• Culinary science and hospitality research
• /
• v.23 no.7
• /
• pp.194-203
• /
• 2017

The data collection and questionnaire survey were conducted from July 1, 2016, to August 30, 2016, and the final analysis was conducted with 273 copies. The collected data were analyzed using SPSS (V 23.0) and AMOS (V 21.0) programs. In order to identify the characteristics of the respondents, the frequency analysis was performed, and the reliability analysis and confirmatory factor analysis were performed for each measurement item. The conceptual reliability (CR) and standard variance extraction (AVE) values were calculated to verify the validity. Correlation analysis was conducted to measure the associations among the derived factors. For the hypothesis test, a structural equation modeling was used to test the jointness and organic causality of the whole model. In addition, an alternative model with a nested relationship with the basic model was set up to test the adjustment effect of the learner's educational environment on the educational satisfaction and behavioral intention. The purpose of the study was to examine the effect of educational environment on the educational satisfaction and behavioral intention of students at a cooking education institute in Busan. The implication of this study is that the operators of educational institutions should recognize the human factors as important means of marketing for the activation of cooking education and select instructors by applying more systematic and objective criteria when hiring instructors. Also, consideration should be given to support programs such as training programs and incentives to develop instructor's abilities. In addition, the positive educational outcomes of students may have a positive impact on financial performance, such as livelihood of other students and sales of educational institutions.

• International Journal of Computer Science & Network Security
• /
• v.22 no.3
• /
• pp.245-251
• /
• 2022

In the context of the pandemic, educational institutions had to ensure an instant transition to remote technological models of communication within the new conditions of the educational environment. The purpose of the academic paper lies in determining the role of the communicative model of educational transformations in the realities of (post) modernity. The research methodology is based on a survey of 120 students from 10 higher educational institutions (HEIs) of Ukraine through an online form regarding the importance of live communication during a pandemic. Results. The communicative model changed significantly during the pandemic - the interaction was mainly due to technologies. The research has identified four communication models of educational transformations under the conditions of the pandemic, depending on learning models. The first traditional model of distance learning involves distance learning; the second model involves contact remote training using remote educational technologies; the third model is blended learning, which combines remote and traditional learning formats, synchronous and asynchronous modes of interaction; the fourth model is traditional contact training. The empirical study of the effectiveness of communication models proves that live communication remains extremely important for learning and understanding of educational materials by students, and technology has provided support for such communication. Along with this, seminars and video lectures with presentations combining live communication and communication technologies are as important as digital learning tools. The most effective teaching method for mastering and memorizing educational material was a live dialogue with a teacher at seminars in ZOOM, followed by individual written assignments on the studied topic.

• Women's Health Nursing
• /
• v.17 no.2
• /
• pp.169-177
• /
• 2011

Purpose: This study was to compare social support and depression by gender, to investigate related factors, and to inquire effect of social support on depression by gender. Methods: This study analyzed raw data from a project funded by Jeju Province. The data were collected through home visit interview from 750 households which were selected by using randomized cluster sampling method. CES-D and MOS SSS were used for measuring depression and social support. Data obtained from 896 adults were analyzed using t-test, $x^2$ test and hierarchical regression. Results: There was no significant difference of depression prevalence, presenting 15.2% for men and 14.5% for women. The related factors were marital status, educational level, and socioeconomic status for men and only socioeconomic status for women. The result of hierarchical regression presented that social support was significant on depression, showing increase of $R^2$ from .151 to .328 when adding social support to other variables for men, increase of $R^2$ from .058 to .192 for women. Conclusion: The social support was an influential factor on depression both men and women, the development of strategies considering risk population by gender for enhancing social support to prevent and to manage depression was suggested.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.4
• /
• pp.23-31
• /
• 2024

The purpose of this study is to present the direction of teacher training to the future society by analyzing the key directions for teacher training announced by the Teacher Education and Training Department of the Ministry of Education for the past three years (2021, 2022, and 2023). The research results are as follows. First, there has been no change in the background for teacher training over the past three years. The background for the promotion of teacher training over the past three years is to increase teacher expertise, respond to the future environment, improve the quality of teacher training, and secure momentum for educational policy. The details of the background for the promotion have also remained unchanged over the past three years. Second, the teacher training vision for the past three years is innovation in the teacher training system. To this end, the vision is to lead changes in the future educational environment in 2021, to lead future public education in 2022, and to provide customized educational support for individual students in 2023. In terms of training goals, in 2021, the goal is to continuously develop professionalism appropriate for the life stage of teachers and enhance teacher core competencies suitable for the future educational environment, and in 2022, to strengthen teacher capabilities appropriate for the future education system and secure social trust through enhancing teacher training. In 2023, the focus is on changing classroom teaching through strengthening teacher capabilities suitable for the future education system and improving teacher training. There are three main directions for teacher training over the past three years. First, customized training support, second, strengthening the future training system, and third, improving teacher training. These three are all similar over the past three years. In conclusion, there has been no significant change in the direction of teacher training over the past three years.

• Journal of Digital Convergence
• /
• v.18 no.11
• /
• pp.31-41
• /
• 2020

This study analyzed parents' school satisfaction longitudinally using data from the 1st, 3rd, and 5th wave data of the Korea Education Longitudinal Study(KELS)2013. The subjects of analysis are parents who responded without dropping out in the first, third and fifth panel of the KELS2013, and 4,227 cases that had no missing values in the variables were selected for the sample to input for analysis of the latent growth modeling(LGM). As a result, it is confirmed that the parents' education, educational support, and children's academic achievement have a positive effect on the parents' school satisfaction. But the parents' educational view and education cost have a negative effect on that. The results of this study are expected to be important information to help enhance the primary function of the school.

• Hwankyungkyoyuk
• /
• v.22 no.4
• /
• pp.66-80
• /
• 2009

While global warming and climate change have been issues with global implications for ecology and nature as well as for the economy, politics and social sector, Korean's climate change awareness has been reported to be low. This phenomenon can be attributed to the fact that there is neither a systematic and continuous educational program for climate change nor a system to implement and support it. Although environmental education traditionally has not been a center of focus in most schools, the move towards "green growth" in national policies are slowly influencing school education as well. Throughout the year 2009, Green Suncheon 21 has offered a program called 'Suncheon Climate School' designed for elementary schools and regional centers for underprivileged children. Program instructors were sent to schools and centers that requested such climate change education. The aim of this study is to evaluate the success of the program and to provide feedback on its impacts. According to the study, students' interests in climate change have increased after the climate change education, and students found the lectures to be informative and interesting. Students said that they became more aware of the serious consequences of global warming and climate change and found that such education is beneficial and should be available to a wider population. This study suggests that first, school teachers should be aware of climate change and support such educational programs to be a part of the regular curriculum. Second, the content and the level of the program should be designed in consideration of the corresponding school curriculum to make the subject relevant and accessible to students.

• Journal of Korea Game Society
• /
• v.18 no.3
• /
• pp.49-60
• /
• 2018

In many countries, recently computer programming eduction has become mandatory for K-12 students. Generally since programming is difficult for K-12 students to learn, a lot of previous works have been published in which the study motivation and class satisfaction increased when game programming was applied to programming classes. We investigated a research in which we used game programming in the programming classes for middle-school students, and analyzed educational effects. In this paper, we described the specification of the games and our class model that were applied in the research. Also, we analyzed changes made to computation thinking abilities, creative thinking abilities, and perceived support for programming after the programming classes. As a result, it was found that those abilities and the perceived support were increased. Additionally, we applied Havruta learning, a kind of paired learning, in the programming class, and have known that it increased the educational outcome with respect to the traditional method.

• Journal of Practical Engineering Education
• /
• v.13 no.3
• /
• pp.443-451
• /
• 2021

Most universities are attempting educational innovation through multidisciplinary approaches, such as interdisciplinary programs and convergent majors, to nurture convergent talents in the era of the 4th Industrial Revolution. The purpose of this study is to identify the priorities of the educational needs of students who complete the interdisciplinary program and to find its effective operation plan. For this purpose, research was conducted to search for the university-level support required to vitalize the interdisciplinary program by doing focus group interviews with students who have participated in the interdisciplinary program. And the final priority was derived by applying the t-test, Borich's need assessment model, and The Locus for Focus Model, using online research. As a result of the analysis, 'formation and operation of dedicated organizations' and 'dedicated classrooms and practice rooms' were deduced as factors to be considered as a top priority, 'curriculum specialization,' 'interdisciplinary program scholarship support,' 'interdisciplinary program promotion,' and 'assignment of dedicated teaching assistants' were derived as secondary consideration factors. Based on these research results, a plan of vitalizing the educational needs for the interdisciplinary program at university and its implications were suggested.

• Journal of Practical Engineering Education
• /
• v.14 no.1
• /
• pp.85-90
• /
• 2022

This study aims to analyze the differences in major satisfaction among college students by gender and university type(public, private), and what are the college education service factors that affect major satisfaction. Using data from the Korean Children & Youth Panel Survey, a total of 1,220 students' data were analyzed using SPSS 23, and descriptive statistics, t-test, and multiple regression analysis were performed. As a result of the study, first, there was no significant difference in major satisfaction by gender or university type. Second, it was found that the service factors of university education had a significant influence on major satisfaction in the order of curriculum, educational content, student support system, and faculty and educational facilities had no significant effect on major satisfaction. Through this, in order to increase major satisfaction of college students, which is the competitiveness of the university, it is necessary to reorganize the curriculum and educational contents to improvement the quality of education and develop competence based on the needs of society and students.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.3
• /
• pp.33-41
• /
• 2022

This study is a qualitative study to identify the educational needs for home-based lung cancer patients receiving chemotherapy. The study participants were 20 patients with home-based lung cancer patients receiving chemotherapy at a university hospital at D city. Data collected through interviews from July 2016 to September 2017 were analyzed using Krippendorff's method. As a result, 3 categories, 9 themes, 19 sub-themes, and 54 meaningful statements were derived. The three categories of educational needs were 'psychological needs', 'knowledge needs', and 'social needs'. Home-based lung cancer patients receiving chemotherapy wanted to support prognosis and stress and receive accurate knowledge of side effects and information on social support systems through education. The results of this study are expected to be used as basic data for the development of educational intervention programs for home-based lung cancer patients receiving chemotherapy in the future.