruction programs that can improve students' spatial planning skills. Therefore, this study is to develop instruction program using 3D sketch software for 'Planning for Residential Space' unit of NCS-based on interior design subject and to find out the effect on students' academic achievement by applying to vocational high school class. The 3d sketch software based instructional program developed in this study was developed through four stages of preparation, development, implementation and evaluation according to the PDIE model process. The experimental design model used nonequivalent group posttest-only design in this study. Experiments were conducted on vocational high school students in construction and 9 hours of interior design subjects were applied. After the experiments, students were tested for academic achievement in the cognitive, affective, and psychomotor areas. As a result, the instruction program using the 3d sketch program developed in this study was found to be more effective in improving students' academic achievement than existing manual instruction program in both cognitive, affective, and psychomotor areas.

• The Journal of Korean Academy of Sensory Integration
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• v.6 no.1
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• pp.1-12
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• 2008

Objective : The purpose of this study is to provide reference to functional level of sensory integration of in the low-grads school age, based on the Clinical Observation of Motor and Postural Skills (COMPS) and to examine correlation between the function of sensory integration and academic achievement. Method : Two schools ("J" and "S") have been selected indiscriminately among 56 elementary schools located in Gimhae-si, GyeongNam and then one class from each school was voluntarily chosen among all second-grade classes of the schools. The total number of students in those two classes was 69 (34 boys and 35 girls). Subjects had no developmental problem and no history of referral regarding neurological conditions. Three skilled researchers administrated the COMPS together, and each researcher executed two sub-items of the COMPS. As result of the academic achievement, score data of midterm- and final-exam in the spring semester were collected. The scores of 'Korean language' and 'Math', common examination subjects in both schools, were utilized for data analysis in this study. Results : Statically, there was no significant correlation between the COMPS Weighted Scores and any academic achievements. In a dispersion graphic analysis, however, the total achievement showed significant negative-correlation with the area of 'Rapid Forearm Rotation' and significant positive-correlation with the area of 'Supine Flexion'. In terms of the Math achievement, there are significant negative-correlation with rapid forearm rotation and asymmetrical tonic neck reflex, and significant positive-correlation with the area of 'Supine Flexion'. Students with higher score of the Korean language showed a tendency to get higher Weighted Score and Minus Adjustment Score, and those with lower score of the Math showed a tendency to get higher COMPS scores in all area except the area of 'Supine Flexion'. There was a statically significant difference in the COMPS scores depend on the age among general characteristics. As student older, all COMPS scores, except those in the area of 'Slow Motion' and 'Supine Flexion, were higher. Conclusions : There is somehow reliable correlation between sensory integration function and academic achievement although no statistical significance found in this study. The information from this study may contribute to initiate developing a normative-reference to screen earlier and more alertly sensory integration dysfunctions for school-age children. Further study is recommended trying to find out more reliable matter regarding low grade- schooler's academic achievement.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.165-176
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• 2016

The purpose of this study is to examine the effects of the IT resources on the work efficiency and corporate performance in Mobile Smart-Work Environment with IT convergence Technology by applying the Resource-Based View. The study has an academic meaning by empirically analyzing the effects of factors identified based on the existing study on the IT resources in Mobile Smart-Work, and practical implications to identify how the significance of the Mobile Smart-Work used as a platform of variety industries in manufacturing, logistics, service, distribution, finance, public institutions, and so on positively affects improvement of corporate efficiency and performance. The results showed that IT Infrastructure and IT skills in the Mobile Smart-work environment were found to bring positive effects on individual work efficiency, and IT skills had positive influence on team work efficiency. Also, we confirmed the individual and team work efficiency positively affect financial and market performance of business firms. Finally, we expect that business firm equipped with IT resources in the Mobile Smart-Work environment with IT convergence Technology. It can improve this work efficiency and the performance, which leads to strengthening the core competency.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.81-91
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• 2020

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on.

• Journal of Engineering Education Research
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• v.14 no.1
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• pp.46-54
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• 2011

The present study was carried out to investigate gender-related attitudes of professors in engineering as a socio-environmental factor for career barriers of female engineering students. For this purpose, 220 professors, 169 in engineering and 51 in non-engineering, completed questionnaires that evaluated gender-related knowledge, behavior, and career expectations. Our results showed that both engineering and non-engineering professors showed a low level of knowledge of gender differences. Both groups selected soft skills such as leadership, initiative and self efficacy as lacking in female students, rather than their academic skills. Professors in engineering showed higher expectations of female students pursuing a career in engineering but lower expectations for working on core projects and taking leadership at the workplace than the professors in non-engineering. The level of gender-sensitivity related to teaching was lower for professors in engineering than those in non-engineering, although professors in engineering evaluated their gender sensitivity higher than the evaluation of their female students. In addition, professors in engineering opted less for developing programs for female student career development in engineering than professors in non-engineering, and they showed a low interest level in participating in such programs. This study showed that the efforts to make engineering professors aware of the characteristics of female students should precede the development of education programs.