• Journal of Sport and Applied Science
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• 제5권2호
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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.

• 한국학교보건학회지
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• 제36권2호
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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.

• 한국항공운항학회지
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• 제31권2호
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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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• 제13권1호
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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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• 제39권4호
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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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• 제12권1호
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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.

• 디지털융복합연구
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• 제12권8호
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• pp.493-499
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• 2014

본 연구는 베이비부머(실험집단 11명, 통제집단 12명)을 대상으로 하여, 생애설계 교육 프로그램의 효과성을 검증하는데 목적이 있다. 충남 A지역에서 주2회 각 2시간씩 총 36시간의 프로그램이 시행되었다. 그 결과 첫째, 실험집단 베이비부머의 프로그램 효과성 분석을 위해 사전-사후검사간의 Wilcoxon의 조합기호 순위검증법을 실시한 결과 실험집단 베이비부머는 노후준비의식에서 자원봉사준비 의식이 향상된 것으로 나타났고, 통제 집단은 사전-사후 유의미한 차이가 나타나지 않았다. 둘째, 프로그램의 만족도는 교육과정, 교육내용, 교육자료, 교육방법, 강사, 교육환경에 대한 만족도는 모두 5점 만점에 3.5점 이상으로 나타났다.

• 한국문헌정보학회지
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• 제48권2호
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• pp.89-107
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• 2014

본 연구의 목적은 공공도서관에서 이루어지고 있는 어린이 대상 독서프로그램의 효과를 정성적으로 분석하고 이를 바탕으로 독서프로그램의 성과 측정 영역을 개발하는 것이다. 이를 위해 '2013 도서관과 함께 책읽기' 사업에 참여하는 도서관의 독서프로그램 어린이들, 프로그램 담당자들과 면담 및 관찰을 하였고 독서프로그램의 효과를 분석하였다. 연구 결과 '도서관과 함께 책읽기' 프로그램에 참가한 어린이들은 대체로 긍정적인 변화를 보였으며 독서프로그램의 효과 측정 영역이 책 읽기와 책에 대한 태도, 도서관과 사서에 대한 인식, 독서프로그램의 참여도, 소리 내어 읽는 능력, 이야기를 듣고 이해하는 능력, 공격성, 자신의 감정표현 능력, 발표력, 집중력, 잠재력으로 나타났다. 또한 독서프로그램의 효과에 영향을 주는 요소로 사서의 적극적인 노력, 지역아동센터의 환경, 학년 구성, 강사의 수업 구성 방식, 독서프로그램에서 사용하는 책의 선정, 독서프로그램 참가 어린이의 독서능력 및 독서에 대한 관심, 자유시간의 제공 여부를 들 수 있었다.

• 한국콘텐츠학회논문지
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• 제20권7호
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• pp.429-437
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• 2020

본 연구에서는 원격대학의 온라인 강의콘텐츠에서 학습자들이 인식하는 만족 요소 및 불만족 요소를 살펴보고, 이에 대한 연령별 차이를 조사, 분석하였다. 연구결과 성인학습자들은 우수한 온라인 강의콘텐츠 요소로 지적 자극을 제공하는 내용, 이해하기 쉬운 교수자의 설명, 열정적이고 학생을 존중하는 교수자의 태도, 길지 않은 강의시간을 전연령대에서 공통적으로 인식하고 있었다. 그러나 연령대별 차이를 보였는데 20, 30대는 실무나 실생활에 도움이 되는 강의내용, 시청각에 민감한 화면구성, 최근 강의 영상인지에 대한 여부 등을 중요하게 인식하는 반면, 40대 이상은 교수자의 열정과 태도, 이해를 돕는 교수자의 설명을 우수한 온라인 강의로 인식하는 경향이 높은 것으로 나타났다. 이는 온라인 강의콘텐츠가 우수하다는 인식이 학습자의 연령대로 다를 수 있음을 보여주는 것으로, 최근 코로나19로 확대되고 있는 온라인 강의콘텐츠 제작시 학습자의 연령대를 고려할 필요가 있음을 제안하였다.

• 한국학교수학회논문집
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• 제14권2호
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• pp.199-213
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• 2011

학습에 영향을 끼치는 요인은 크게 학습자특성변인, 교수자특성변인, 학습과제특성변인, 환경특성변인으로 구분하여 논의해 볼 수 있는데, 이 요소들 중에서도 학습자의 특성을 파악하는 것이 교육 계획을 작성하기 위해 가장 우선적으로 이루어져야 할 것이다. 이에 본 연구는 학습자의 특성 중 정의적 특성인 자아개념 학습습관 학습태도가 수학학업성취에 어떠한 영향을 미치는지에 대해 알아보고 초등학생의 학업 성취 및 태도에 관한 교육 방법으로 모색하도록 하는 데에 그 목적이 있다. 이를 위해 본 연구에서는 충청남도 A 시에 위치한 초등학교 5학년 2개반 78명을 대상으로 질문지 검사를 실시하였다. 그 결과 수학에 대한 자아개념, 학업에 대한 자아개념, 수학에 대한 학습습관, 수학에 대한 태도, 학업 에 대한 학습습관, 학업에 대한 태도 순으로 수학학업성취와 상관정도가 높음을 알 수 있었다.