• 가정과삶의질연구
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• 제29권1호
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• pp.111-126
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• 2011

The aim of the present study was to compare child care center directors and teachers' recognition of criteria for class placements, specifically for children who were born in January or February, children's ability, and for mixed-age classes. The subjects were 398 center directors and 383 teachers in Seoul, Gyeonggi-do, Jeolla-do, Gangwon-do, Choongcheong-do and Gyeongsang-do. Data were analyzed by SPSS 12.0 and the t-test and Chi-square test were used. The results were as follows: (1) Most child care center directors and teachers believed that children born in January or February should share a classroom with classmates of the same age. (2) Most child care center directors and teachers believed that regardless of a child's ability, it was desirable for the child to be in a class with classmates of the same age. (3) Child care center directors thought that the current criteria for teacher-child ratios within a mixed-age classroom were acceptable but should be lowered if the child care center was not experiencing financial problems. Meanwhile, most of the teachers thought that lower teacher-child ratios within a mixed-age classroom was desirable.

• 산업융합연구
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• 제13권1호
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• pp.41-47
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• 2015

The purpose of this study was to investigate how environment-friendly activities through nature affects attitude of children. 5-6 years old children were targeted for study from March to December, 2014. Rapid changes of modern society made increase of female workers and their participation rates in economic activity which results children to play more time with artificial toys and media. There are 3 stages to investigate effects. $1^{st}$ stage is to know about woods by visiting woods and experience environment-friendly activity. $2^{nd}$ stage is to experience woods with 5 senses not only in real woods but also in classroom. Lastly $3^{rd}$ stage is to make art work with natural object and make woods in classroom. Changes of hildren's attitude and view toward to the nature were recorded and analyzed by anecdotes perpetual inventory and environment-friendly attitude examination. By analysis of infant gives you the opportunity to encounter nature, often in conjunction with ongoing enjoys nature-friendly program in the classroom to play with toys, rather than a complete natural objects gradually formalized when presenting a natural, concentrated than the previous game this time is enhanced and creativity through nature through the promotion doeeojim and attitude to nature is also eco-friendly activities byeonhwadoem program showed that the impact on the attitude of the infant.

• International Journal of Knowledge Content Development & Technology
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• 제13권3호
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• pp.7-30
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• 2023

Nigeria is a country with multiple ethnic groups; as a result, English language is used as a lingua franca to enhance information flow. Despite this, the Indigenous languages of communities are mostly used for interactions, even in university environments thereby affecting smooth interaction for those who do not understand them. This study therefore investigated the impact of being a linguistic outsider on information access, learning and social wellbeing of students. Descriptive research of a case study was used for this study. The population for this study consisted of non-Yoruba indigenous students. Judgmental sampling technique was used to select 50 non-indigenous students; structured interview was used. Results showed that Yoruba indigenous language was used lightly in the classroom and heavily outside the classroom, with mixtures of pidgin and English languages. It was found that being a linguistic outsider had a negative influence on information access. However it was not a total dependent factor to social wellbeing of students who desire for their various languages to be predominantly used and for them to enjoy equal benefits with Yoruba indigenes. This study also revealed that being a linguistic outsider does not have negative influence on academic learning. It was recommended that the stakeholders in university management promote the complete use of English language in the classroom while students should be encouraged to interpret Yoruba language when spoken in the midst of non-indigenes.

• 공학교육연구
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• 제6권1호
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• pp.56-64
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• 2003

본 논문에서는 클라이언트/서버 분산 환경을 설계하여 전자회로에 대한 웹 기반 가상실험 시스템을 개발하였다. 제안된 가상실험실은 실제 대학에서 운영되는 실험실 환경을 묘사하도록 구현되었기 때문에 학습자들은 실제 실험실 유사한 실험결과를 가상실험실에서 얻을 수 있다. 제안된 가상실험시스템은 원리학습실, 가상실험학습실, 평가학습실 그리고 전체 관리시스템의 4가지 중요한 구성요소로 이루어져 있다. 제안된 가상실험실을 통해 학습자들은 전자회로 실험과 관련된 개념이나 이론을 학습할 수 있으며, 멀티미터나 신호발생기 그리고 디지털 오실로스코프나 DC전원공급기 같은 계측장비의 동작방법을 웹상에서 학습할 수 있다. 또한 가상실험실에서 일어나는 모든 실험 활동은 전체 관리시스템에 의해 데이터베이스에 기록되어 예비보고서 형태로 출력된다. 웹상에서 데이터베이스의 연결은 PHP에 의해 이루어지며 가상실험실 환경은 각 학습자들에 대해 조금씩 다른 결과가 나타나도록 구성하였다. 마지막으로 가상실험실을 운영한 결과 전체 실험시간과 실험장비의 손상율이 감소되며, 교수생산성이나 학습효율이 증가되는 긍정적인 결과를 얻을 수 있었다.

• 한국어교육
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• 제29권2호
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• pp.73-100
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• 2018

The purpose of this study is to investigate learner-learner dialogue during speaking tasks. In the Korean language classroom, conversation between learners is an important activity as speaking practice. However, learner dialogue is also a tool to enable learners to collaboratively conduct various cognitive activities in the classroom. In previous research, it was unfolded that through learner-learner dialogue, learners can solve second-language related problems and set a goal to carry out tasks. Therefore, this study analyzed learner-learner dialogue to investigate what kinds of cognitive activities are activated during the role-play task. As a result, the learners collaboratively generated and monitored language and content for role play. Also, in order to accomplish tasks more successfully, learners shared the same understanding about the goal of the task, and tried to manage the task procedure. Through learner-learner dialogue, learners can participate in cognitive activities such as content, language construction, and task management voluntarily without the help from teachers. This means that learner-learner dialogue can be an activity to support language learning tasks. Also, it can make learners actively involved in learning and by sharing resources with each other. It is also important that learners can experience language use that participates in real-world communication activities, such as learning in the classroom and collaborating with peer learners. This study is an exploratory study for a basic understanding of learner's conversation as a cognitive activity, and the scope of the study is limited to clarifying contents of learner-learner dialogue as a cognitive activity in speaking tasks. Based on the findings of this study, future research should be conducted on the function of learner-learner dialogue as a cognitive activity in Korean language learning and its role in the classroom of Korean language education.

• 디지털융복합연구
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• 제17권9호
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• pp.173-184
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• 2019

본 연구는 대학교육 시스템 내에서 MOOC을 활용한 플립 러닝 적용의 효과를 알아보기 위해 수행되었다. 이를 위해 총 여섯 명의 대학생들이 10주 동안의 새로운 학습 경험에 참여하였다. 참여자들은 먼저 MOOC 웹사이트에서 제공되는 학습 내용을 통해 온라인 활동을 수행하고, 오프라인 강의실에서 이와 연계된 참여적 학습을 수행하였다. 수업이 종료된 이후 연구참여자들을 대상으로 반구조화된 대면 인터뷰가 시행되었다. 연구결과 이 교수 방법은 학습자들이 높은 동기수준을 갖고 학습활동을 수행한 것으로 나타났다. 그러나 외국어로 제공되는 학습콘텐츠로 인한 학습제약, 새로운 학습방법에 대한 문화적 부적응의 문제들이 발견되었다. 본 연구를 바탕으로 향후 발전방안이 논의되었다.

• 교육공학연구
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• 제33권4호
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• pp.1001-1024
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• 2017

최근 대학에서 학습자 중심 교수학습방법으로 플립드 러닝이 활발히 적용되고 있다. 학습자의 적극적인 참여를 유도하는 학습환경으로서 플립드 러닝의 장점에도 불구하고, 강의식 수업에 익숙한 다수의 학습자들은 보다 능동적인 역할이 요구되는 플립드 러닝 환경에 쉽게 적응하지 못한다는 지적이 제기되고 있다. 이에 본 연구에서는 플립드 러닝에서 성공적인 학습활동을 지원하기 위하여 역량모델링을 통하여 플립드 러닝 환경에서 우수한 학습자의 역량과 행동지표를 탐색하였다. 본 연구에서 역량모델링은 1) 자료수집, 2) 역량도출 및 모형개발, 3) 역량모형 타당화의 절차로 진행되었다. 먼저, 자료수집을 위해 서울 시내에 소재한 한 대학에서 플립드 러닝으로 운영된 강좌를 수강한 학습자 8명을 대상으로 행동사건면담을 실시하였다. 우수 학습자들은 플립드 러닝으로 진행된 대학 강좌에서 형성 평가와 팀 프로젝트 평가에서 상위 10%이내의 성적을 받았으며 학습과정에서 우수한 수행으로 교수자의 추천을 받은 학생들이었다. 이들에 대한 면담 자료를 분석 후, 대학의 플립드 러닝에서 우수 학습자 역량을 도출하였다. 연구 결과, 대학의 플립드 러닝에서 우수 학습자 역량으로 '피드백 도움 요청', '성실한 학습관리', '지식 확장', '동료 상호작용', '학습지향성'이 도출되었으며, 이에 대한 세부적인 행동지표들을 개발하였다. 도출된 역량모형의 타당화를 위하여 플립드 러닝 수강생 134명을 대상으로 요인분석을 실시하였다. 끝으로 플립드 러닝의 수업 전과 수업 중의 두 단계에 따라 보다 중요시되는 역량들을 확인함으로써 플립드 러닝의 수업단계에 따라 성공적인 학습을 위해 요구되는 최종 역량모형을 제시하였다.

• 공학교육연구
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• 제20권5호
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• pp.23-33
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• 2017

It is examined that how flipped learning and mind-wandering affect an idea generation task. For the purpose, the participants in the idea generation task are divided into two groups to learn SIT(Systematic Inventive Thinking) and BCC(Business Creativity Codes) as idea generating tools in advance. One group learned the tools in a classroom, and the other group through an online education program. The creativity level of an idea is evaluated in the dimensions of originality, practicality, and realizability. The creativity levels of the ideas from the two groups are not statistically different in all the three creativity dimensions. To examine the effect of mind-wandering, another group generated ideas two hours a day in four days instead of eight hours in one day. The creativity levels of the ideas from the third group are higher in the dimensions of originality and practicality. This shows that the effectiveness of flipped learning is not so different from the face-to-face learning in a classroom, and mind-wandering has a positive effect in the learning.

• 품질경영학회지
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• 제45권4호
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• pp.847-866
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• 2017

Purpose: The purpose of this study is to examine the effects of educational service quality, participation intention, and educational performance in action learning class. Methods: The proposed research model is tested using structural equation modeling for hypotheses based on the data collected from one of action learning class. Results: The results indicate that educational service quality(reliability, assurance, tangibles, empathy, information accuracy, and relationship quality) positively affects participation intention which in turn improve educational performance, including aspects of before and after class of action learning. In addition, participation intention in classroom positively affects educational performance with both groups. For after class of action learning, the result confirms the effect of responsiveness of educational service quality on participation intention, however, in before class of action learning there is not showed a significant relationship. Conclusion: This study would provide useful information and can be applied to the improvement of educational performance through the participation of students by the instructors and the educational institutes who want to apply the active learning forum in classroom.

• 한국정보과학회:학술대회논문집
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• 한국정보과학회 2007년도 가을 학술발표논문집 Vol.34 No.2 (D)
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• pp.500-504
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• 2007

CPMS(Classroom Power Management System)는 유비쿼터스 센서네트워크 기술을 적용한 층별 강의실 조명 전원을 관리하는 시스템이다. 강의실에는 조도를 센싱하는 모트와 조명 전원을 제어하는 모트가 설치되어 있어, 주기적으로 센서 데이터 및 강의실 전원 상태를 주기적으로 CPMS서버에 보고한다. CPMS 서버는 베이스 모트를 통해 각 강의실의 방의 제어 모트들과 통신하고 전원을 제어하고, 윈도우즈 GUI 소프트웨어를 통해 모트의 상태를 표시하고, 강의실 사용에 대한 스케줄을 입력하여 관리한다. 본 논문에서 CPMS는 모트간의 통신은 IEEE 802.15.4/Zigbee모듈을 사용하여 구현했고 서버소프트웨어는 윈도우즈 시스템을 기반으로 C# 언어와 MS SQL Server로 구현하였다. 본 시스템은 장치들 간의 통신이 모두 무선으로 이루어지므로 설치가 쉽고, 유선 공사에 드는 비용을 절감한 수 있을 뿐 아니라 유선 공사가 난감한 기존 빌딩에서도 구축할 수 있는 장점이 있다.