• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.39-47
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• 2007

This study aims at an objective analysis of the EBS lecture program for the national scholastic achievement examination (NSAE) that started from April 1, 2004. To this end, it obtained and analyzed related data which are archived in the EBS NSAE lecture system under the assistance from EBS. More specifically, it analyzed the practices of lecturer placement and student members. Also, the practices of use of lectures were analyzed by years, and the economical value from the use of the EBS NSAE lecture program was estimated through the comparison with the level of tuitions for private online institutes. In addition, this study diagnosed the properness in counselor placement through an analysis of the use of the web forum, and analyzed the practices of the nonsul (essay-type examination) program in order to identify the coping strategies of EBS with regard to the introduction of a new system for 2008 university entrance system. As a result of the analysis, this study presents various ways to improve the EBS NSAE lecture program.

• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.55-65
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• 2019

In programming language learning system of flip learning methods, the evaluation of cyber lectures generally proceeds from online to multiple choice questions. In this case, the questions are randomly extracted from the question bank and given to individual learners. In order for these evaluation results to be reflected in the grades, the equity of the examination question is more important than anything else. Especially in the programming language subject, the degree of difficulty that learners think can be different depending on the type of problem. In this paper, we classify the types of multiple-choice problems into two categories, and manage the difficulty level by each type. And we propose a question selection algorithm that considers both difficulty level and type of question. Considering the characteristics of the programming language, experimental results show that the proposed algorithm is more efficient and fair than the conventional method.

• Journal of Family Resource Management and Policy Review
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• v.21 no.1
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• pp.45-63
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• 2017

The purpose of this study was to emphasize the household financial education as a part of family life education, especially when provided at local community level; it also examines diverse measures by which to deliver such education. To this end, the current study focuses on the education programs of a healthy family support center, which has been established as a representative transmission system. The current status of its operations was examined, and practical measures by which to stimulate the delivery of financial education within that center were derived. In more detail, previous studies inside and outside of Korea were examined, and the current status of financial education included in the area of family life education was assessed; as a result of these assessments, the definition and objectives of financial education as family life education were adjusted. The limits of financial education that has been delivered thus far were reviewed, with the aim of proposing measures by which to sufficiently stimulate the delivery of financial education programs-programs that ultimately reflect the healthy family philosophy. This study proposes four specific measures by which to stimulate financial education. The first is the application of 'life cycle perspectives' to educational terms. The second is the activation of financial education programs that involve the family unit as educational subjects. Third, the delivery of lectures which related to the financing and nurturing of program coordinators was proposed. The fourth is drawing a connection between online and offline education in terms of effectively applying teaching methods. Ultimately, the results of this study can be used as basic data to inform the planning, development, and operational stages of financial education programs within family life education, which can be performed in healthy family support centers in the future.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.109-122
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• 2018

This study investigates factors to disturb the e-Learning persistence of adult learners based on a case study of Cyber University students located in Seoul Korea. Main findings of our research show that economic burden, shortage of studying hours, digital literacy problem, perceived isolation, inefficient interaction between lecturer and student, and support of family are primary factors to influence the persistence of online education in a Cyber university. From our case study, we recommend to improve the scholarship system, and supplement the offline special lectures at weekends in order to alleviate perceived isolation. A novelty of this paper is that economic burden is highlighted to influence the persistence of adult learners.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.249-263
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• 2022

The purpose of this study is to investigate the effects of assessment by adopting adaptive learning in higher education that are rarely examined in previous studies. In particular, this study applied research questions: 1) How does technical perception, perceived contents and features, and perceived integration of the AI-based adaptive system with lecture affect overall satisfaction, overall effectiveness, overall usefulness, overall motivation for the study, and intention to use it with other classes? 2) How do overall satisfaction, overall effectiveness, overall usefulness, motivation for the class, and intention to use affect loyalty on the AI-based adaptive system? This study conducted online surveys after the completion of the classes adopted AI-based adaptive learning system, ALEKS. This study applied ANOVA, regression, and factor analyses. The results of this study found that perceived integration of the AI-based adaptive learning system with the lectures on overall satisfaction, effectiveness, motivation, and intention to use for other classes showed significant with higher effect size. The results of this study provides implication that the AI-based learning system help improve learning outcomes in graduate level studies. The results provide policy and managerial implications that the AI-based adaptive learning system should improve better customer relationships in higher education.

• Journal of Science Education
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• v.46 no.3
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• pp.312-325
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• 2022

This study aims to provide a science history content system necessary in the course design process of liberal arts subjects, along with the application of flip learning in liberal arts science classes for humanities and social sciences students. For the research, we analyzed the current state of the liberal arts and history of science classes at universities. Then we developed the 'Understanding the History of Science' subject by applying the flip learning method through the analysis of various previous studies. As the goal of science history lectures that can reach the essential purposes of science liberal arts education, including knowledge acquisition and strengthening various competencies, scientific attitude cultivation was set, and the content system of week 15 was designed to consider this. The four topics corresponding to the "History of Science" part of the "Understanding Science History" content system consisted of flipped learning classes and teaching and learning activities, including online video materials and group discussion activities. As a result of opening courses for students in the humanities and social sciences and operating classes for 56 college students, it was confirmed that students' interest and awareness of science increased. This study provides educational evidence for science history and liberal arts education.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.115-126
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• 2021

The purpose of this study is to closely analyze the case of blended-learning in order to provide a diverse and flexible learning environment while maintaining the nature of face-to-face classes, and to identify the learning environment that supports blended-learning in each class step and the educational experience of students. The experience and satisfaction of blended learning were investigated in various ways: course evaluation, LMS activity evaluation, and questionnaire before and after the class. As a result, the blended-learning is better than the traditional face-to-face classes, in providing real-time feedback, opportunities for various interactions, and textual conversations, anytime and anywhere. In addition, as a result of the preliminary survey, as a measure to solve the opinion that concentration was reduced due to problems such as networks and felt uncomfortable in the communication part, the theory and lectures of the design practice class were conducted non-face-to-face. The individual Q&A and feedback were conducted face-to-face and non-face-to-face. As a result of the follow-up survey, it was found that concentration and efficiency could be improved. This opens up possibilities for active use of the online environment in design practice classes.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.429-437
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• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.