• 한국정보컨버전스학회논문지
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• 제6권2호
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• pp.15-22
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• 2013

예비유아교사에게 SNS와 Community를 활용한 반복학습을 수업에 적용하여 강의만족도, 자기효능감, 수업이해도에 대한 효과성을 검증하였다. 대학교육현장에서 이루어지고 있는 교수자 주도적 전통적인 오프라인 강의에 SNS & Community를 활용한 반복학습 모형은 선행조직자를 통한 혼자 생각해보기, 수업도입 시 발표를 통한 함께 생각해보기, 수업종료 후 커뮤니티 활동을 통한 생각나누기로 나누어 적용하였다. 교수자가 수업이전 SNS를 발송으로 반복학습이 시작되지만 이후 학습자 스스로 자기주도적인 학습활동을 진행하게 된다. 이에 강의에 대한 만족도 증대 및 교육학에 대한 이해도가 높아졌으며 자기효능감에 긍정적인 영향을 미쳤다. 이에 기초수학능력이 필요한 전문대학 학습자들에게 교수자들이 활용할 수 있는 SNS와 Community를 활용한 수업방법을 제시하고자 한다.

• 정보관리학회지
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• 제35권4호
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• pp.195-222
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• 2018

본 연구에서는 사서교사가 제공해야 할 정보활용교육의 일부로서 저작권 교육 관련 자료를 새로 개발하였다. 그리고 Jigsaw 협동학습법을 적용하는 집단과 강의식 교수법을 적용하는 집단, 아무런 수업을 하지 않는 집단으로 나누어 수업을 진행하였다. 수업이 끝나고 교수법이 고등학생들의 저작권 지식 및 저작권 태도에 미치는 효과를 분석함으로써 보다 더 효과적인 저작권 수업 방식을 모색하려 하였다. 실험 결과 저작권 지식 부분에서는 Jigsaw 협동학습법이 가장 높은 교육적 효과를 보였으며 저작권 태도 부분에서는 Jigsaw 협동학습법이 실천적 태도 부분에서 강의식 교수법보다 더 높은 교육적 효과를 나타내었다.

• 한국비블리아학회지
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• 제34권4호
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• pp.5-27
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• 2023

가네는 효과적인 교수·학습을 위한 9가지의 교수사태-주의집중, 학습목표 제시, 선수학습능력 재생, 학습자료 제시, 학습지침 제공, 학생수행 요구, 피드백 제공, 성취행동 평가, 파지와 전이-를 제안하였다. 가네의 이론은 학생들의 참여를 높이고, 체계적으로 수업을 전개할 수 있기 때문에 여러 교과에서 널리 적용되고 있다. 본 연구의 목적은 가네의 교수사태 이론을 적용하여 중학교 '도서관과 정보생활' 교과의 학습지도안을 개발하고 그 효과를 검증하는데 목적이 있다. 연구절차는 다음과 같다. 중학교 '도서관과 정보생활'의 정보분석과 이해)을 가네의 교수사태이론을 적용하여 학습지도안을 개발하고 실제 수업을 진행한 후, 학생 평가, 동료교사 평가, 교수자 자기 평가를 실시하였다. 평가 결과를 바탕으로 학습지도안의 수정 및 개선 방안을 제시하였다.

• 한국문헌정보학회지
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• 제15권
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• pp.7-44
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• 1988

The purpose of this paper is to in vestigate a relative effectiveness of instruction among such three orienting methods as lecture, slide-tape and video-tape which the library of Duk Sung Women's University has applied for orienting the freshmen for the last three years. This research also carried out a sample survey by distributing uniform questinnaire to the three different groups of the students. Each group was oriented with lecture, slide-tape and Video-tape respectively. Finally, the empirical findings of this research are as follows: 1. All three orienting methods were useful for students to improve knowledge as to how to use the library, 2. There were a wide difference in effectiveness among three instructional methods, obviously, the slide-tape method was more effective in the orientation than the lecture method and, furthermore, the video-tape was more effective than the slide-tape one, Therefore, it seem safe to conclude that the media utilization effective in orientation program should be encouraged by the university libraries of Korea.

• 한국도서관정보학회지
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• 제32권4호
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• pp.419-447
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• 2001

이 연구는 Y대 도서관의 전자저널 컨소시엄 중 Academic Press의 2000년분 IDEAL 이용통계를 대상으로 인쇄본 병행구독 전자저널과 단독구독 전자저널의 전문 내려받기 수를 기준으로 그 이용현황을 평가하였으며, 평가결과를 대상으로 비용편익 및 효과를 분석해 보았다. 그 결과 Y대 도서관에서는 전자 저널로만 구독하는 것보다 인쇄본과 전자저널을 동시에 구독하는 병행구독 전자저널의 전문을 더 많이 이용한 것으로 나타났다. 또한 IDEAL의 비용편익을 분석한 결과, 편익은 거의 없는 것으로 나타난 반면에 비용효과는 매우 높은 것으로 분석되었다. 이 연구결과에 따라 전자저널을 구독해서 이용을 활성화할 수 있는 방법으로서 대학도서관들이 전자저널 구독대행사에 임시사용권을 요청하고, 전자저널에 대한 이용자교육, 다양한 이용통계의 분석, 이용자 만족도 조사를 실시할 것을 제언하였다.

• 실천공학교육논문지
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• 제16권2호
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• pp.143-150
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• 2024

With the development of AI, multimedia tools in education offer personalized learning environments, which foster individual competencies. This study aims to examine the effectiveness of smart education as perceived by learners through a case study of university writing classes utilizing multimedia learning tools, and to explore potential applications. To achieve this, a writing course incorporating various multimedia tools to promote interaction was designed and implemented over the course of one semester, targeting 42 university students. Through the semester, student reactions and survey results were analyzed to investigate the effects and satisfaction levels regarding the use of multimedia learning tools in writing instruction as perceived by students. The analysis revealed that multimedia-assisted writing classes effectively fostered learners' autonomy by focusing on individual needs, while also promoting interaction and encouraging spontaneous participation. Students reported recognizing the presence of diverse perspectives by comparing and communicating about each other's writing, leading to an expansion of their own thinking. In using ChatGPT, it was found that students attempted to refine their questions until they obtained the desired answers. They reported that this process deepened their understanding of the essence of the questions. These benefits led to results of high levels of students' active class engagement and satisfaction. This study contributes foundational and empirical data regarding the effectiveness and potential applications of learner-centered smart education as part of fourth industrial revolution integration research.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2006년도 춘계 종합학술대회 논문집
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• pp.246-250
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• 2006

디지털 콘텐츠 분야의 급속한 발전과 함께, 디자이너들에게 있어 다양한 미디어를 통해 구현되는 디지털 색채를 전문적으로 활용할 수 있는 능력이 요구되게 되었다. 따라서 본 연구의 목적은 이러한 색채 디자인 능력을 함양시킬 수 있는 새로운 디지털 색채 디자인 교육과정을 제안함에 있다. 본 연구에서는 전통적인 색채이론과 디지털 매체에 대한 이해를 기반으로, 다양한 디지털 색채 실습 기회를 제공하는 대학수준의 디지털 색채 디자인 교육내용을 개발하였다. 또한 면대면 교실 수업과 웹 기반 수업을 통합한 혼합학습(Blended Learning) 방식을 활용하여, 학습자와의 상호작용을 촉진시켜 보다 풍부한 색채 경험을 제공할 수 있는 교육방법을 제안하였다. 새로운 디지털 색채 교육과정을 두 차례의 대학 강의에 적용하여, 교육과정의 효율성을 검증하였다.

• 영어어문교육
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• 제12권4호
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• pp.185-210
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• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권1호
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• pp.13-22
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• 2020

The effectiveness of mathematics classroom teaching is directly affected by the teaching language. Comparing the teaching language of a novice teacher in algebra instruction with an expert teacher from the perspective of pragmatics, it comes to a conclusion that: both teachers attach great importance to the use of the teaching language, with the proportion of the teaching language time more than 50%; the novice teacher uses the affirmative language frequently, twice as often as the expert teacher; the declarative language the novice teacher uses in the exploration is mostly to repeat students' answer, which takes up a short time; the novice teacher uses the teaching language too much in the consolidation, which causes fewer opportunities for students to think. Then we get the following revelations: streamline the teaching language and control the time of the teaching language reasonably; make good use of the affirmative language to provide students hints and necessary time for thinking; avoid simple restatement of the student's answer and use the declarative language ingeniously to improve the feedback quality; use the teaching language appropriately to help students accumulate basic experience in mathematics activities.

• 한국보육지원학회지
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• 제15권4호
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• pp.59-81
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• 2019

Objective: The purpose of this study was to analyze the influence of early childhood science education instruction through the implementation of science teaching methods and science teaching attitudes of preschool teachers. Methods: This study was conducted on 52 female students in the early childhood education department of Early Childhood Science Education at G university in Gyeongbuk province. The data collected in this study were analyzed through reliability analysis, carbon scanners verification, and homogeneity verification; ANCOVA was used to verify the effectiveness of the program. Results: First, the results showed that the post-test belief of science teaching methods of the experimental group were significantly different than that of the control group. Second, the results showed that the post-test scores of science teaching attitudes of the experimental group were significantly higher than that of the control group. Conclusion/Implications: This study suggests that there were positive influences of early childhood science education instruction through the field practice on the belief of science teaching methods and science teaching attitudes of preschool teachers.