• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.4
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• pp.92-103
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• 2017

As a professional occupation, landscape education focuses on fostering professional human resources and is one of the major axes of the landscape industry. In this study, a survey of landscape students on their learning and pedagogics was conducted with the aim to present basic information for the improvement of teaching on landscape construction. A total of 348 people answered 14 questions in the category of the impression of landscape construction classes included in the questionnaire. The results showed that the students found landscape construction classes academically important and recognized the necessity for completing these classes, but they were not satisfied with the learning environments and pedagogics used in these classes. They found what they learned not readily applicable to actual practice and saw these classes as part of their preparations for the landscape engineer qualification test. Their demands in relation to the classes included field practice-oriented teaching and participation in various programs for field practice, which highlights the necessity for human resource management-oriented classes that cover planning, design, construction, and management. Challenges in relation to field practice included the provision of environment, for example offering a variety of opportunities and improving treatment in practice. This study has significance in that it analyzed the views of students and discussed directions for future improvement since there is a lack of studies and discussions about education in the field of landscape construction. This study also has a limitation that only four-year universities were included in the study. Comprehensive studies including investigating junior college and graduate school curricula and case studies of landscape construction curricula overseas are needed in the future.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.421-430
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• 2021

The study was conducted to examine the educational experiences and perceptions of college students in the field of physical education as they were taken remote classes in university due to the effects of the social collective infection caused by COVID-19. To achieve the purpose of the study, an online survey was conducted on 278 university students who major in physical education, and the survey questions include the status of remote classes, remote class recognition (preference, and satisfaction level). As for the analysis method, frequency analysis, response sample t-verification, ANOVA, and word-cradle were performed using SPSS 22.0 and R programs, and all significance levels were set at .05. The results from the above research process are as follows. First, in the types of remote classes in the sports category due to COVID-19, video types were used the most in both theoretical and practical classes, and the following was shown as assignment types. The third type was the voice record lecture type for theoretical classes, and the practical class was the video lecture scene. Second, in the remote class preference for the students, both theory and practical classes, video format were the most prefered, followed by video lecture scene and voice lecture type. Third, the analysis of the differences in satisfaction between theoretical and practical classes of the students showed that there was no difference in satisfaction according to the type of class.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.223-231
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• 2022

Covid-19, which has made a huge difference in our daily lives, has also brought major changes to our college education. As the class was changed from the traditional face-to-face class to a non face-to-face class, both teachers and students had difficulties in adapting, and problems such as the occurrence of academic achievement gaps due to non face-to-face classes were also raised. Therefore, this study aims to find out what attitudes students have toward non-face-to-face classes at universities caused by Covid-19. Accordingly, this study tried to identify the types of subjective perceptions college students have toward non-face-to-face classes by applying the Q methodology, and to suggest points for reference in the development and improvement of non-face-to-face classes in the future. Five types were found as a result of analysis using 30 P samples and 34 Q samples. First, learning efficiency-oriented type, second, class participation and communication-oriented type, third, non-face-to-face class active acceptance and utilization type, fourth, dissatisfaction type due to remote system and equipment operation errors, fifth, passive response type according to the situation to be. From the results of this study, it seems that it is necessary to develop an educational method for effective non-face-to-face class considering the characteristics of each type, and the merits of non-face-to-face classes, especially recorded lectures, in terms of learning efficiency, are evident. Therefore, even if face-to-face classes are conducted entirely at universities, it is believed that providing video-recorded lectures in class will be of great help to students' learning.

• Journal of Families and Better Life
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• v.30 no.6
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• pp.23-37
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• 2012

Using data from the 2008 Korean Longitudinal Survey of Women and Families, this study investigated the income class differences in the modes, amount of time, and expenses for caring and educating a child in early childhood. The sample consisted of 1,849 households with a child aged 6 years or less. The major findings were as follows. First, the lower-income class was more likely to rely on child care centers and less likely to use services provided by kindergarten or private education. Their total amount of time required to provide care and education for their child was about 4 or 5 hours less than that of the other income classes; this result was due to the fact that they consumed less hours for home care, kindergarten, and private education. Second, we found there were more similarities than differences between middle-income and upper-income classes in the modes, amount of time, and expenses to care for and educate their young children; however, the middle-income class used less private education than the upper-income classes in terms of usage rate and length of time. Lastly, the other variables which were significantly related with the amount of time and expenses for child care and education included mother's employment, age of the child, and having siblings, and the family size. Based on the results, implications for public policy on early childhood care and education were suggested.

• The Journal of the Korea Contents Association
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• v.13 no.8
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• pp.191-200
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• 2013

This study set out to explore the human rights sensitivity of undergraduates who were in the social welfare classes with regards to socio-demographic factors, education experiences in human rights. 251 students' data were collected and analyzed with frequency, ANOVA. Analysis revealed that students' human rights sensitivity level was 2.70(moderate) and the respondents showed high level of sensitivity in work rights of emigration workers and education rights of handicapped children. Among demographic variables, human rights sensitivity was significantly different from major and experiences of attending a social welfare ethics. The students who majored social welfare and who had attended a social welfare ethics showed high human rights sensitivity. There were differences in human rights sensitivity level according to each episode. These findings highlight that in the education of social worker as a human rights professionals it would be necessary to respect students' rights in the classes and to provide student customized human rights education. It was suggested that learning human rights dilemma cases and self reflection processes in classes would be necessary to effective human rights education.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.31 no.5
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• pp.1071-1082
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• 2021

COVID-19 has changed a lot in our daily lives, where school classes and remote classes have been combined or converted to remote classes. Many students spent more time online, and cyberbullying, such as indiscriminate disclosure of their personal information, bullying of their classmates online, increased. In this paper, we propose an online education program as a countermeasure against cyberbullying. This program is designed for elementary, middle, and high school students and can also be used for informatics or ethics classes in the 2015 curriculum. The proposed program is divided into four major themes: 'Cyberbullying,' 'Information Security,' 'Cyber Crime,' and 'Language Violence,' and is divided into a total of ten topics according to its connection. It was organized to teach the topics evenly by grade. Also, the program's feasibility was verified by experts on the selection of educational contents and organizing of contents. In the future, it will be necessary to apply for this program and conduct an effectiveness analysis to measure whether it has effectively contributed to the decrease in cyberbullying rates among students and the improvement of coping skills.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.685-696
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• 2022

This study explores convergence curriculum for design and data science, and applies data science knowledge on undergraduate design classes for designer's data literacy. First, related studies about data literacy education for non-data science major's, and data driven design project cases are explored, then design competency and data competency based on NCS are studied. Then this study developed 3 step design-data convergence curriculum model for designers' data literacy. The curriculum model is applied on case study classes, which are Big data and UX design(2) classes. The learning results and student's feedback of the case study classes are collected and analyzed to prove the design-data convergence curriculum, and the results provide findings and implications of the design-data convergence class case study.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.127-132
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• 2023

The rapid development and progress of information and communication technology are bringing about changes in the field of education, and innovative methods in teaching-learning have been introduced and applied a lot in the actual field starting with the pandemic. Reflecting this trend, the purpose of this study is to examine the perception of prospective elementary school teachers on the use of edutech, which is widely used in the educational field after COVID-19. To this end, I analyzed the results of 7 major ideas selected at the Edutech Utilization Competition held by K University of Education and the focus group interview conducted with 2 pre-service teachers. As a result of the analysis, it was found that prospective elementary school teachers valued the necessity and importance of edutech-based classes. In addition, they were positively aware of the educational effect of edutech-based classes. To sum up, it could be predicted that edutech classes are also linked to the policies and plans of the Ministry of Education, and will play an important role in effectively guiding future learners while achieving the goals set by the curriculum.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.283-290
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• 2024

Software education is an important subject in the era of forth industrial evolution generation, and the number of hours is gradually expanding in Korea's elementary and secondary curriculum, and universities have also opened software-related courses to take liberal arts mandatory regardless of major. The Ministry of Education presented elementary and secondary school programming achievement standards and emphasized the connection between prerequisite subjects as educational goals. Applicants for programming classes at H University also completed information classes in elementary and secondary courses, but many students were new to programming without taking related classes. Therefore, this study analyzed the data using the survey data and achievement scores of programming learners. As a result of the analysis, information classes completed in elementary and secondary courses were not linked to higher education courses at all, and improvements for problem solving were derived. This study is meaningful as a study for effective software education in higher education courses.

• Cartoon and Animation Studies
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• s.40
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• pp.443-476
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• 2015

The university e-learning classes give a major focused on practical training in the art and design field are opened such as theory classes. The cyber universities that fully gives on-line classes even open as theory classes. They speak about difficulty and limitation of operating cyber class with practice. So, many of them organize off-line special lecture at the classroom in weekend. In the reason of studying that has the constraints of time and space, the student wastage rates in cyber universities are going higher. This research focused on giving an efficient e-learning practice environment in college e-learning courses, and operated scholastic achievement test between the augmented reality(AR) based practice education and the existing classroom based practice education. The subjects of study were totally 84 people who are the freshmen of the design department in the two-year diploma course college. They were divided 3 groups which one was treated AR based practice e-learning and two others groups were existing classroom based practice. Each of the group took the same treated lecture during 7 weeks. The first of the outcome was the AR based practice e-learning was more effective than existing classroom based practice on the side of scholastic achievement. The second, the AR based practice e-learning aroused increasing in the interest in class on the side of attribute factors. The third, the AR based practice e-learning group made higher level of studying immersion than others. In consideration of this experiment was processed in the regular college academic course, the finding by this research shows AR based major practice e-learning is an alternative lecturing strategy what can be supplemented existing classroom based academic teaching methods.