• Educational Technology International
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• 제24권1호
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• pp.53-80
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• 2023

This study investigates faculty support for quality assurance in online education, and offers suggestions for its improvement based on feedback from Instructional Design (ID) staff working at a public university in the U.S. Qualitative research using semi-structured interviews was conducted with seven ID staff in order to examine their perceptions regarding faculty support related to quality assurance in online education. The results of the data analysis indicate that four types of faculty support-quality assurance reviews using Quality Matter (QM) standards, templates, individual consultations with ongoing support, and monitoring-were offered for faculty. Faculty support for quality assurance in online education could be improved by developing specific quality assurance standards, recruiting external experts, examining learning effects, developing a quality assurance management system, and sharing documents among ID staff. This study highlights the necessity of quality assurance in online education and provides cases of faculty support in a real higher education setting.

• 공학교육연구
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• 제25권4호
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• pp.13-20
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• 2022

The purpose of this study is to objectively grasp the effect of the engineering education innovation support project among the national engineering-related financial support projects by dividing the groups according to the participation of support projects from 2018 to 2020 and dividing the university performance. As a result of the research the engineering education innovation support project has been consistently producing excellent results of field-based engineering education such as field-oriented industrial-educational collaboration capstone design, technology commercialization, and development and operation of corporate-linked education. It was found that the results showed that the dropout rate of college were lowered. In the future, it needs to be prepared as a place for new and free trials, innovations, and opportunities so that the engineering education innovation support projects can become the mother of other business groups.

• 한국컴퓨터정보학회논문지
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• 제22권11호
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• pp.161-168
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• 2017

In this paper, we propose a Software Education Program for the Education Welfare Priority Support students. Elementary school students of education welfare priority support programs has low school satisfaction level and course maturity. Also, they have various problem such as relatively large digital divide when compared to general student. To solve such problem, we designed, developed, and applied a software education program on education welfare priority support program's elementary school students to analyze its effect on their learning motivation, self-efficacy, and goal orientation. Software education program followed the main stages of ADDIE model and was designed into experience Sharing, Requirements analysis, Sharing, Grouping, and Organizing. 20 of 6th graders in education welfare priority support programs were chosen as subject for software education program. The effectiveness has been analyzed through pre, and pro test. As a result of the analysis, we found that the developed software education program has meaningful effect on Learning Motivation, Self-efficacy, and Goal Orientation of education welfare priority support program's elementary students.

• 한국유기농업학회지
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• 제24권4호
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• pp.645-663
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• 2016

The purpose of this study was to look at the mediating effect of social support and interests on the relationship between characteristics of agricultural education program and word of mouth intentions. As a results of analysis of structural model, first, social support had a mediating effect on the relationship between characteristics of agricultural education program and word of mouth intentions. Second, interests had a mediating effect on the relationship between characteristics of agricultural education program and word of mouth intentions. The results highlight the importance of promoting social support and individuals' interests on the agricultural education program to increase the word of intention for agricultural education program. This eventually leads the revitalization and development of agricultural education.

• International Journal of Advanced Culture Technology
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• 제11권1호
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• pp.135-146
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• 2023

Psychological support is crucial in navigating one's academic and professional lives, especially for students living abroad and pursuing higher education. This study aims to explore the narratives of social support seeking in a group of Korean international graduate students in an urban university setting in the United States. Qualitative research method of narrative approach was used to examine how three Korean graduate students exchanged psychological support. Analysis of interviews, observations, and documents found that four types of social support (informational, instrumental, appraisal, and emotional) were being exchanged and that emotional support was accessible predominantly in individual meetings than in group gatherings. Additionally, the reasons for abstaining from initiating group gatherings are discussed in relation to the Korean culture where participants were mindful of not infringing on each other's time. These findings inform theory on socio psychological support seeking and its relation to cultural values and offer practical insights into psychological support in international students in higher education settings.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제15권8호
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• pp.2944-2958
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• 2021

Today, online education is becoming more important. The effectiveness of online education has been measured by student satisfaction and the possibility of substituting offline education. This study proposes a plan to increase the effectiveness of education in a new form by using online information. Education is the process of socializing and growing learners. Representative negative emotions experienced by learners are stress, anxiety, and depression (SAD). A reduction in SAD will promote student growth and improve educational outcomes. This paper considers online information by dividing it into online educational information support (OEDIS) and online emotional information support (OEMIS). We demonstrate that OEDIS reduces SAD, and OEMIS reduces stress and anxiety. By providing online information, negative emotions can be reduced, and educational outcomes can be improved. This study suggests a new role for online information support, such as emotional change in individuals and solving psychological problems. Online information support goes beyond knowledge transfer and can be used in various fields, such as online education that promotes human growth and positive change, and even healthcare.

• 한국학교보건학회지
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• 제20권1호
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• pp.53-61
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• 2007

Purpose: The purpose of this study on education and skill of Basic life Support Training in Middle and High School Students. Methods: The Basic life support training courses are taught mostly by Emergency Medical Technician and Paramedic. Sixty five middle school students, Seventy eight High school students and forty six adult received tuition in Basic life support training and subsequently completed questionnaires, test and interviews to assess their theoretical knowledge regarding their likelihood of performing Basic life support training. Under the supervisor, The subjects were evaluated by comparing basic life support education and skill data collected and the education sessions consisted of a 30min video tape. The Basic life support skill sessions used Laerdal manikin, and the data stored from the HeartSim were collected for further analysis. The students were asked to practice what they had been. A statistical analysis was done using the SPSS version 13. Results: Their average age of middle school students were 15.3±1.2 years, high school students (17.3±1.8), and adults(38.3±2.3). The total of 189 subjects were evaluated. The criteria used in the study had the following results First, We found that middle and high school students scored higher than adult. The scores were statistically significant to teach and evaluate the education evaluation showed that the adults scored lower than the middle and high school students. Second, We found that high school students and adult scored higher than middle school students. The scores were statistically significant to teach and evaluate the skills evaluation showed that the middle school students scored lower than the high school students and adult. Conclusion: We found that middle and high school students were superior to adult counterparts in understanding the basic life support education. We found that high school students and adult scored higher than middle school students in the BLS skill training. An expansion of basic life support training to middle and high school students is demanded. The Basic life support skills training seems to be retained between 6 and 12 months. The basic life support training should included in the school education curriculum in school.

• 한국보육지원학회지
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• 제17권5호
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• pp.25-41
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• 2021

Objective: The purpose of this study was to analyze the effect of a director's support for coding education perceived by childcare teachers on the participation of teachers in the learning community and the intention to implement coding education. Methods: The participants of this study were 312 early childhood teachers working at daycare centers in Seoul, Gyeong-gi, and In-cheon area. The data were collected through the survey questionnaires and analyzed using a structural model to explore the relationship between variables. Results: Verifying the mediating effect of infant teacher participation in the learning community between a director's support and infant teacher's intention to implement coding education positively mediates the director's support and infant teacher's intention to implement coding education. In particular, it was discovered that the intention to participate in coding-related learning communities had the greatest impact on infant teachers' intentions to implement coding education based on total effectiveness. Conclusion/Implications: The above analysis results suggest that in order to enhance the intention of infant teachers to implement coding education, it is necessary to support the learning community related to coding education and encourage participation from infant teachers.

• 한국응급구조학회지
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• 제25권3호
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• pp.111-125
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• 2021

Purpose: This study aimed to analyze the impact of rapid cycle deliberate practice (RCDP) simulation education on advanced cardiac life support knowledge, confidence, satisfaction, and performance ability among paramedic students, and provide basic data on the appropriate methods of educational instruction. Methods: The 48 subjects to be instructed were divided into the traditional simulation education group and the RCDP simulation education group. Six participants were randomly assigned to each group and pre-surveyed. They were then exposed to a lecture about advanced cardiac life support related theories for 60 min and post-surveyed through questionnaires with the same learning goals and scenarios. Results: The advanced cardiac life support knowledge (t=-4.813, p=.000) and performance ability (t=-2.903, p=.006) were significantly different between the traditional simulation education and RCDP simulation education groups The results also showed a significant difference in attach monitor (z=6.857, p=.009), analyze EKG rhythm (z=11.111, p=.001), and defibrillation (z=12.632, p=.000), indicating differences in performance capabilities between the two groups. Conclusion: To improve advanced cardiac life support knowledge, performance ability, and confidence in the paramedic students who receive RCDP simulation education, simulation education methods that are appropriate for the subjects being taught, and detailed learning goals and feedback are necessary.

• 한국콘텐츠학회논문지
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• 제12권11호
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• pp.145-154
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• 2012

이 연구는 무용지도자의 교육지원과 지도자신뢰 및 무용애착도에 미치는 영향을 규명하는데 목적이 있다. 연구의 대상은 서울 경기 대전 충남지역에 소재한 무용학과 중 한 지역에서 1개교씩 선정하였다. 표본추출방법은 유의표본추출법으로 총 276부의 자료 중 262부가 최종분석에 사용되었다. 자료처리 방법은 SPSSWIN 18.0을 이용하여 요인분석과 신뢰도분석, 다중회귀분석, 경로분석 등의 통계기법이 활용되었다. 그 결과는 다음과 같다. 첫째, 무용지도자의 교육지원은 지도자신뢰에 영향을 미친다. 둘째, 무용지도자의 교육지원은 무용애착도에 부분적으로 영향을 미친다. 셋째, 지도자신뢰는 무용애착도에 영향을 미친다. 넷째, 무용지도자의 교육지원은 지도자신뢰를 통해서 무용애착도에 영향을 미친다. 특히, 무용지도자의 교육지원이 무용애착도에 미치는 영향보다 무용교육지원이 지도자신뢰를 통하면 무용애착도에 더 큰 영향을 미친다. 즉 지도자신뢰는 무용교육지원과 무용애착도를 매개하는 중요한 변수임을 알 수 있다.