• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.260-268
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• 2022

The article considers the training, competitiveness of specialists, professional mobility, professionalism and competence of specialists in the context of distance learning. The advantages of distance learning are shown. The characteristic features of distance learning in the preparation of students and in the implementation of these technologies in the educational process of higher educational institutions are determined. Competitiveness, professional mobility, professionalism and competence of a specialist are qualities that determine a person's life and work success. Professional mobility is interpreted as a systemic quality of a specialist's personality, which includes a whole range of knowledge, skills, abilities, personal qualities, value orientations, and so on. The vision of mobility of specialists by foreign scientists is presented. It is noted that the classification of professional mobility presented in the article makes it possible to organize various movements from a single position, to present them as separate manifestations of the general process of professional and pedagogical mobility, to determine which type of mobility ensures the performance of certain social functions. It was found that mobility can be differentiated into differentiated and intergeneration. According to the subject, individual and group mobility are distinguished; according to the direction - internal and external. The classification of employees according to their attitude to mobility is shown, which can be divided into the following groups: actually mobile; potentially mobile; actually stable; potentially stable.

• (The) Korean Journal of Educational Psychology
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• v.31 no.4
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• pp.745-766
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• 2017

Students' creative ability has become the one of important educational goals recently. Beliefs that students can grow intellectually is a key principle in creativity education. In recently, researchers have focused on learners' failure as a way for promoting creativity in schools. They start look into the ways in which learning failures are connected to creativity. Recent studies such as Kapur(2008) demonstrated that learners' failure experiences enable students to create novel solutions to solve problems to go beyond memorizing facts or knowledge. This paper discussed strategies that students or teachers can utilize learning failures to produce positive educational outcomes and also suggested some caveats when learning failures are introduced to a classroom. Specifically, learners should avoid any pre-existing frames of thoughts to create new alternatives to solve problems. Second, teachers or students should be allowed to explore content areas freely without having any risks of academic punishment. In addition, this paper also discussed possible negative results of early experiencing learning failures regards to negative emotion. Especially, experiencing continuous failures can bring students to learned helplessness. This paper discussed how to avoid this negative consequences. Related with negative emotional effects of failures, teacher or students should be careful in the earlier stage of learning processes to avoid learning failures. Lastly, this paper also suggested that minimizing fears related with learning failures and promoting failure tolerance so that students have motivation to overcome learning failures.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.248-254
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• 2022

Educational innovations are first created, improved or applied educational, didactic, educative, and managerial systems and their components that significantly improve the results of educational activities. The development of pedagogical technology in the global educational space is conventionally divided into three stages. The role of innovative technologies in Higher School practice is substantiated. Factors of effectiveness of the educational process are highlighted. Technology is defined as a phenomenon and its importance is emphasized, it is indicated that it is a component of human history, a form of expression of intelligence focused on solving important problems of being, a synthesis of the mind and human abilities. The most frequently used technologies in practice are classified. Among the priority educational innovations in higher education institutions, the following are highlighted. Introduction of modular training and a rating system for knowledge control (credit-modular system) into the educational process; distance learning system; computerization of libraries using electronic catalog programs and the creation of a fund of electronic educational and methodological materials; electronic system for managing the activities of an educational institution and the educational process. In the educational process, various innovative pedagogical methods are successfully used, the basis of which is interactivity and maximum proximity to the real professional activity of the future specialist. There are simulation technologies (game and discussion forms of organization); technology "case method" (maximum proximity to reality); video training methodology (maximum proximity to reality); computer modeling; interactive technologies; technologies of collective and group training; situational modeling technologies; technologies for working out discussion issues; project technology; Information Technologies; technologies of differentiated training; text-centric training technology and others.

• The Korean Journal of Emergency Medical Services
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• v.7 no.1
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• pp.5-28
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• 2003

The purpose of this study which was conducted by framing of standardized advanced emergency care instructor qualification course outline and training competent instructor Course development based on following educational principle and it would be expected more improved aspect. Advanced Emergency care Instructor Qualification Course Development (1) based on advanced emergency care instructor job analysis and paramedic job description. (2) Learning of emergency care instructor qualification course is continuous. It is important to begin at the learner's level of knowledge and to relate new learning to information the learner needs. (3) Learning of emergency care instructor qualification course is purposeful and must make sense to the learner. Progress in learning must make sense to the learner. Progress in learning must be constantly appraised through feedback. The purpose of learning BLS information and skills must be kept in sharp focus. (4) Learning involves as many senses as possible. The more stimulating a learner activity is to the senses, the longer the information will be retained. Conservative figures indicate that 75% of what is heard is for-gotten after 2 days. It has been said that learners remember (5) Learning activities must be appropriate for the emergency situation through the PBL educational method. In BLS lecture skill learning, the greatest proportion of class time should be spent in manikin practice, using performance sheets as a learning tool or guide. (6) Learning must be stimulating. Instructors can motivate learners by helping them achieve higher levels of proficiency and encouraging other levels of course completion, such as instructor and instructor trainer. (7) Learning is affected by the physical and social environment. The physical environment should be conducive to both the kind of learning taking place and the activities used for learning. Advanced emergency care instructor qualification course organized educational psychology, educational methodology I,II,III, educational material making skill, lecture & conversational skill, BLS theory & pratice lecture skill, minic lecture designed PBL module. test of minic lecture & pratice lecture skill. Advanced emergency care instructor qualification course continued to active instructor training and motivated to active EMS system.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.801-818
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• 2013

This paper focuses on a differentiation strategy to improve educational competitiveness of education department. The reason is that education department stand now on the brink of a precipice because of low employment rate. For this, I researched on 'employment rate' and 'curriculum nature' of educational technology department of YW university and A university, lifelong education department of S university and D university, educational psychology department of SW university which are all related to pedagogy relation department recording relatively high-employment rate. Through the date, I'd like to emphasize that competitiveness of education department depends on a differentiation strategy and that strategy must be based on the influence of education with the consideration of obligation and characterization. And we find that a influence of education can be demonstrated in two aspects : a rational scheme's side and lively culture's side. In the rational scheme aspects, diversification and specialization of curriculum content considering department characteristics and curriculum management including mentoring and sense of realism are emphasized. On the side of culture scheme, positive involvement of members, outlook on the world defined by the concepts like challenge and passion to the future, a sense of community. These discussions will be a guide role on the future researches which focuses on improving competitiveness of education department.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.17-40
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• 2014

The aims of this study were three-fold; to analyze the trends of research on children's media, to anticipate any transitions in the direction of the research and finally to provide a guidance for future directions in the research. For this purpose, 55 research papers were chosen. The tool used for this analysis was that developed by Meyrowitz(1998; 1999), which classifies(1998, 1999) three main viewpoints towards media. Based on these three viewpoints, this study found that the most common category is 'media as a vessel.' Furthermore, it was verified that some studies in 'media as a vessel' have a tendency to be mixed with the notion of 'media as a language.' Subsequently, all the research papers in the category of 'media as a language' were subcategorized into 6 digital literacy competencies, in the manner proposed by Hobbs(2010). Consequently, the studies in the category of 'creation' were revealed to be the most common, and it was further confirmed that the research included in the categories of 'reflection' and 'social action' both begins to partially appear. Based on these results, this study speculates on a number of educational points supporting the development of media education in the digital era.

• The Journal of the Korea Contents Association
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• v.5 no.5
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• pp.273-280
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• 2005

Teaching-learning activities in a school class is influenced by the development of a information science in the 21 century. Recently, the instruction in a school class use a multimedia teaching-learning contents chiefly. A great number of teachers don't recognize a foundation of the effects on teaching-learning contents utilizing multimedia. In this paper, I propose to analyze and verify the foundation of effects on cognitive psychology of multimedia teaching-learning contents. The principal method of this study is to synthesize and analyze researches of scholars or literature study largely. In this paper, the foundations of effects on multimedia teaching-learning contents are following: the dual encoding of information process, the skill on direction and speed-regulation of learning, and the others educational strength. The theoretical conviction in multimedia teaching-learning contents is operated as the confidence of education contents & media utilized by teachers and learners, and is anticipated as the growth of the quantitative and qualitative learning activities.

• Korean Security Journal
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• no.16
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• pp.305-319
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• 2008

There are always possibilities for conflicts among individuals, between individuals and groups, and among groups because of the complex and diverse nature of contemporary society. Some form of bodyguard is required to protect oneself from this constant possibility of conflicts and thus the concept of security was developed to meet the needs of one's safety. Furthermore, the increase in the number of crime and intellectual crimes now threatens not only the people with power, fortune, reputation but also all citizens. Meeting the need for safety became a challenging task for the world and a security-related industry as well as security-related careers were born. Therefore, schools and security institutions must provide education and training to nurture morality and stable psychological condition for their students/trainees. In order to offer them such working and educational environments, utilizing the sixth-sense the five senses is recommended and it is called security psychology training. This study identifies the psychology, the five senses, and the sixth sense of bodyguards while on duty and explores the training and education contents to utilize the sixth sense.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.209-216
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• 2022

The modern development of higher education in Ukraine is the result of two main factors. One of them - the factor of social progress - reflects the transformations inherent in modern Ukrainian society. These include, first of all, the processes of democratization and the development of civic responsibility. European the choice of Ukraine, the integration of our state into the European space determine accordingly, the second factor influencing the development of domestic higher education - the trends that guide the progress of the European Higher Education Area (European Higher Education Area (hereinafter - EHEA) and the European Research Area Research Area, hereinafter - ERA). The strategy of information support of the educational process (approved by the European Commission in 2010) recognizes the leading role of higher education as a driver of social progress, accordingly states the priority - the development of free economic education and identifies indicators of such progress - the achievement and international attractiveness of European free economic education. The information support of modernization challenges in higher education are aimed at the educational process, the leadership position of students, in particular through promotion and implementation of leading achievements and best practices in the context of globalization.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.421-442
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• 2018

This study aimed to explore the constructs of the characteristics of at-risk learners with diverse educational needs in the blind spots of education, in order to understand them comprehensively and detect them early in schools. Participants were 156 elementary, middle, and high school teachers who filled out a semi-structured questionnaire consisting of open questions about their implicit knowledge of the characteristics of at-risk learners in the blind spots of education. Qualitative data were analyzed using a modified consensual qualitative research method. The main findings of this study are as follows. First, five domains and 16 categories were derived as the main constructs of the characteristics of learners in the blind spots of education. Second, the most listed of the five domains was the "domain of low learning and cognition," whereas the least listed domain was the "everyday life domain." Finally, deficiencies of interpersonal skills and interactive communications and categories related to family structure and functions frequently appeared among the 16 categories. Based on these results, implications and potentials for follow-up studies were further discussed.