• International Journal of Computer Science & Network Security
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• 제21권1호
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• pp.70-76
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• 2021

The appearance of COVID-19 virus has affected many aspects of our life. These include and not limited to social, financial and economic changes. One of the most important impacts is the economic effects. Many countries have taken actions to continue the teaching process through online teaching platforms. The students are expected to graduate during the next few semesters with certificates that include some online-completed courses and their graduation certificates are called mixed certificates. This paper considers graduation mixed certificates with some online courses and its impact on graduates seeking jobs. First, we study how well the mixed certificates are accepted by job market. In other words, how different companies, organizations and even governmental entities would accept such certificates when hiring. We study the perception of job market for such certificates for different learning fields. Secondly, we study how well the online courses are accepted by the students keeping in mind that these students are used to traditional face to face teaching. Finally, we paper our results and recommendations according to the collected data from the surveys. Some of the results show that about 60% of companies don't have policies to encourage hiring graduates with mixed certificates. Also, colleges are almost divided evenly between preferring face to face and preferring online teaching.

• 한국산학기술학회논문지
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• 제22권2호
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• pp.57-66
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• 2021

본 연구는 COVID-19로 인하여 비대면 수업을 실시하게 된 대학의 강의 환경에서 토론을 전제로 개발된 상호작용적 영화심리치료 수업이 비대면 환경에서도 감성지능과 공감능력에 효과가 있는지 검증하는 데 목적이 있다. 연구대상은 COVID-19 전후, 대면수업과 비대면수업을 각각 경험한 상호작용적 영화심리치료 수업의 수강생으로, 대면수업 수강생 212명, 비대면수업 수강생 139명으로 구성되었다. 대면수업 수강생은 연구자와 수강생 간의 구조적 질문과 수강생 간의 토론을 실시하였으며, 비대면수업 수강생은 토론을 대체하기 위해 연구자와 수강생 간의 이메일을 활용한 피드백을 실시하였다. 연구 결과, 비대면수업으로 진행한 상호작용적 영화심리치료 수업은 감성지능 중 타인감성이해와 감성활용능력이 증가하였고, 공감능력 중 인지적 공감과 두 하위요인인 관점 취하기, 상상하기 모두 향상되었으며, 정서적 공감 중에서는 공감적 관심이 향상되었다. 대면수업의 효과와 비교한 결과, 타인감성이해, 인지적 공감, 관점 취하기, 상상하기, 공감적 관심이 공통적으로 향상되었고, 대면수업에서는 자기감성이해가, 비대면수업에서는 감성활용능력이 각각 향상되어 대면수업과 비대면수업의 효과에는 큰 차이가 없는 것으로 나타났다. 학생들의 피드백을 통한 질적연구에서는 교수자의 소통능력과 관심이 비대면 상호작용적 영화심리치료 수업의 효과를 높이는 데 기여하는 것으로 판단되어, 향후 비대면수업으로 전환될 수업 환경에서는 온라인과 오프라인 환경보다는 교수자와 학생 간의 소통과 교수자의 역할이 중요함을 확인하였다.

• 지역사회간호학회지
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• 제12권3호
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• pp.795-814
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• 2001

To evaluate the effect of sex education on middle school students' access to the obscene online computer and video film contents. 154 students were selected as experimental group. and 154 students were selected as control group, sampled randomly from Andong. Kyungbook, Korea. An analysis was performed. A non-equivalent control group pre test-post test research design was used. The data were collected from April 2nd to April 19th. 2001. A pre-survey was done on general characteristics and the condition of accessing obscene online computer and video film contents on both experimental and control group. From the survey results information. sex education contents were put together. The researcher organized 3 ready-made sex education program and explained to the four school health nurses about the ready-made sex education program step by step and they educated their selected students with three classes of 45 minutes lecture. Two weeks after the last lecture, a post-test was conducted. Four weeks from the last lecture, another post-test was conducted. The existing studies by Choi Yongseon(1998) and Kim Hyeok(1998) were reviewed and two professors in the department of community health nursing advised on the study questionnaire writing. An SPSS Win 10.0 was used. The data of respondents' general characteristics were analyzed using frequency and percentage. $X^2$ test was used to verify the homogeneity of the experimental group and the control group. Repeated Measures ANOVA was used to find out whether sex education had an effect on the awareness of obscene online computer and video film contents and under-age prostitution through the online computer networks. and time and frequency of access to the obscene online computer and video film contents. The results of the study are as follow. 1. The results of the verification of homogeneity between the experimental group and the control group showed that there was no significant difference between the experimental group and the control group. 2. The first hypothesis, 'the experimental group which received sex education would have a higher level of awareness of accessing obscene contents than the control group which did not receive the education' was supported at p<0.0001. 3. The second hypothesis. 'the experimental group which received sex education would have a higher level of awareness of underage prostitution on computer networks than the control group which did not receive the education' was supported at p<0.05. 4. The third hypothesis, 'the experimental group which received sex education would spend time less accessing obscene video and computer contents than the control group which did not receive the education' was rejected at p>.05. 5. The 4-1 hypothesis. 'the experimental group which received sex education would access obscene computer contents less frequently than the control group which did not receive the education' was supported at p<0.0001. 6. The 4-2 hypothesis, 'the experimental group which received sex education would access obscene video contents less frequently than the control group which did not receive the education' was supported at p<0.0001. In conclusion, a systematic step-by-step sex education program should be developed to protect middle school students from the harmful online computer and video film access. An effective teaching material for sex education should be prepared to decrease middle school students' access to obscene online computer and video film contents.

• 한국문헌정보학회지
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• 제40권4호
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• pp.33-61
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• 2006

본 연구는 성균관대학교에서 교양과목으로 실시하고 있는 온라인 정보문해 2학점 과목의 교육 효과 및 만족도를 평가하고자 하였다. 이를 위해 쌍방향 온라인 튜토리얼 방식으로 정보문해 교수 학습안을 구안하였으며, 2006년 1학기 정보문해 과목의 수강생 284명 중 9개 계열 251명의 정보문해 교육 사전 사후 테스트 결과와 246명의 학기말 강의 평가결과를 분석하였다. 연구결과 5개의 일반적인 정보문해 능력이 모두 향상됨으로써 온라인 정보문해 과목의 교육 효과가 높은 것으로 나타났으나 계열에 따라 교육 효과에 차이가 있었다. 그리고 온라인 정보문해 과목의 교육 내용과 구성에 대해 비교적 높은 만족도를 나타내었다. 따라서 정규 교양과목으로서 온라인 정보문해 교육은 대학생에게 일반적인 정보문해를 가르치기 위한 매우 효과적인 방법임이 밝혀졌다.

• 대한정형도수물리치료학회지
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• 제26권2호
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• pp.63-72
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• 2020

Background: This study aimed to determine the employment and career preferences for orthopedic manual physical therapy for college students majoring in physical therapy. Methods: The subjects were 267 college students majoring in physical therapy, and a survey was conducted both online and offline. The collected data were statistically processed to analyze employment and career according to the general characteristics. Results: Interest, temporal satisfaction of education, and the need for special lectures on orthopedic manual physical therapy were significantly different by sex. There were significant differences in sex, grade, and age with regard to whether they go to graduate school related to orthopedic manual physical therapy and whether to study more about orthopedic manual physical therapy. Conclusions: The educational curriculum must be reinforced for students through systematic curriculum reorganization reflecting their preference for orthopedic manual physical therapy.

• 복식문화연구
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• 제22권1호
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• pp.112-125
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• 2014

The purpose of this study was to compare the effects of internet fashion advertisement (Ad) formats according to university students' online lifestyle. Static banner, rich media, floating, shopping, and target advertisement were selected as stimuli and a self-administered questionnaire was used for data collection. SPSS PC (Ver. 16.0) was used for factor analysis, ANOVA, and Chi-square test. Factors of online lifestyle were economy, early adaption, cyberspace activity, sociability, innovation, and entertainment, and subjects were segmented into online activity (OA) retard group, OA mania group, hedonic early adapter group, and OA intermediate group. OA retard group was positive to a static banner Ad with intimacy, and OA mania group and OA intermediate group were positive to a static banner Ad with confidence, attention, and intimacy and rich media Ad and floating Ad with confidence and attention. Hedonic early adapter group was positive to a target Ad with attention and intimacy. Internet shopping mall managers should select internet Ad format after segmenting their customers according to OA lifestyle.

• 대한영양사협회학술지
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• 제27권4호
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• pp.263-275
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• 2021

The COVID-19 pandemic has led to the curtailing of school meal services. This study aimed to compare the diets of students attending online classes who prepared their own lunch under these circumstances, with those of their counterparts who had their lunch prepared for them. In December 2020, a survey was conducted on 204 students (75 male and 129 female) at a high school in Gyeonggi-do. The results showed that more girls prepared their own lunch than boys (53.5% vs. 36.0%, respectively, P<0.05). Further, more participants with working mothers prepared their own lunch compared to those with unemployed mothers (60.8% vs. 23.0%, respectively, P<0.001). Lunch was prepared either by parents (47.5%), themselves (47.1%), or others (5.4%). A comparison of the Nutrition Quotient (NQ) was carried out between the subjects who prepared their own lunch and those who ate lunch prepared by their parents. The students who prepared their own lunch had significantly lower total (P<0.05), balance (P<0.01), and environment (P<0.01) sectors of NQ-A than their counterparts. Especially, subjects whose parents prepared their lunch had bean·tofu·soy milk more frequently (P<0.01), tended to eat vegetables more frequently (P=0.059), and skipped breakfast less frequently (P<0.01). In conclusion, this study suggested that high school students who have to prepare their own lunch at home during the COVID-19 pandemic are the newly emerging nutritionally vulnerable group. This study may provide the basic information necessary for preparing measures to maintain the diet quality of high school students during the COVID-19 pandemic and similar situations in the future when school meal services may not be available.

• 한국문헌정보학회지
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• 제58권1호
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• pp.225-254
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• 2024

본 연구는 비대면 강의 수강 경험이 있는 학부생 및 대학원생을 대상으로 비대면 강의 플랫폼에 대한 인식과 만족도를 파악하고, 비대면 강의 플랫폼 설계 및 개발 과정에서 고려해야 할 이용성 요인이 강의 만족도에 미치는 영향 관계를 검증하는 데에 목적이 있다. 문헌조사를 통해 비대면 강의 플랫폼 개발 과정에서 고려해야 할 주요 요인을 정리하고 연구모형을 수립하였다. 이를 바탕으로 대학구성원을 대상으로 대학 비대면 강의 플랫폼 이용자 인터페이스 설계 원칙 충족도, 플랫폼 이용성, 플랫폼 만족도, 비대면 강의 만족도 등에 대한 인식을 묻는 설문조사를 수행하였다. 설문조사 응답 분석을 통하여 변수 간의 인과관계를 검증하고 모형화하였다. 학습자 유형 및 비대면 강의 방식 유형별로도 동일한 모형 적용이 가능함을 확인하였다. 본 연구는 학습자의 평가 결과를 토대로 플랫폼의 이용자 인터페이스 설계 원칙 충족도가 플랫폼 활용 비대면 강의 만족도에 영향을 미칠 수 있음을 검증하였다는 점에서 의의가 있다. 본 연구에서 제안한 연구모형이 향후 비대면 강의 환경 개선과 발전에 기여할 수 있을 것으로 기대한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권3호
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• pp.215-229
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• 2018

Despite the importance of learning to do mathematical proofs, researchers have reported that not only secondary school students but also undergraduate students have difficulties in learning proofs. In this study, we introduced a new toll for learning proofs and explored the reliability and the validity of peer assessment on proofs. In the course of a university in Seoul, students were given weekly proof assignments prior to class. After solving the proofs, each student had to assess other students' proofs. The inter-rater reliabilities of weekly peer assessment was higher than .9 over 90 percent of the observed cases. To examine the validity of peer assessment, we check whether students' assessments were similar to expert assessment. Analysis showed that the equivalence has been quite high throughout the semester and the validity was low in the middle of the semester but rose by the end of the semester. Based on these results, we believe instructors can consider the application of peer assessment on proving tasks as a tool to help students learn.

• International Journal of Contents
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• 제15권4호
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• pp.89-96
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• 2019

This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.