• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.240-257
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• 2001

Although many attempts have been made to use the Internet for educational purposes, not many attempts have achieved their goals. Such failure is mainly due to the lack of understanding on the way to use the Internet. The goal of this research is to investigate the potentiality of the Project-Based Learning approach using the Internet(NetPBL) and the ways to utilize the NetPBL. The NetPBL can be utilized through various activities such as keypals, mentoring, use of resources, cooperative learning, publishing, survey and data analysis, cooperative problem solving, simulation, and social action. Such diversity of the NetPBL can create a problem-based, context-based and learner-centered environment, which takes various types of the Internet use. In spite of such potentiality, little is known on how to implement the NetPBL. On this point, this research attempts to synthesize instructional strategies to implement the NetPBL at the macro and the micro level. At the macro level, instructional process is divided into four steps such as plan, preparation, implementation and closure, and some instructional suggestions are made for each step. At the micro level, detailed instructional strategies are suggested for the facilitation of self-directed learning and cooperative learning.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.399-411
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• 2016

The purpose of this study is to investigate implications for future STEAM education by analyzing the surveys by the in-service teachers who participated in the Advanced STEAM Teacher Training Program(ASTTP) for raising interests and understanding of science and technology and nurturing STEAM literacy and problem-solving ability of students. ASTTP was developed for promoting 'teacher competence for STEAM.' ASTTP is a 60-hour program(4 credits), which includes offline intensive course of 38 hours, online training course of 12 hours, a course of implementation at schools for 5 hours, and a workshop for 5 hours (based on the 2014 program). For the offline intensive course, teachers take various professional development classes and activities, such as open-laboratory tours, advanced experiments, mentoring programs, and team projects as well as lectures on diverse disciplines. For the online course, teachers take online classes freely while they are encouraged to work with other teachers in groups. After taking both online and offline courses, the teachers are required to implement their STEAM lesson plans in their classrooms. Finally at the workshop, some selected teachers share how successfully they have implemented STEAM education. About 700 teachers have successfully taken the program from 2012 to 2014. Based on the surveys by the teachers, the program has been modified and improved. Our analysis shows increased professional development in STEAM education for the participating teachers. This study can provide some implication and helpful insights for people who need to develop and manage teacher training programs for STEAM education and other education programs in general.

• Journal of KIISE:Computing Practices and Letters
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• v.16 no.1
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• pp.115-119
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• 2010

As the subjects of education has been changed from the instructors to learners, a web-based self-directed learning which can accelerate the initiative of learners and can be free from the restriction of time and space has been received attention. In this paper, the web-based self-directed learning system was designed. For the design, to make the learners build their own lecture plan, the service was designed to provide three kinds of lectures of video clip, slide lecture, and e-text lecture that were focused on various lecture contents. In addition, a learner and an assistant was man to man matched to enable the on-line mentoring for mutual communication between learners and assistants. Implementation was carried out by three sets of module - Manager, Learner and Assistant - that were applied to the real educational activities. The survey on satisfaction for the education, efficiency of ability improvement, and educational intelligibility for the attendants on the education showed more than 67.2% of satisfaction in satisfaction for the education. Furthermore, more than 86.9% of attendants replied that their ability were improved after the education of this system. The educational system realized in this paper shows effectiveness for the self-directed learning.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.4
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• pp.149-182
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• 2023

This study was conducted for the purpose of suggesting ways to improve KMLA's support programs to strengthen the capabilities of domestic medical librarians. To this end, after investigating the roles of professional associations, common roles were extracted and categorized into five areas, and then the support programs of MLA and KMLA were compared and analyzed. As a result, six suggestions can be made as ways to improve KMLA's support program. First, policy development is needed to officially and continuously support medical librarians. Second, in the area of (continued) education and training programs, educational support in professional areas required in the medical field is needed, as well as education for the role of the IRB committee. Third, in terms of research and publication support, various support for research funds and training programs is required. Fourth, in terms of network and cooperation support, mentoring, leadership, and fellowship programs are needed, and improvements to domestic and international partnerships and support for various awards should also be planned. Fifth, in terms of professional certification and various certificate systems, it is necessary to provide support for obtaining degrees in related fields and to issue certificates through support for various courses. Sixth, KMLA's active internal and external promotion and activities should be carried out to attract donations.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.2
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• pp.141-156
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• 2023

The advancement of Information and Communication Technology (ICT), along with the expansion of government and private investment in startup discovery and funding, has led to the emergence of startups seeking to generate outstanding results based on innovative ideas. As successful startups serve as role models, the number of aspiring entrepreneurs preparing to launch their own startups continues to increase. However, unlike entrepreneurs who challenge themselves with serial entrepreneurship after experiencing success, early-stage startups face various challenges such as team building, technology development, and fundraising. Accelerators play a dual role of mentor and investor by providing education, mentoring, consulting, network connection, and initial investment activities to help startups overcome various challenges they face and facilitate their growth. This study investigated whether there is a correlation between the characteristics of startups and their entrepreneurial performance, and analyzed whether accelerators mediate the relationship between startup characteristics and entrepreneurial performance. A total of 11 hypotheses were proposed, and a survey was conducted on 302 startup founders and employees located across the country, including the metropolitan area, for empirical research. SPSS 23.0 and Amos 23.0 were used for statistical analysis. Through this study, it was found that factors such as innovation, organizational culture, financial characteristics, and learning orientation among the characteristics of startups, rather than having a direct impact on entrepreneurial performance, are linked to entrepreneurial performance through the role of accelerators. By analyzing the impact factors of startup characteristics on entrepreneurial performance, this study presents research on the role of accelerators and provides institutional improvements. It is expected to contribute to the expansion of investment and differentiated acceleration programs, enabling startups to seize the market and grow stably in the market.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.297-310
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• 2021

This study explores the characteristics of within-school and across-school science teacher professional learning communities (hereafter, PLC) qualitatively. In-depth focus group interviews were conducted with science teachers belonging to seven PLCs within the science core school and three PLCs across schools. Interview questions include identity and motivation, major activities, and outcomes of PLC, as well as shortcomings and support plans for PLC. The results include both within-school and across-school science teacher PLCs formed for professional development related to science teaching and learning. Both science PLCs participated in the study showed the characteristics of a 'practice community' that developed a cooperative relationship through reciprocal participation, focusing on shared issues among members. Regarding issues, within-school PLCs focused on microscopic problems such as curriculum reconstruction of subject-matter, while across-school PLCs focused on macro problems such as teacher professional development. Regarding activities and roles as PLC, within-school and across-school science PLCs shared such features as collaborative professional development, and interpersonal education such as mentoring for novice teachers. In terms of PLC's influence and outcomes, science teacher PLCs has a positive effect not only on the teachers themselves, but also on the students and the teacher culture in the school. In addition, science teacher PLCs need improvement of the physical conditions for community operation, and software support such as protocol provision for PLC operation and joint research or re-education with universities. In particular, joint research between universities and science teacher PLCs shows the future orientation of the PLC as an 'inquiry community'. Based on the results, the necessity of active support for science PLC, the necessity of developing a cooperative system between science teacher PLC and universities, and ways to spread the PLC of science core schools to that of general schools were proposed.