• Journal of Digital Contents Society
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• v.17 no.5
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• pp.317-327
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• 2016

Flipped learning is a new learning technique which can maximize the learning effect by mixing two or more different learning environments including online & offline, and recently introduced system: 'Google classroom' is the optimized internet platform for flipped learning. This study tried to apply flipped learning to regular course 2nd grade dental students(n=70) and evaluated the satisfaction of students. The subjects of periodontology and operative dentistry were chosen to evaluate flipped learning model for regular course 2nd grade dental students(n=70). Each class consisted of six classes, and three times of them were performed in conventional classes and the other three times were in flipped learning method by using Google classroom. Evaluation of satisfaction progressed at the end of class. In this study, application of flipped learning in the dental college classes showed high efficiency in terms of degree of understanding, self-directed learning and motivation. Collectively, it was shown that flipped learning using Google classroom can be a reliable platform in dental classes.

• Korean Journal of Comparative Education
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• v.28 no.1
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• pp.51-87
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• 2018

The purpose of this study is to seek a measure to institutionalize the curriculum of Korean homeschooling by comparing and analyzing curriculums of homeschooling between the United States and South Korea. To do so, literature review was conducted to derive analysis criterion and curriculums of homeschooling between the United States and South Korea were compared and analyzed. The major findings of analyses are as follows. First, from the perspective of educational goal, homeschooling families of both countries are similar in which they preferentially seek private goal but also consider social goal as well. Second, in the perspective of educational content, a diversity in course of study, textbook and other education materials of homeschooling in the United States is substantially attained when Korean homeschooling families suffer shortage. Third, in terms of educational implementation, homeschooling of both countries attained an autonomy in instructional time and a diversity in instructional space and method, however, unlike homeschooling in the United States, homeschooling in South Korea is experiencing difficulties due to lack of homschooling organization, homeschooling co-ops and web-site space. Fourth, in the perspective of educational evaluation, homeschooling in South Korea, unlike its comparison target, has not been certified as a formal education as well as not been accepted from universities. Based on these analysis results, conclusion and discussion have been proposed.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.133-143
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• 2018

The purpose of this study is to investigate the reasons for preferring employment and the social influencing factors to improve future entrepreneurial intentions. Especially, this study investigates the influence of social influences such as parents', acquaintances, and individuals' experience of start - ups and employment and entrepreneurship club experiences on career choice of students who prefer employment. For this purpose, qualitative research method was applied to students who selected entrepreneurship career course among college students who completed entrepreneurship education. The results of this study are as follows: stable income, system experience, preference for parents' employment, lack of funds and lack of knowledge on start-ups. In addition, it was found that the intention of start-up is increased according to the experience of start-up of the acquaintance among the social influences of students who prefer employment. The result of this study suggests the methodology and learning direction of entrepreneurship education which can improve entrepreneurship intention and understanding of university students. In addition, this study proposes future research related to entrepreneurship education through empirical analysis.

• School Mathematics
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• v.16 no.4
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• pp.803-825
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• 2014

From the early stages of learning algebra, literal symbols are used to represent algebraic objects such as variables and parameters. The concept of parameters contains both indeterminacy and fixity resulting in confusion and errors in understanding. The purpose of this research is to compare the beginners of algebra and pre-service teachers who completed secondary mathematics education in terms of understanding this paradoxical nature of parameters. We recruited 35 middle school students in eight grade and 73 pre-service teachers enrolled in a undergraduate course at one university. Using them we conducted a survey on the perception of the nature of parameters asking if one considers parameters suggested in a problem as variables or constants. We analyzed the collected data using the mixed method of qualitative and quantitative approaches. From the analysis results, we identified several difficulties in understanding of parameters from both groups. Especially, our statistical analysis revealed that the proportions of subjects with limited understanding of the concept of parameters do not differ much in two groups. This suggests that learning algebra in secondary mathematics education does not improve the understanding of the nature of parameters significantly.

• 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 Korean Academy of Nursing
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• v.4 no.2
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• pp.67-77
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• 1974

Introduction This study is concerned with improving the nursing education curriculum. The purpose of the study was to 1. Review the basic principles of curriculum development. 2. Determine opinion about current nursing curriculums from recent nursing school graduates. Methods of the study A questionnaire was distributed to 250 nurses, in f general hospitals in Seoul. The nurses were graduated from nursing schools in 1973, but represented all types of nursing programs. The Questionnaire was designed to illicit responses about nursing school curriculums in 5 areas: 1. Establishment of objectives 2. Selection of learning experience 3. Organization of learning experience 4. Instruction 5. Evaluation Summary of the major findings 1. Establishment of objectives Thirty nine point three percent of the nurses said that the first objective of the general nursing education was stated "to educate a nurse as a human being with humanity:" Ninety point eight percent of the total respondents said that thor knew the objectives of the curriculum of their nursing schools, but more half of them (58.3%) understood the objectives vaguely at the time they attended nursing school. 2. Selection of learning experience Thirty nine point eight percent of the respondents said their curriculum contained "only a few" liberal arts courses. 3. Organization of learning experience forty seven point six percent. of the respondents were reported that the number of course hours was "insufficient" in liberal arts courses. Fifty seven point three percent of the nurses felt there was an overemphasis on any special topic in liberal arts courses. 4. Instruction Methods of instruction were as follows: Liberal arts courses-a. lecture which centered on explanation (61.1%), b. lecture which centered on writing (43.7%) Supporting nursing courses-a. lecture which centered on explanation (34.0%). b. laboratory Practice (37.8%) Clinical nursing courses-a. lecture which centered on writing (33.0%), b. clinical practice (38.4%) The percentage of respondents replying that various equipment for the learning activities were "insufficient"were as follows: Liberal arts courses-51.0% Supporting nursing courses-28.6% Clinical nursing courses-37.9% 5. Evaluation In the liberal arts courses, 30.6% o( the respondents answered that the evaluation of records was in their opinion "poor, " and 28.2% of the respondents reported that the method of evaluation was "unfair and discouraging. " "Development of a systematic theory of nursing" was thought to be essential for curriculum improvement. The respondents felt that the junior year was the hardest because 1. Number of subjects was too great (28.1%) 2. Lack of a systematic theory of nursing (14.5%) 3. Conflict due to the difference between nursing theory and nursing practice (21.4%) Recommendations 1. Since this study was limited to nurses who had graduated in 1973, a larger study involving professors, graduate students, and nurses from a wider area is suggested in order to establish the reliability and validity of the present findings. 2. Nursing research should be carried out more actively in order to develope nursing science. 3. A permanent organization for research into ways to improve the curriculum should be established in each nursing school.

• Journal of Nutrition and Health
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• v.39 no.2
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• pp.145-159
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• 2006

This study was performed to investigate the stress level, dietary attitudes and nutrient intakes of Food and Nutrition major female students at a university located in Changwon. A total of 122 female students taking the course 'Meal Management' during 2001-2004 participated in this study. The general characteristics, stress level and dietary attitudes of the subjects were surveyed using a self-administered questionnaire. The nutrient intake data collected from 3-day food-record method were analyzed by the Computer Aided Nutritional Analysis Program. The symptoms by stress showed that 'eye strain', 'physically exhausted or get tired' and 'pains on neck or shoulders' were high in 59.4-81.8%. The mean scores of stress in 2001-2004 were 8.5-12.0 out of 30 points and the subjects in 2002 and 2004 scored significantly higher on stress level than the subjects in 2001 did (p < 0.00. The mean scores of dietary attitudes were 58.7-66.6 out of 100 points, most of the subjects are belonged to the 'fair' group in terms of dietary habits level. The stress level had a negative correlation with dietary habits (p < 0.001). About 1/3 of the subjects, the intake of calcium, vitamin $B_2$, vitamin A and iron were less than 75% of Korean RDA, whereas more than half of the subject, protein, vitamin C and phosphorus intake were more than 125% of RDA, and intake ratio of Ca and P showed an unbalance of 1 : 2. The animal protein intake was higher than the plant protein, whereas the animal vitamin A and iron intake were lower than vegetable food source. In 2001-2004, the index of nutritional quality (INQ) of vitamin $B_2$ and niacin was 0.56-0.98, and in 2003, the INQs of vitamin $B_2$ was 0.56, and that of niacin was 0.67, which was extremely low when compared to that of the other nutrients. Therefore, nutritional education is necessary if female university students are to practice optimal nutrition, including well-balanced diets of high nutritional quality.

• Korean Journal of Human Ecology
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• v.11 no.2
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• pp.211-222
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• 2002

The study was performed to investigate the dietary behaviors and attitudes toward the lesson of Food and Nutrition in Home Economics course among middle school students in rural area. The participants of the study were 647 second-grade students in a middle school in Geumsan-gun, Chungcheongnam-do. The main nutrition problems of the students were found to be deviated food-intake habits and irregular meal time. Twenty six percent of female students and 14.8% of male students skipped breakfast. Seventy three percent of the total students have a tendency of food aversions. The food groups they dislike most were vegetables and pulses. They answered they got nutrition information mostly from the class at school. Their favorite topic in the lesson of Food and Nutrition was cooking. Some students did not like Food and Nutrition because it requires too much memorization. Teaching methods they liked were lecture, discussion, and audio-visual presentation. Although 81.7% of the students thought that the lesson of Food and Nutrition was useful, only 17.1% of the students practiced what they learned from the lesson. These results confirm that nutrition education in middle school is essential to the students in rural area and that it is needed to find an effective teaching method and materials for them to change positively their food behaviors at daily life.

• Journal of The Korean Society of Integrative Medicine
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• v.4 no.2
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• pp.109-120
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• 2016

Purpose : This study surveyed the relationship between the dietetic behaviors of high school students and nutrition information available from mass media thereby suggesting the way of improving the dietetic health promotion of adolescents. Method : This study surveyed coeducational high school students in S region. 220 questionnaires have been collected and analyzed, which is statistically significant as in other previous studies. The survey lasted for one month, March 14 through April 14 in 2016. The statistical analysis was performed by using the windows version 21.0 of SPSS. Primarily, the frequency analysis and descriptive statistics was carried out on the general information, the usage and confidence of mass media, and the diabetic behaviors of respondents. t-Test and One-way ANOVA were adopted to clarity the mass media usage and diabetic behaviors of respondents for general characteristics. Result : The statistical analysis on the diet usage of mass media among high school students shows that famous restaurants(Response rate 51%) and diet control(20%) are highly evaluated, but disease prevention(15%) is low. Regarding the dietetic information acquisition, the mass media including TV, radio, and Internet appear as main information carriages (p<.001). The confidence in mass media are analyzed in the relation with 10 dietetic behaviors, and 4 items(meal amount: p<.011, vegetable intake: p<.005, protein intake: p<.003) are inversely related to the mass media, which means regular intake party is less dependent of the exterior information. The seaweed(p<.017) intake is statistically significant in confidence level. Conclusion : To increase the interest and the health promotion of students, the dietetic information need to be offered in mass media and education course.

• Journal of architectural history
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• v.7 no.3 s.16
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• pp.151-170
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• 1998

This study is about Le Corbusier's early years of loarning and training at La Chaux-de-Fonds. It is an attempt to show how Le Corbusier's groundwork was laid which characterize his work throughout the life. Charles Edouard Jeanneret was trained as a watch engraver and wished to be a painter. C. L'Eplattenier was to play a decisive role in shaping the young introspective boy's future. He encouraged Jeanneret's habit of the close study and observation of nature. Jeanneret was not the product of an established school, but instead made the unusual choice of educating himself. He found two indispensible sources of inspiration in study the past and in contemplating nature. His four years of self-education consisted of extensive reading, summer travels and winter layovers in larger cities-Vienna, Paris, Berlin-while sketching in museums or apprenticing local architects-Pellet, Behrens-. All these impressions then blended together to become part of a comprehensive source book of knowledge and imagination of the later Le Corbusier. A largely self-taught man, he never stopped making notes, drawing and writing, always aspiring to a clearer understanding of the meaning and underlying principles of objects and architecture. Jeanneret's five villas in La Chaux-de-Fonds are barometers which show the sequences of his development and change as an architect. In 1917, being thirty, he uprooted himself from his hometown to get a wider range of opportunities and moved to Paris. By that time Jeanneret was almost ready to blossom into Le Corbusier It was during this formative years of his life that Le Corbusier established the working method, mind-set and philosophical basis that determined the course of an architect in the making.