• Journal of Digital Convergence
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• v.17 no.12
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• pp.1-11
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• 2019

The purpose of this study is to investigate factors influencing educational performance and mediating effects of learning presence in the university flipped learning classroom. For achieving this purpose, self-regulation, learning presence, and collaborative preference were selected as learner variables, and perceived academic achievement and learning engagement were selected as variables for educational performance. To investigate causal relationships among the variables, 39 university students who took 16 week course flipped-learning class participated self-reported survey. Collected data were analyzed by multiple regression and mediation analyses. The results were as follows: first, learning presence and self-regulation affected learning engagement, and moreover, the learning presence mediated between self-regulation and learning engagement. Second, only learning presence affected perceived academic achievement. Therefore, various strategies for effective flipped learning should be considered, and well-designed classroom activities that can promote learners self-regulation, learning presence, and learning engagement are needed to successful flipped learning.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.93-102
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• 2007

The present study is to investigate the elements of e-learning strategies affecting the levels of participation, achievement and satisfaction for learners who participated in the university blended learning environment. For this, 58 subjects were recruited who participated in the blended learning class at K university. E-learning strategies, achievement and satisfaction levels were measured for data collection, and the level of participation was measured by analyzing the LMS log-in database. For data analysis, first, means and standard deviation were computed to find the level of e-learning strategies of the subjects. Second, linear regression analysis was conducted to find the e-learning strategies that could estimate the levels of achievement, participation and satisfaction. As a result, variables to estimate the achievement level included time management strategy and overload management strategy. Variables to estimate the participation level included self-directed strategy, time management strategy and overload management strategy. Finally, variables to estimate the satisfaction level included multiple discussion management strategy, asynchronous management strategy and sociality. Based on these estimated variables, the author suggested some ideas to increase the educational effectiveness.

• Journal of The Korean Association of Information Education
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• v.1 no.1
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• pp.92-101
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• 1997

There has been increasing demand of hypermedia as computing and educational environment change. Most authoring tools developed recently have various built-in functions., but they are not enough to create hypermedia program or easy to learn. Even though teachers might try to develop hypermedia program with existing authoring tools, they usually come to face with the difficulties of creating new nodes, adding new data, or keeping user's activity records. Therefore, this study investigated to present a prototype of Educational Hypermedia Editor that can be conveniently used in hypermedia programs. According to the theories of courseware design, instructional design, learning theory, and hypertext and hyperemia, design strategies for the study were selected. Based on the analysis of the characteristics of domestic authoring tools as well as foreign authoring tools, the Educational Hypermedia Editor that has authoring and executing mode was designed and developed. Because the Educational Hypermedia Editor was designed for information retrieval CAI(Computer Assisted Instruction) materials, it is expected that the Educational Hypermedia Editor will be extensively used in the urea of social science classes, investigation studies, and information processing studies.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1060-1074
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• 2010

In this study, we investigated teachers' experiences in teaching with the science museum as well as their confidence, their perceptions, educational needs, and their willingness to practice the instructions using science museum. A survey was administered to 225 elementary and secondary school teachers. The analyses of the results revealed that few teachers had training for the instructions using the science museum and not many teachers had experience in teaching with the science museum. Many teachers were also found to have low confidence in teaching with the science museum. Although the teachers had a relatively good understanding of the educational effects, nature and teaching strategies for the instructions using the science museum, they tended to apply the formal views on science teaching/learning to learning with the science museum. The levels of willingness to use the science museum in their instructions and educational needs of the instructions using the science museum were high. They wanted the information about practical aspects to use in the instructions using science museum most. Educational implications of these findings are discussed.

• The Korean Journal of Food And Nutrition
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• v.31 no.2
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• pp.284-292
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• 2018

This study was conducted to determine the elements that are required and that need improvement in the contents of dietary life education and the educational environment by analyzing the importance-satisfaction of a dietary life education program for dietary life education trainees. The results of the rank test for the satisfactory elements of dietary life education were in the order of competence of instructors, educational contents, time of education, educational environment and affordability of tuition. The importance-satisfaction analysis of the contents and construction of the dietary life education program showed that "suitable contents for the theme of the class", "contents and construction of practice class", "diversity of practice menu" and "diversity of educational contents" had high importance and satisfaction scores and therefore, could be maintained at their current levels. Meanwhile, "adequacy of class time" and "contents and construction of theory class" showed low importance and satisfaction scores, requiring a little effort. Whereas, "time and construction of group practice", "structure of textbook for class" and "duration of course and number of classes" showed relatively low satisfaction compared to importance, requiring major efforts for improvement. Similarly, analysis of the lecture element from dietary life education showed that "professional lecture by instructors", "lectures suitable for themes" and "lecture applicable in real life" had relatively low satisfaction compared to importance, requiring major efforts for improvement. In addition, analysis of the educational environment from dietary life education showed that "adequacy of lecture room space", "cooking equipment", "diversity of cooking utensils" and "sanitary condition of cooking utensils" also require major efforts for improvement. Therefore, dietary life education should not be executed with a simple delivery of knowledge but with both theory and practice classes to increase its application in real life, and active and specific efforts are required to nurture professional instructors and establish educational strategies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7474-7484
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• 2015

This study was conducted by implementing a structural analysis regarding adult learners' learning outcomes and their affecting factors in the lifelong educational institutions in Daejeon area with 960 adult learners. Research result was as following. First, learner and educational characteristics were confirmed to have an indirect impact on learning outcomes, which were mediated by learning satisfaction and commitment. Second, adult learner's characteristics directly influenced to learning commitment and satisfaction as well as educational institutions did. Third, learning commitment also directly affected learning satisfaction and outcomes. Fourth, learning satisfaction had a strong influence on learning outcomes. By all accounts, learning outcomes was directly influenced by learner, educational characteristics, and learning satisfaction. In addition, learning outcomes was indirectly impacted by mediating with learning satisfaction and commitment. Therefore, lifelong educational institutions should reinforce any strategies in order to enhance learning outcomes such as developing and providing more variable programs, making better class atmosphere and facility, positioning highly qualified teachers, and one-stop administration services.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7447-7455
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• 2015

This study was aimed to investigate disaster preparedness, core competencies and educational needs on disaster nursing of nursing students and to provide basic data needed for development of disaster nursing educational program. 254 nursing students enrolled in 3 college of nursing in D-city completed questionnaires. The data were collected from November 1, 2014 to November 30, 2014. The average level of core competencies on disaster nursing was 2.76 out of 5 points, which was moderate for the core competencies on disaster nursing. Disaster preparedness was 2.14 out of 5 points, suggesting that they are generally not well prepared for disaster. Factors affecting core competencies on disaster nursing were disaster preparedness, educational needs, grade, and experience of disaster education. It is necessary to develop disaster nursing educational program to reflect the needs of the field in Korea. And Nurse educator needs to develop strategies to prepare their students for disasters. Further research is needed to adequately address this issue.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.25-34
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• 2022

Today, further education of adults in the UK is one of the developing areas of continuing education. The Open University with distance learning, in the process of which innovative forms and methods based on computer and telecommunication technologies are used, is particularly successful in the organization of additional education of the adult population. The advantages of distance learning, multimedia - the latest information technologies, which provide the combination of graphic images, video, sound with the help of modern computer tools, are noted. The basic principles and forms underlying the technologies and forms of work with the elderly are defined. The international experience of implementing "Universities of the Third Age" is summarized. The most widespread approach in adult education in Great Britain is informational. The use of computer technologies motivates a new paradigm in educational methods and strategies, which requires new approaches, forms of learning, and innovative ways of delivering educational materials to adult learners. Information technologies have gained great popularity in such activities as distance learning, online learning, assistance in the education management system, development of programs and virtual textbooks in various subjects, online search for information for the educational process, computer testing of students' knowledge, creation of electronic libraries, formation of a single scientific electronic environment, publication of virtual magazines and newspapers on pedagogical topics, teleconferences, expansion of international cooperation in the field of Internet education. The information technology of synchronous distance learning "online" has gained considerable popularity in the educational process today. A promising direction is the use of multimedia technologies in educational activities to create a design of a virtual computer environment by decoding audiovisual information.

• Journal of Science Education
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• v.33 no.1
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• pp.122-132
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• 2009

This study aimed at designing an effective earth science instruction which would help to improve students' scientific creativity using the questioning strategies. The developed questioning strategies were applied to 153 students of $10^{th}{\sim}11^{th}$ grades from March, 2004 to February, 2006. The Reaction Evaluation of Educational Program was used for students' reponses on these questioning strategies. And the Creativity Test developed by the Korea Institute for Aptitude Test was used for the changes of students' scientific creativity. The students responded that these questioning strategies improved students' scientific creativity, and those did not promoted interaction between the teacher and the students. After implementing these questioning strategies, students' analogical ability of language was evaluated the largest score among the 6 categories of scientific creativity. The survey about students' scientific creativity showed that there are meaningful differences between before and after implementing these questioning strategies : analogical ability of figure, analogical ability of language, reading comprehension ability.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.649-655
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• 2020

This study determined effective educational strategies by investigating and analyzing the related educational demands for SMEs (small and medium-sized enterprises) in the 4th Industrial Revolution based area of smart farms. In order to derive the approprate educational strategies, Importance-Performance Analysis (IPA) and Borich's Needs Assessment Model were conducted based on the smart farm technological field. As a result, the education demand survey showed high demand for production systems and intelligent farm machinery. In detail, Borich's analysis showed the need for pest prevention and diagnosis technology (8.03), network and analysis SW linkage technology (7.83), and intelligent farm worker-agricultural power system-electric energy hybrid technology (7.43). In contrast, smart plant factories (4.09), lighting technology for growth control (4.46) and structure construction technology (4.62) showed low demands. Based on this, the IPA portfolio shows that the network and analysis SW linkage technology and the CAN-based complex center are urgently needed. However, the technology that has already been developed, such as smart factory platform development, growth control lighting technology and structure construction technology, was oversized. Based on these results, it is possible to strategically suggest the customized training programs for industrial sectors of SMEs that reflect the needs for efficiently operating smart farms. This study also provides effective ways to operate the relevant training programs.