• Fashion, Industry and Education
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• v.14 no.1
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• pp.59-68
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• 2016

This paper identified the source of inspiration to cooperatively design a fashion collection from US undergraduate clothing design students and addressed how to implement team-based learning strategy to conceptual clothing design in class. Data was collected from the total of 51 students in a senior clothing design course at a large 4-year university in the US. The assigned project for this class was to develop a group collection under a same theme. Each student worked with his/her team member(s) to create an outfit and the entire class worked as a group to create a cohesive collection. The study showed that the sources of inspiration for the themes/concepts came from 11categories: historic era/old Hollywood glamour, shape/line/structure/architectural, fairy tales movies, nature/abstract, circus/mysterious, occasion/place, object, designer/artist, futuristic, culture, and various movies. To implement cooperative learning strategies in the clothing design class, a total of five class presentation/discussion sessions were held for theme/concept decision, fabric decision, design decision, test garment evaluation and design modification, and final products. Throughout the design process, team-based learning strategy promoted students' engagement and participation and inspired their critical thinking skills for making decisions within a team.

• Fashion, Industry and Education
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• v.14 no.1
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• pp.50-58
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• 2016

Passive learning attitudes and lack of enthusiasm in a retailing math course is quite common and a significant number of students do express their frustrations and struggles by seeking extra help outside the classroom. In order to promote students' active participation in class and to improve their performance and overall satisfaction with the course, a modified team-based learning (TBL) method was implemented in a retailing math course in two consecutive semesters. Implementing TBL into a retailing math course would improve students' accountability for their own learning, increase student interactions and engagement, and develop teamwork and collaboration skills. The scores on the midterm and final tests indicated that students' performance improved especially for the students who scored below 80% on each test when TBL was implemented. Students' reflection on the TBL activities done in class throughout the semester indicated that these TBL activities help them solidify the concepts taught in class better. They were able to realize their own mistakes and other group members who got the question right helped them understand. To maximize the benefit of TBL, it is suggested to implement TBL within the flipped classroom. Further research is called for to evaluate the effect of TBL on long-term knowledge retention among college students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.275-285
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• 2020

This study aimed to track changes in students' perception about schools over time, to analyze how participation in the Education Welfare Priority Support Project(hereafter "the Project") explains the changes, and to determine how the results of changes affect students' learning engagement, self-confidence, and peer relationship. Data were collected from 103 schools nation-wide(51 elementary and 52 middle schools) from 2015, 2016 and 2017 from 820, 911, and 837 students, respectively. The data were analyzed by applying a latent growth model with two stages: unconditional and conditional. The findings are that first, the perception about schools by the students who participated in the Project increased over time; and second, that the improvement of students' perception of schools has a positive influence on their learning engagement, self-confidence, and peer relationship. In the future, it was suggested that programs aimed at improving positive perception about schools should be provided to all students led by teachers, and a customized integrated support program should be arranged to students in need of intensive support by the educational welfare specialists.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.127-144
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• 2020

This study aims to examine the relationship between perceived organizational support (POS), work engagement (WE), and turnover intention (TI) among employees of small and medium-sized enterprises (SMEs) characterized by whether or not to participate in the work-learning dual system (WLDS). Also, this study intends to explore the effectiveness of WLDS by examining significant differences between the two groups. To achieve the purpose of this study, we have conducted surveys between August and December in 2018. A total of 616 cases (321 cases from SMEs participating in WLDS and 295 cases from general SMEs) were finally selected and used for data analysis with structural equation modeling (SEM). Results of the study revealed that POS had a significant and positive effect on WE. Also, POS had a significant and negative effect on TI. In addition, the mediating effect of WE in the relationship between POS and TI was found to be statistically significant. Furthermore, the results revealed that the conditional indirect effect between POS and TI depending on participation in WLDS was statistically significant. However, the conditional direct effect between POS and TI due to WLDS participation was not statistically significant. Based on the results, academic and practical implications were discussed.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.442-458
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• 2011

Digital textbook project is one of government-driven project to improve education due to integrating technology. Digital textbook need to be universally designed to fit for each student. Recently, universal design for learning( UDL) gains great attention as one of promising approaches for the development of the digital textbook through giving various options and flexibility to all students. UDL has three main principles, first provide multiple means of representation, second provide multiple means of action and expression, third provide multiple means of engagement. The purpose of the study is to analyze fourth grade science textbook according to three UDL guidelines and suggest implications to improve an existing science textbook. The results indicated that fourth grade science digital textbook has been partly applied UDL guidelines like implementing multimedia and multi- mode contents, learning and communication tools, and motivation strategies. But options which students can choose according to their needs and styles are insufficient and tools for expression and communication need to enhance for helping each student to overcome his/her obstacles for learning and need to be more and elaborate to support learner-centered science digital textbook.

• Journal of Contemporary Eastern Asia
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• v.17 no.1
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• pp.94-111
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• 2018

This study examines Korea's international development volunteer program as a citizen diplomacy initiative. Informed by a cultural perspective of transmission and relational models of public diplomacy, I examine the ways in which volunteer training incorporates cultural-learning into its program. The study finds that volunteer training is largely based on an instrumentalist approach to culture that places emphasis on learning the "explicit" side of culture, such as Korean traditional dance, art, and food as a strategy to promote the country's national image. In contrast, much less covered in the training program is a relational approach to culture-learning that is guided by a reflexive understanding of the "implicit" side of culture, or the values and beliefs that guide the worldviews and behavior of both volunteers and host constituents. Whereas the value of the volunteer program as a citizen diplomacy initiative is in its potential to build relationships based on two-way engagement, its conception of culture is mostly guided by that of the transmission model of public diplomacy. Based on the findings, this study calls for an integrated approach to culture-learning in volunteer training program to move the citizen diplomacy initiative forward.

• Journal of Practical Engineering Education
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• v.16 no.2
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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.

• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.498-508
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• 2012

The purpose of this study is to develop an e-PBL prototype using IMS Learning Design(IMS LD). The e-PBL prototype using IMS LD included 1) developing learning contents and learning activities together, 2) designing learning contents and learning activities which are appropriated to learning outcome and students' roles, and 3) designing the expected notification supporting learners' activity and lessening the engagement of instructors in a process of e-PBL. The implications of this prototype are to expand the boundary of e-learning design for contents-oriented design to activity-oriented design and to suggest the possibility of adaptive and collaborative e-learning.

• Journal for History of Mathematics
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• v.33 no.5
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• pp.261-275
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• 2020

HPM (History and Pedagogy of Mathematics) activities deal with integrating the history of mathematics with the teaching and learning of mathematics. As a teacher of mathematics the author will share his personal experience in the engagement of HPM activities during the past forty-five years with fellow teachers who are interested in such activities and who may wish to know how another teacher goes about doing it.

• CELLMED
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• v.14 no.2
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• pp.1.1-1.4
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• 2024

Food is a fundamental aspect of human life, encompassing the cultural essentials of clothing, shelter, and sustenance. Experiencing the culture of individuals who speak the language one is learning through food has proven to be an effective means of enhancing learners' motivation. It can be presumed that direct exposure to Korean cuisine, either through consumption or preparation, will exert a profoundly positive psychological impact on Korean learners, contributing to psychological healing, indirectly evidenced by stress reduction. Therefore, this study conducted a survey among Korean learners in Japan to investigate the potential for psychological healing through engagement with Korean food.