• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.95-105
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• 2004

It is important to understand how pre-service teachers perceive e-learning because their prior-experience with e-learning will have a great impact on their teaching after the graduation. Pre-service teachers (401 students) with cyber learning experience, which is a form of e-learning, were selected in 2004 in May and June. Survey was conducted regarding the instructional experience (working hours, tasks and evaluation, satisfaction about cyber learning and its academic achievement, difficulties and suggestions) and instructional methods (instructional activities, frequencies of interaction, strategies of interaction, collaborative activities, behaviors in the group instructional activities for knowledge development). The results are pre-service teachers tent to spend similar v slightly less working hours for cyber learning, similar or slightly less satisfaction level for the instruction and the academic achievement. It was interesting that female students were more negative than males students, considering female students have been more active in online discussion traditionally. Logical presentation of contents and instructional strategies for the cyber learning were the most wanting suggestions. E-mails and BBS for reference materials were the two most used functions in the online learning. The amount and types of tasks were satisfactory. Students did not interact freely during the group activities, they reported they did not learn much through the group activity. During the group work, they consider they do their roles with responsibility while they have slightly negative responses toward other members' contribution in the group activity. Off line meeting is strongly suggested.

• The Journal of Korean Philosophical History
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• no.35
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• pp.43-71
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• 2012

Rural Neo-Confucian Literati were major governing elite in Joseon Dynasty. They were small and medium-sized landowners all over the country and elite having Confucian knowledge. They formed villages of the same family name and exerted their influence on the community showing off their successful ancestors. Therefore, there were lots of examples that they took the actual leadership in local communities. In this sense, the Hwacheon-gun pa family line of the Andong Kweon clan were the representative rural neo-Confucian literati of Hwang-gang and Shindong areas in Jecheon. This group was formed after Kweon Sangha and his brothers' movement in 1675. Kweon was the best pupil of Song Siyeol, a prominent scholar and man of power. Although facing away the government examination, he was respected as sallim, rustic literati, on account of his teaching and writing activities and later called to High State Councillor. After his death, memorial halls and facilities to worship him, including Hwang-gang Sowon Academy, were built in the place he taught students. These facilities contributed to his descendants' acquiring his life values. They also made a contribution to the settlement of reject-heterodoxy sentiments based on their loyalty to the Myeong Dynasty in the area. Kweon Seop, Kweon Sangha's nephew, also played an important role in Hwacheon-gun pa family line's growing as rural neo-Confucian literati in Jecheon area. He built memorial halls to enshrine Kweon Sangha and made rules to develop his family line. In addition, he extended their living space over Hwang-gang area and each place had the shrine to hold a memorial service for their ancestors. As a result, Kweon Sangha and Kweon Seop's family wielded power in Jecheon for hundreds years as the same family name group. Rural neo-Confucian literati didn't produce more elite government officials than the groups in the capital, but their growth enabled cultural development of the local community and the Joseon Dynasty.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.