• Journal of Sport and Applied Science
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• v.5 no.2
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• pp.9-15
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• 2021

Purpose: Prior literature posits that leadership of coach influences athletes' performance via delegate interactions. The purpose of this study is to investigate the effect of the type of instructor on the exercise stress of university athletes and to provide instructors with informative coaching methods especially for their leadership. Research design, data, and methodology: In order to achieve the purpose of the research, Seoul and Gyeonggi Province Materials University athletes were selected as a sample, 360 college athletes participated in the survey and data were screened and finally 314 were analyzed. The collected data were analyzed via descriptive analysis and multiple regressions. To examine the validity and reliability of the survey items, factor analysis and Cronbach's α were computed. Results: Coaches' leadership types are found to influence university athletes' exercise stress significantly. In specific, transformational leadership negatively influences teaching Complaints. Transformational leadership also negatively influences time constraints. However, transformational and transactional leadership do not have any effect on career concerns. transformational and transactional leadership also do not influence functional instability of college athletes. Conclusions: Overall, leadership types of coach partially influence exercise stress of athletes. These findings posit that transformational leadership contribute in developing reliable relationship between athletes and instructors. Further implications were discussed.

• Journal of the Korean Society of School Health
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• v.36 no.2
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• pp.21-30
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• 2023

Purpose: The study aimed to identify factors that affect college students' learning immersion in non-face-to-face remote classes. Methods: During COVID-19, a survey was conducted on 140 college students who were taking non-face-to-face remote courses at universities located in Seoul, Gyeonggi-do, and Chungcheong-do, Korea. Data were analyzed using the Pearson correlation coefficients, Independent t-test, ANOVA, and Hierarchial stepwise multiple regression with SPSS (Windows version 27.0). Results: In the study, the most important variable influencing learning immersion was the student's self-efficacy, followed by instructor presence, class participation, lecture satisfaction, and credits. Conclusion: Instructors who teach major courses at college need to develop and apply ways to enhance learners' self-efficacy and class content that can boost learners' motivation in order to maximize learners' learning immersion. In order to facilitate learners' access to online media and maintain their interest in remote classes, passionate efforts need to be made by active instructors.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.31 no.2
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• pp.18-24
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• 2023

According to the results of a survey by Boeing, LOC-I (Loss of Control in Flight) was the highest in the number of deaths by fatality accident category in the past 10 years from 2012 to 2021, and the number of deaths worldwide due to LOC-I accidents was 757. It turned out to be the biggest cause of aircraft fatalities, with a figure close to twice the sum of UNK (Unknown or Undetermined), which is the 2nd place, and CFIT (Controlled Flight Into or Toward Terrain), which is the 3rd place. This study set six scenarios related to spatial disorientation that may occur during sensory-dependent flight targeting student pilots and instructor pilots at domestic designated specialized educational institutions using flight simulation training equipment, and in each scenario, the pilot's. The need for SDRT (Spatial Disorientation Recovery Training) is verified by analyzing the flight experience and recovery ability by qualification, and SDRT is repeatedly performed to verify and present the training cycle and time.

• Educational Technology International
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• v.13 no.1
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• pp.101-144
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• 2012

Students mostly precede their learning without any direct support of instructor in e-learning and mobile educational environment. Many useful strategies and tools to facilitate self-regulated learning behaviors in e-learning environment have been introduced, yet, the limit has been reached by only suggesting self-regulated strategies with visual information in the most researches. Accordingly, this research is intent to propose the sound design strategies that facilitate learner's self-regulated learning behaviors in mobile learning environment. To achieve the objective of the research, two research questions are presented. First, what are the sound design strategies that facilitate the self -regulated learning behaviors in mobile learning environment?. Second, what are the results of evaluating the developed sound design strategies in terms of facilitating self-regulated learning behaviors?. To solve these research questions, the literature reviews on characteristics of mobile learning, concepts and features of self-regulated learning and sound were done to establish the sound design strategies. Through formative research method targeting instructional designers, sound design strategies were modified and supplemented. The research to validate these was performed and to verify the effect of the derived sound design strategies, the usability test aimed at instructional designer and learners was conducted. The final sound design strategies through this research process were six general design strategies and the sixteen detailed strategies. This research is meaningful because this offers the basic research on sound information design which has been lacking and help upgrade the upper limit of instructional design which mainly focused on visual information in mobile learning environment that shows information in a small screen.

• East Asian mathematical journal
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• v.39 no.4
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• pp.455-478
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• 2023

Expectations and interests in blended learning are increasing as universities respond to the educational flow of transition to e-lernring. This study tried to explore and understand the meaning of and the properties of blended instruction. In addition, through the literature review, this study was to find out how bleanded learning affected in teaching and learning situation. Particularly, it was to find out students' preference to the type of blended instruction. Those types are the mixed of or the unique of class instruction(off line), on line, and recorded instruction. To investigate learners' preference to the type of the instruction and also the reason of the preference, in this study, the 27 undergraduate students of the fourth grade in the major of mathematics education in the C university located in G area. By the result, most students preferred the mixed type of instruction involving off line and recorded instruction. The reason is that they could attend to the class while participating in the group activity positively and understand the content through the communication in depth and the instructor's feedback. Because of this reason, they did not prefer to the only one type insturction such as the recorded type.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.20-25
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• 2024

The qualitative effect of class is influenced by the instructor's class design and operation method, but it comes from motivating students to actively participate in class and utilizing potential qualities that lead to student-centered learning. Students' activities and the quality development of class participation can be utilized in presentation-based classes. This could be confirmed through the presentation classes in English language curriculum applied to English major students in Korea. In other words, with presentations conducted in language-theoretic classes such as phonetics/phonology, and syntax, it turned out that immersion in learning, concentration on class, and motivation for learning can be improved, developing systematic self-directed learning ability and cooperative mutual communication ability. Instructors need to lead the direction and design of the classes, but the actual educational effect depends on how students accept the academic tasks, how well they understand the learning contents, and how well they can systematically transmit them to others. In this respect, this study aims to investigate that learner-centered presentation classes contribute to making learners develop their competencies in class design, data utilization, imparting knowledge, and communication, which would bring about the improvement of learning quality and educational effects.

• Journal of Digital Convergence
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• v.12 no.8
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• pp.493-499
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• 2014

This study aims to verify the effects of the life redesign educational program based on the baby boomer (11 members of experimental group, 12 members of control group). The program was conducted for two hours two times in a week in the area of Chungnam (Total 8weeks 16sessions). First, in the result of the Wilcoxon's pairs signed-ranks test between the pre-post tests for the analysis on the program effectiveness of the experimental group of baby boomer, the baby boomer of experimental group showed an improved perception of preparing the volunteer work in the perception of preparing their old age, and there was no pre-post significant differences in the control group. In case of the experimental group, perception of the post-retirement preparation, such as a physical preparation, emotional preparation, financial preparation, volunteer work preparation and leisure activities preparation increased in average. Second, the satisfaction for the program's educational process, educational contents, educational data, educational method, instructor and the educational environment were shown to be more than 3.5 points out of 5 points in full.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.89-107
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• 2014

The purposes of this study are to analyze the effectiveness of public library reading programs for children in qualitative way and to apply the outcomes to identify areas to measure the success of library reading programs. Interviews were conducted with children who participated in '2013 Reading Books with Libraries' program and adults who were in charge of managing the program. Observations on the program were also conducted. The findings indicate that children who participated in '2013 Reading Books with Libraries' program positively changed in various aspects. Selected areas to measure the success of library reading programs include: reading behavior; attitude to books; awareness of libraries and librarians; participation of library reading programs; the ability to read aloud; the ability to comprehend stories by listening; aggression; the ability to express one's own feelings; speech ability; concentration power; and undiscovered potential. The elements that affect the success or failure of library reading programs include: librarian's enthusiasm on running the reading program; environmental condition of the community child care center; age differences between child participants; running style of the instructor's program; selection of books; child participants' reading abilities and interests in reading; available time for free voluntary reading.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.429-437
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• 2020

In this study, we examine the satisfaction and dissatisfaction factors on the perceptions of online lecture content among open and distance university learners, especially focusing on age groups differences. The result of the study shows that clear differences exist between age groups in regards to the factors which insure excellent course in online learning. For example, young adults in their 20s and 30s determined 'useful for practical life, 'screen sensitive to audiovisual', and 'recently created lectures' as the most influential factors for online learning content satisfaction. However, older age groups in their 40s and above apparently showed a high preference for factors such as 'instructor's enthusiasm and attitude', and 'clear and easy-to-understand explanations.' The findings of the study imply that learners' recognition concerning content satisfaction may differ depending on age groups. Moreover, this study suggests that considering the growing importance of online learning in relation to the COVID-19 pandemic, age groups should be considered in developing online course content.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.199-213
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• 2011

The factors contributing to learning can be broadly classified into four different groups; Learner's characteristic variable, Instructor's characteristic variable, Learning task characteristic variable and environmental characteristic variable. And the first thing we need to do here is understanding of learner's characteristics among those factors in order to devise a plan for education. Accordingly, the purpose of this study is to find out what impact the affective traits (self-concept learning habits learning attitude), one of the learner's features, have on the mathematics-learning achievement and to seek for a good teaching method with reference to elementary school students' learning accomplishments and attitudes. For this, a questionnaire survey was conducted of 78 students of two fifth-grade classes in an elementary school located in South Chungcheong Province in this study. In consequence, it has been shown that the mathematics-learning achievement has the greatest relevance to the self-concept in connection with mathematics followed by the self-concept in connection with learning, the learning habits relating to mathematics, the attitude towards mathematics, the learning habits concerning studies and the attitude towards learning.