• Journal of the Korean Institute of Educational Facilities
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• v.18 no.5
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• pp.43-50
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• 2011

There are emerging issues to update the educational environment for schools in terms of information and communication technology in order to provide customized programs to students as well as all participants relating to learning and teaching. The past year has been turbulent as the education facilities has changed and new procurement processes such as BTL have emerged. In this study, the feasibility analysis of ICT for the public educational environment is to analyse the current primary schools by means of collecting parent's opinion. In the web-site questionnaires, it was designed with 70 items such as teaching method, class organization, aptitude drill and educational community. As results, the statistical analysis is to propose the list of priority and orientation covering social agenda in the issue of ICT for education, the benefits schools can achieve by smart environment is to have the advanced learning services and solutions that represents parental engagement with identical local aims of interactive interface between their students and qualified teachers at a school. Both the national curriculum as well as the after-school program initiatives from the ministry of education, science and technology may reduce negative effects of private education so that the program has to be carefully developed for balanced education society revitalizing mutual communication within regional learning participants such as students, teachers and educational experts.

• Journal of Information Technology Applications and Management
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• v.13 no.3
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• pp.89-105
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• 2006

Information revolution shifted the meaning of education from traditional face-to-face education to technology integrated virtual one, namely cyber education. A new way of education, however, has not constituted its methodological standards either performance measurement scheme. The study probes the critical factors that influence students' achievement and satisfaction especially in the cyber education environment. Using hierarchical regression, important factors for students' achievement and satisfaction in the management education environment are presented. The results indicate that students' individual characteristics are relatively less influential for cyber education success. Rather, institutional supports including provision of in-depth interaction among students and with the instructor are more critical. We can infer that cyber education essentially requires three factors: in-depth interactions with instructor collaborative environment among peer students technical support from the institution.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.51-64
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• 2007

The purpose of this research is to study motivation of freshmen in Environmental Education Department for choosing their major, and their environmental awareness in overall. The subject for this research is twenty freshmen, majoring Environmental Education at Korea National University of Education in 2007, and methods of the research include survey through questionnaires, reviewing literature of the field, and conference with experts in Environmental Education. After the research, six freshmen's motivation for choosing Environmental Education as their major changed positively. Awareness of the environment in residential area changed somewhat negatively, while awareness of the nation's overall environment changed positively. Subjects' recognition for the need of Environmental Education was generally negative in both the first and second surveys whereas that of sustainable society changed more remarkably throughout the surveys. Most subject thought that the most important issue Environmental teachers should teach is proper attitudes towards and reasonable actions for the environment.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.19
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• pp.8051-8055
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• 2014

Background: A common genetic variant rs3757318, located in intron of C6orf97, was firstly identified to be associated with breast cancer (BC) risk by a genome-wide association (GWA) study. However, subsequent validation studies with different ethnicities have yielded conflicting results. Materials and Methods: We performed a meta-analysis to synthesize all available data for evaluating the precise effect of this variant on BC susceptibility. Results: A total of 8 articles containing 11 studies with 62,891 cases and 65,635 controls were included in this meta-analysis. When compared to the G allele, the rs3757318-A allele was significantly associated with BC risk with the pooled OR of 1.21 (95% CI=1.15 - 1.29, P<0.001) but with obvious between-study heterogeneity (P=0.040). Stratified analysis suggested that diversity of ethnicity along with control source may explain part of the heterogeneity. Similarly, significant associations were also identified in heterozygote, homozygote, dominant and recessive genetic models. Sensitivity and publication bias analyses indicated robust stability of our results. Conclusions: Our present meta-analysis demonstrated that the variant rs3757318 is associated with increased BC risk. Nevertheless, further studies are needed to clarify the underlying biological mechanisms.

• Knowledge Management Research
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• v.21 no.2
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• pp.119-135
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• 2020

Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.1
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• pp.21-28
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• 2011

It is important that architecture environment is recognized not physical space but an cultural property of the times. Accordingly, the movement to achieve the creative architecture culture that is to establish the cultural identity of the nation, to preserve a physical architecture environment in existence to utilize it has been tried for the promotion of the architecture culture. Especially, it is necessary to be accomplished a basic education to the architecture environment that is related closely with the national life for improving such the consideration. And, It is necessary to develop the educational program, the study method and the related teaching material etc. and to establish systematic implement plan at the same time so that the correct basic architecture education may work out. This study considers the importance and the meaning of the basic architecture education and examines the related overseas cases aiming at developing and activating the systematized education program. On the basis of these, I will make the frame of the basic architecture education that best suits our society is needed and try to find policy measures, then I will establish a firm foothold for pushing ahead the basic architecture education from now on.

• Hwankyungkyoyuk
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• v.5 no.1
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• pp.71-88
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• 1993

This study was conducted to develop and effective strategy for environmental education. At first, the environmental education strategy through personalization of environment was proposed. Then students in a middle school participated the program according to the strategy and its. effect was investigated. The strategy was designed in basis of the role of the limbic system in brain and involved field-oriented experience such as viewing the non-personal environment as the personal environment. Gokneung stream was selected as the site to conduct this environmental education. Students investigated water quality by senses and biological method. The same content was taught for the classroom group and simple outdoor group selected for the comparison by traditional instructional method. The pre- and post-test by the instrument to test environmental attitude, qualitative questionnaire, cognitive test, the pre- and post-interview were conducted to investigate the effect the program. The achievement of the classroom group(personalization group). But the change of the attitude toward environment of personalization group between pre- and post-test was significantly higher than the classroom group. In qualitative questionnaire and pre- and post-interviews, attitude toward environment differed between two group. The behavioral change to discover and to solve environmental problems was demonstrated in case the personalization group, but was unclear in the classroom group. These results indicated the environmental education strategy through personalization of environment was an effective strategy to change the awareness, attitude and behavior toward the environment compared with a traditional teaching strategy.

• Knowledge Management Research
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• v.9 no.4
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• pp.17-33
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• 2008

This study proposes University 2.0 as a model case of open, flexible, and distributed learning environment for higher education based on theoretical foundations and perspectives. As web 2.0 technologies emerge into the field of education, ways of generating and disseminating information and knowledge have been drastically changed. Professors are no longer the only source of knowledge. Students using internet often become prosumers of knowledge who search and access information through the web as well as publish their own knowledge using the web. A concept and framework of University 2.0 is introduced for implementing the new interactive learning paradigm with an open, flexible and distributed learning environment for higher education. University 2.0 incorporates online and offline learning environments with various educational media. Furthermore, it employs various learning strategies and integrates formal and informal learning through learning communities. Both instructors and students in University 2.0 environment are expected to be active knowledge generators as well as creative designers of their own learning and teaching.

• Bulletin of the Korean Chemical Society
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• v.35 no.6
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• pp.1841-1844
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• 2014

• Journal of Korean Elementary Science Education
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• v.32 no.2
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• pp.198-205
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• 2013

For assessing classroom environment, numerous instruments were developed and reported the survey results for science students in science education. In this study I translated Constructivist Learning Environment Scales (CLES) were into Korean versions for elementary school teachers, and measured the reliability. The subjects were randomly selected from three departments of an University of Education in a metropolitan city. All of them were 110 students, who would be elementary school teachers. According to the survey results, pre-service teachers for elementary school have recognized constructivistly for learning environments in an actual forms. In a scale of student negotiation they have most constructivistly recognized learning environment, and moderately in scales of relevance, uncertainty and critical view while they have seldom constructivistly recognized in a scale of shared control. Also Korean version CLES would be an reliable instruments for constructivist assessing learning environments.