• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.97-104
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• 2021

The authors provide characteristics of the open educational platforms, classification and quantitative analysis regarding the availability of IT courses, teaching language, thematic directions on the following platforms: Coursera, EdX, Udemy, MIT Open Course Ware, OpenLearn, Intuit, Prometheus, UoPeople, Open Learning Initiative, Open University of Maidan (OUM). The quantitative analysis results are structured and visualized by tables and diagrams. The authors propose to use open educational resources (teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows free use, adaptation, and distribution) for organization of independent work; for organization of distance or correspondence training; for professional development of teachers; for possibility and expediency of author's methods dissemination in the development of their own courses and promoting them on open platforms. Post-project activities are considered in comparing the courses content of one thematic direction, as well as studying the experience of their attending on different platforms.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.18 no.12
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• pp.3005-3012
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• 2014

Massive Open Online Courses(MOOC), originally started from United States, have recently received a great deal of attention all over the world. MOOC means free online courses that anyone can attend anytime. In Korea, KERIS(Korea Education and Research Information Service) and some universities provide various MOOC services. The purpose of this paper is to present current status and improvement suggestions of MOOC. We first introduce the formal definition and history of MOOC, then discuss current status of MOOC services in Korea and other countries. We finally present improvement suggestions that include induction of active participation for universities, value creation for campus, development of revenue model, providing motivation to students for finishing courses, development of LMS(Learning Management System), securing well-trained lecturers, translation of lecture materials, ensuring quality of authentification system of MOOC services.

• Journal of the Korea Convergence Society
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• v.7 no.3
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• pp.121-129
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• 2016

This study explains the fundamental problems of MOOC (Massive Open Online Course) based on major survey results for MOOC and online courses conducted in the United States. Consequently, this study integrates the following conclusions and suggestions on how to improve MOOC and convergence of MOOC and universities under the current IT technology. First, the division into small sized classes will solve the problem of massiveness with MOOC. The problem of openness will be solved by providing differentiated courses based on placement tests; and the weakness of onlineness can be complemented through Flipped Learning methodologies. Second, in convergence of universities and MOOC, there are two desirable approache s: credit-free courses use the improved MOOC suggested in this study while credit courses are conducted by Flipped Learning, based on core online courses within departments. In addition, the credit courses offer intensive and supplementary ones together if possible. Third, MOOC will be utilized more widely as it will offer differentiated courses and be produced by education-based universities.

• Industrial Engineering and Management Systems
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• v.16 no.1
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• pp.141-153
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• 2017

A binary integer programming model is proposed for a complex timetabling problem in a university faculty which conducts various degree programs. The decision variables are defined with fewer dimensions to economize the model size of large scale problems and to improve modeling efficiency. Binary matrices are used to incorporate the relationships between the courses and students, and the courses and teachers. The model includes generally applicable constraints such as completeness, uniqueness, and consecutiveness; and case specific constraints. The model was coded and solved using Open Solver which is an open-source optimizer available as an Excel add-in. The results indicate that complicated timetabling problems with large numbers of courses and student groups can be formulated more efficiently with fewer numbers of variables and constraints using the proposed modeling framework. The model could effectively generate timetables with a significantly lower number of work hours per week compared to currently used timetables. The model results indicate that the particular timetabling problem is bounded by the student overlaps, and both human and physical resource constraints are insignificant.

• The Korean Journal of Ecology
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• v.17 no.2
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• pp.143-148
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• 1994

The relationships between microbial activity and physico-KDICical characteristics of soils were investigated in three golf courses of Kwanak, Gold and Korea Country Clubs, with different open years. The soil samples were collected in tee, fairway and rough. There were ranges of 4.80-5.55 in pH, $25.55-98.50{\mu}S$ / cm in conductivity, 10.96-16.73% in moisture content, 0.18-0.36g / g in water holding capacity, 3.68-5.39% in organic matter, and 0.10-0.25% in total nitrogen. Dehydrogenase activity(DHA) as an index of soil microbial activity was determined. DHA values of soil were $69.83-314.43{\mu}$g / g in three courses and showed the order of Kwanak>Gold>Korea Country Club with open year. This indicates that DHA was affected by several fertilizer treatments rather than herbicide and pesticide treatments. DHA was significantly different with golf clubs as well as golf courses and positively correlated with water holding capacity and total nitrogen.

• International Journal of Computer Science & Network Security
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• v.21 no.9
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• pp.169-172
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• 2021

The article discusses the results of a quantitative analysis of open educational resources in the field of information technology. Study is based on a study of the content of ten platforms that provide access to open resources (OPs). To achieve this goal, we used the following methods: theoretical analysis and generalization of Internet sources to determine the popularity of educational platforms and resources on them; quantitative data analysis to determine the relative proportion of IT courses in various parameters: the relative weight of courses in the IT field in general and on each platform in particular, the language of instruction, the quantitative content by thematic areas. The following platforms providing access to open educational resources were subjected to quantitative analysis: Coursera, Edx, Udemy, MIT OpenCourseWare, OpenLearn, Intuit, Prometheus, UoPeople, Open Learning Initiative, Maidan Open University.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.8
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• pp.3992-4005
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• 2018

In our current information-based society in which knowledge is a fundamental asset to production, the capability to utilize information and produce knowledge with the use of information technology (IT) has become essential to learning. Massive Open Online Courses (MOOCs) have recently been introduced in light of such changes and are recognized as an alternative to open education. MOOCs' capabilities are being acknowledged in lifelong education in terms of reeducation and knowledge sharing, and also in terms of improving teaching quality, and improving university students' levels of creativity and integrated thinking by supporting high-level content and teaching. Therefore, this study presents an extended research model that combines information system (IS) continuance and task-technology fit models. Our study researches previous literature, revealing factors of continuous use after accepting MOOCs from the learner's perspective, and analyzes the model empirically. The ideal environment for MOOCs learners is evaluated, and a strategic approach to the successful settlement and diffusion of MOOCs is presented based on this study's findings.

• Journal of Korean Academy of Nursing Administration
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• v.18 no.3
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• pp.301-309
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• 2012

Purpose: This study was done to investigate changes in image of nursing in first year students of nursing after courses on history & philosophy of nursing. Methods: Participants were 100 first year students at a nursing college located in K city. The students were asked to submit a written answer to an open-ended question. Data were collected in March, 2011, before the students started nursing courses, and again in June, 2011, after they had finished one semester of nursing courses. Data were analyzed using Van Kaam's phenomenological method. Results: Before the nursing courses, students regarded nursing as caring for patients comfortably with warmth and kindness, helping patients with self-sacrificing spirit and service, and being tough and overwhelming to do. After finishing one semester of nursing courses, they regarded nursing as a profession that requires motherly care, love and devotion, and as meaningful and beautiful to do. Conclusions: After finishing one semester of nursing courses, the images of nursing held by the students changed from a traditional perspective emphasizing the emotional and negative aspects to one focusing more on the professional and positive aspects. It is essential to establish healthy and positive images of nursing among students through the nursing curriculum.

• International Journal of Knowledge Content Development & Technology
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• v.6 no.2
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• pp.93-108
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• 2016

Rethinking and re-conceptualization of knowledge organization has become necessary as a result of recent changes brought by digitization, networked resources, and interdisciplinary shifts. This paper calls for a review of curriculum and changes in teaching approaches to respond to these changes. The paper suggests expanding the scope of knowledge organization by adding new topics, and recommends placement of these topics in different courses (introductory or foundation courses, core or required courses, and electives or specialized courses) for a balanced approach. The paper also proposes a change in the mindset about the target of these courses and recommends knowledge organization work be extended from institutions to individuals. It is also suggested that knowledge organization work responsibilities are broadened to involve authors, knowledge workers, and information users rather than restricting it only to trained information professionals. The paper highlights that the digital environment makes it necessary to change the context for teaching KO courses and goes beyond the collection of information resources and addresses personal information management needs as well. The paper concludes that fundamental changes tantamount to re-conceptualization of the area of knowledge organization, which is expected to open up new opportunities for information graduates aspiring to work in information environment beyond libraries.

• Korean Medical Education Review
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• v.19 no.2
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• pp.90-100
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• 2017

The necessity of embracing selective courses in medical curriculum is increasing due to the expansion of medical knowledge and changes in the health care environment. In contrast to the abundant evidence regarding elective or selective courses during the clinical phase, articles focusing on the preclinical period are relatively scarce. This study aims to explore the development, implementation, and evaluation of newly-adopted selective courses in the first-year medical curriculum in a medical school which recently underwent a major curricular revision. First of all, the Curriculum Committee established goals and operating principles of the courses, and then the committee encouraged all participating professors to attend a related faculty development workshop after finalizing the list of courses. A survey was conducted at the end of each course for evaluation. Of the 36 courses opened in 2016, the overall satisfaction of students was $4.98{\pm}1.06$ (out of 6) and showed a strong correlation with students' previous expectations, reasoning- and participation-oriented teaching, and outcome of the courses including increased motivation. In the open-ended responses, students and professors described not only intended outcomes such as acquisition of medical knowledge and increased interest in new topics, but also unintended outcomes including positive impression for selective courses and even high satisfaction and rewarding experiences, especially from the teachers' perspective. Although long-term outcomes remain to be seen, the results of this study show the feasibility and impact of selective courses and will contribute to effective implementation in other medical schools.