• Proceedings of the Korean Operations and Management Science Society Conference
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• 2004.10a
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• pp.323-326
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• 2004

In recent years, domestic e-learning market has made rapid progress in its quality and quantity with the astonishing rate growth of internet. Although educational Websites are replacing the traditional second level education market, many of those Websites' contents have poor or unknown quality. To build an effective educational Website, it is essential to have clear evaluation criteria. Therefore, this study aims to examine what evaluation factors influence the satisfaction level of educational Websites for elementary school students. In conclusion, implications are discussed along with limitations and future research direction.

• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.353-380
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• 2009

The significant reason for studying computer science lies in the efficient resolution of various problems which can arise in actual life. Consequently, algorithm education is very important in the computer science and plays a great part in helping to enhance the creative ability to solve problems and to improve the programming ability. However, the current algorithm education at an computer science educational institute for the gifted has inadequate systematic quality and is only treated as a part of programming education. From this perspective, this paper carried out following studies in order to design the algorithm education for elementary computer science prodigies. First, the core educational contents was selected by extracting the common elements from existing books related to algorithm education, common study contents on algorithm lesson websites and the study area of ACM's computer algorithm. Second, using the development criteria and selected educational contents, the educational theme for the If weeks load was set. Additionally, the algorithm educational contents were designed for the elementary computer science prodigy based on such theme. Third, the activity site for the use of prodigy educational institute was developed with the background in the educational contents for the elementary computer science prodigy. Fourth, the Delphi analysis technique was used to verify the appropriateness of contents and activity site developed in this paper. It was carried out in 2 separate processes where the first process verified the design of educational contents, and the second process verified the appropriateness of developed activity site.

• Journal of Nutrition and Health
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• v.57 no.3
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• pp.349-364
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• 2024

Purpose: This study used the Analytic Hierarchy Process to evaluate the relative importance of the factors that school nutrition teachers and dietitians consider during menu planning for school foodservices across various educational levels. Methods: An online survey was conducted from December 2023 to January 2024. The hierarchical structure for school foodservice menu management was developed through content analysis, consisting of five high-level categories and 3-4 low-level factors. Questionnaires were distributed to 395 nutrition teachers and dietitians from kindergarten, elementary, middle, and high schools nationwide. One hundred and sixty-six responses were received, resulting in a 42.0% return rate. These responses were analyzed using Microsoft Excel and SPSS Statistics. Results: The most commonly referenced sources for school foodservice menu planning were 'menus obtained from websites' (19.4%). The most significant challenge encountered was 'incorporating students' preferences' (18.6%). In the hierarchy of categories considered for school foodservice menu management, 'employees and facilities' ranked highest (0.2347), followed by 'preference' (0.2312), 'nutrition balance' (0.2027), 'cooking process' (0.1726), and 'food materials' (0.1588). Within each category, the top-ranked factors were 'employees' cooking skills' (0.3759), 'students' preferences' (0.4310), 'dietary reference intakes' (0.4968), 'foodservice hygiene' (0.4374), and 'food costs' (0.4213). The study also compared the relative importance of factors according to the educational levels, and the top-ranked factors were the same across all educational levels. In particular, 'students' preferences', 'dietary reference intake', and 'food costs' aligned with the top three challenges in school foodservice menu planning. Conclusion: Enhancing working conditions for school foodservice employees and developing menu planning methods that accommodate students' preferences are necessary. These findings will provide foundational data for future school foodservice menu management strategies.