• The Journal of Economics, Marketing and Management
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• v.12 no.3
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• pp.35-42
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• 2024

Purpose This study aims to investigate the correlation of social skills and metacognition among university students participating in service-learning programs. Also by evaluating the satisfaction of college students participating in service learning, this research seeks to understand the impact of this program on learning experiences. Research design, data and methodology: The research period spans two semesters, each comprising 15 weeks, from March 2, 2023, to December 20, 2023. Detailed procedures, including planning, preparation, data collection, analysis, and organization, cover activities conducted over the course of 30 weeks. These activities encompass various stages, from initial classroom planning with designated English storybooks to reflection and feedback sessions aimed at continuous development. Data collection methods include surveys, interviews, and observations, allowing for a comprehensive examination of social skills and metacognition among participating students. Results: The results show significant correlations between social skills and metacognition, such as the correlation between knowledge and statistics (r = 0.759, p < .01), the moderate correlation between cooperation and knowledge (r = 0.532, p < .01), the moderate correlation between statistics and cooperation (r = 0.539, p < .01), and the correlation between self-regulation and assertion (r = 0.278, p < .001). The average score of the satisfaction of college students participating in service learning was 4.8 out of 5. Conclusions: This study highlights the significant role of service-learning in boosting social skills and metacognition among university students. This study enhances the academic understanding of the relationships between social skills, metacognition, and service-learning programs, contributing to the expansion of both theoretical and practical knowledge in the field.

• The Korean Journal of Emergency Medical Services
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• v.28 no.2
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• pp.77-98
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• 2024

Purpose: This study aimed to derive detailed insights into emergency medical technicians' (EMTs) perceptions regarding continuing education. Methods: We conducted a descriptive survey. The interview participants were 20 EMTs, divided into four groups: six Fire Department EMTs, five Hospital EMTs, five Clinical EMTs (excluding the ER and Fire Department), and four Non-Clinical EMTs. Data were collected through focus group interviews (FGIs) and semistructured questionnaires. The interview periods were March 25, 2022, and March 27, 2022. Results: Continuing education was primarily field-oriented, leading to lower satisfaction among non-field EMTs. To enhance satisfaction, training should be tailored to the specific roles and experiences of the EMTs. Additionally, quality management of lectures, instructor selection, and video quality require reconsideration. Key factors that enhance satisfaction include a wider variety of courses, up-to-date information, and relevant course content, regardless of job role or experience. Conclusion: Incorporating feedback into EMTs' perceptions of continuing education can lead to the development of more effective curricula and improved quality management. This approach is expected to enhance both educational satisfaction and job performance.

• Journal of Internet Computing and Services
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• v.10 no.3
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• pp.159-172
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• 2009

The purposes of this study were to identify factors affecting the quality of universities' e-learning contents from the perspectives of learners and to find out specific solutions for improving them. To achieve these goals, research questions were established as follows: 1) What factors were influencing the quality of universities' e-learning contents, and how were learners perceived about each factor(by its importance and satisfaction)? 2) Were there any differences on the learners' perceptions about each factor(by its importance and satisfaction)? 3) What were any specific ways to enhance the quality of universities' e-learning contents? The participants were of 543 university students who took at least one e-learning course and were living in the metropolitan areas(Seoul, Incheon, Gyeonggi). The survey questionnaire was consisted of 38 items developed through the literature review. To analyze the data collected, factor analysis and paired-sample t-test were conducted. The results were as follows: Five identified factors influencing the quality of universities' e-learning contents from the perspectives of learners were instructional strategies, learning contents, usability, evaluation/feedback, and interface design, and all identified factors were statistically significant differences among the learners' perceptions of its importance and satisfaction. The analysis results of importance-satisfaction matrix by each factor showed that 1) learning contents was the factor that current status should be at least continuously maintained, 2) usability, instructional strategies, and evaluation/feedback were the factors that learners' satisfactions still need to be increased although those importances were not relatively high, and 3) interface factor was important, while learners' satisfaction toward it was not much high so that solutions to increase the satisfaction need to be immediately considered. Based on the results, several suggestions to enhance universities' e-learning contents from the learners' perspectives were also recommended.

• The Journal of the Korea Contents Association
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• v.12 no.4
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• pp.510-519
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• 2012

The purpose of this study is to investigate how interactions and affective factors are influencing on-line English Grammar courses of higher education. This study addressed the following questions: (1) How are the interactions going in on-line English Grammar courses? (2) Are affective factors influencing effective learning in on-line English Grammar courses? The questionnaire was conducted on 170 college students who have taken on-line English course of K University. The data analysis of 300 college students' responses on their courses showed that e-learning has both positive and negative effects compared to face to face classroom instructions. Analysis showed that the percentage of students who have got negative opinions on e-learning was 17%, while that of students who have got positive opinions was 49.3%. The percentage of those in the middle was 33.3%. However, results demonstrated that immediate feedback and affective factors could be facilitated through Q&A bulletin and feedback program for completing on-line learning. Negative effects of on-line learning can be solved by a planned and well-supported on-line approach that includes a theory-based instructional model rather than the new method replaced by 'blended learning' that combines face-to-face classroom instruction with on-line learning.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.377-388
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• 1999

In this study, a learning-teaching model enhancing the students to ask questions was developed and the influence of its application to the lesson of 'Chemical Change and Elements' of the 8th grade was investigated. This learning-teaching model was constructed initially by completing the work-sheet to activate student's question-asking, then by writing down their questions or uncertainties in the class, and finally with the feedback of student's question to the individual and to the class. Treatment and control groups (2 classes each) were selected from a girls' middle school in Seoul. and taught for 12 class hours during 4 weeks for this study. Before instruction, the test of attitudes toward science lessons and the test of adoption of scientific attitudes were administered, and the science scores of the previous course were obtained for the covariate. After instruction, the conception test. the achievement test, the test of attitudes toward science lessons, and the test of adoption of scientific attitudes were administered. The TOSRA (Test of Science-Related Attitudes) was used both for the test of attitudes toward science lessons and for the test of adoption of scientific attitudes. The study revealed that the treatment group showed significant differences from the control group in the scores of the conception test (p<.01) and of the achievement test (p<.05). But in attitudes toward science lessons and adoption of scientific attitudes. there were not significant differences between the two groups, even though the scores of the treatment group were a little higher than those of the control group. Educational implications of the effect of science teaching on the questioning activity of students are also discussed.

• Korean Business Review
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• v.3
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• pp.23-46
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• 1990

I. Introduction: In management control, business analysis has to do with a performance evaluation and is accounted much of manager's decision making, Business indicator accounting is the vehicle of decision making and also feedback can be accomplished by it. This study is to build up a logic about what capacity for use the business indicator accounting has in making decision. Therefore it is significant to make clear the adjustment of decision and to study the function of business indicator. II. Adjustment of Decision and Accounting Work: Adjustment of decision is connected with accounting now that business indicator accounting has a function of decision making. And it should be tied up with specialization as a structure of system, organization, communication and stage system. III. Adjustment of Decision and Managerial Accounting: Managerial account makes a great contributin to the management in which each adjustment of decision should be accomplished. Let me make mention of how the adjustment of decision is accomplished concretely, and what contribution che managerial accounting makes. In an adjustment of decision, centralization and decentrialization of enterprise are very import and I think the three problems, such as the extent of sphere (procurement, production and maketing), the face of affairs (planning, implementing and controlling), the final surge (decision making and action) can be accomplished by the business indicator accounting. IV. Structure of System and Disciplinary Approach for Decision: Decision can be classified into syncronized decision and continuous decision, and is closely connected with centralization and decentralization. In the course of systematizing, the sort of decision is classified into a man in charge of decision, and object of decision, conditions of decision, and an adjusting of decision. For it's object, it has an analogical thinking and an analytic subdivision about the target area. And it is premised on getting a scientific understanding. I think a disciplinary approach remains in solving these intricate problems. V. Conclusion: In this study I dealt with a specialization as a structure in management system and a theory that adjustment is a necessary process in decision making. For an adjustment of decision, exchanging informations and communication are necessary, and accounting is in charge of the process. And then the centralization and decentralization of decision should be connected in the way of adjustment of decision. In case of decentralization, the adjustment of decision is accomplished by the exchanging informations through feedback, and in case of centralization, by the all-round planning. And also I found that syncronized decision and decentralized decision are linked together. It is natural that the function of business indicator accounting is called for to render more services for it. Therefore, according to the extent of centralization and decentralization accounting to adjust the decision, can be various. Consequently, in relation to the structure of system. I think it is necessary to make a theoretical and empirical study of the business indicator accounting.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6475-6482
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• 2015

The purpose of the study was two folded: to examine whether form-focused instruction (FFI) with corrective feedback (CF) is effective for the acquisition of the target linguistic forms and to find out the extent to which of the students' perceptions as well as their attitudes towards English instruction that they received. Tests and questionnaires were implemented to 122 Korean EFL students from eight classes enrolled in an English communication course. They were randomly assigned to three groups: the input-based group, who received typographical input enhancement materials, so-called the TIE group, the output-based group, who performed dictogloss tasks, so-called the DICT group, and the control group (CG). The data analysis was made on both tests and questionnaires by using SPSS 21.0 for Windows. The study found that different types of FFI with CF contributed to the improvement of students' grammatical knowledge and both the TIE and DICT task group students positively changed their perceptions and understanding as well as their attitudes towards the English instruction given, and students in all groups preferred pair work activities. In addition, most of the TIE and DICT students showed their interest and satisfaction with English class, whereas the CG group students did not. Based on the findings, this study suggested that well-planned and properly-chosen FFI in the form of pair work activities should be applied in classrooms with consideration of students' instructional preference in Korean EFL contextual settings.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.33 no.1
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• pp.12-24
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• 2020

Objectives : The purpose of this study is to find an effective clerkship process for the implementation of participatory clinical practice that is practically applicable to most Colleges of Korean Medicine. Methods : Taking the 4th-grade students of the College of Korean Medicine, Kyung Hee University in 2019 as a subject, we conducted Role-playing and simulated CPX in the department of Ophthalmology, Otolaryngology and Dermatology and conducted a satisfaction survey through a questionnaire. Results : 1. The preliminary expectations for overall practice and Ophthalmology, Otolaryngology and Dermatology practice did not differ significantly. 2. The satisfaction, data adequacy, feedback adequacy, and usefulness of Ophthalmology, Otolaryngology and Dermatology course were 79.4%, 80.8%, 87.6%, and 86.5%, respectively. 3. When comparing the Role-playing of Ophthalmology, Otolaryngology with mock CPX of Dermatology, data relevance level was similar, feedback adequacy level was higher in mock CPX, satisfaction and usefulness level were higher in Role-playing. Conclusion : Comparing Role-playing with the simulated CPX method, Role-playing is a relatively realistic form than the CPX method, and moreover students showed higher satisfaction and usefulness in Role-playing.

• The Korean Journal of Archival Studies
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• no.5
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• pp.3-37
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• 2002

Today the market of EDMS is esteemed more than 100 billions won. It signifies a comming of age of electronic records. The traditional archival theories which are based on the paper records are confronted with a new challenge. In some leading countries of archival studies reorientation of archives management has been tried by a number of distinguished specialists such as Bearman and Hedstrom since 10 years. As a consequence new paradigm of archival theories has been developed. Also in Korea this new paradigm has been introduced by some expert such as Lee, Sang-Min, Sul, Moon-won, Lee, Seung-Eok. However their arguments are too general to offer a concrete clue for new paradigm. Faced by new age of electronic records, it's important to start a discussion for the reasonable methods of electronic records management at once. The most drastically changed part of record management by the electronic technique is the life-cycle of records. The commonly practiced three-stage life-cycle is to be reduced to the two-stage life-cycle, and the concept of the spatial movement of records is to be changed. It can be also pointed that the public emerges as user from the early creating stage of records beyond time and space. Thus is can be said that the method of the management features dynamic and cohesive. The method of appraisal must be also changed and reproduced, so that it can reflect the various levels considering dynamics of the electronic records. Supposedly it will be a core factor that causes the change of methodology in records management with the change of life-cycle theory. It must be noted that various subjects would be involved in the work of classification and description over time and space and that feedback between them is of important. Description also tends to be made at the crating stage of records and structured dynamically. It results from the change of life-cycle and the introduction of the concept of continuum. Such trend allows us to start discussions on the assumption that description of both creator and archival professionals act together an important role. Of course, it is linked with the methodology in which most descriptions are made automatically at the early drafting stage of the structure. The meat date is formed on the assumption that there should be feedback between areas of automatic description, description of creators and archival professionals. The most important thing in description is to develop a suitable way how it is structured. An alternative must be offered for managing data set. As iweb that is being operated by Myongji university shows, records created in daily business are managed not as electronic records but as date base. This is because they exist outside the repository in the EDMS system. Since data set often has various sources, an alternative for classification needs to be developed. It is now likely that database is filed according to the created year to be transferred automatically to the repository. Over a long-term the total management of database, electronic records and electronic information will be a topic. A right direction of new paradigm will be found for both iweb and E-government, when practice and studies of theories are combined and interacted.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.115-126
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• 2021

The purpose of this study is to closely analyze the case of blended-learning in order to provide a diverse and flexible learning environment while maintaining the nature of face-to-face classes, and to identify the learning environment that supports blended-learning in each class step and the educational experience of students. The experience and satisfaction of blended learning were investigated in various ways: course evaluation, LMS activity evaluation, and questionnaire before and after the class. As a result, the blended-learning is better than the traditional face-to-face classes, in providing real-time feedback, opportunities for various interactions, and textual conversations, anytime and anywhere. In addition, as a result of the preliminary survey, as a measure to solve the opinion that concentration was reduced due to problems such as networks and felt uncomfortable in the communication part, the theory and lectures of the design practice class were conducted non-face-to-face. The individual Q&A and feedback were conducted face-to-face and non-face-to-face. As a result of the follow-up survey, it was found that concentration and efficiency could be improved. This opens up possibilities for active use of the online environment in design practice classes.