• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.106-112
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• 2023

This study proposes learner participatory activities for learner-centered college liberal arts classes. In addition, it analyzes learners' perceptions of and satisfaction with learner-centered classes and identifies the issues that must be considered when planning learner-centered activities for college liberal arts classes. The study used a learner-centered participatory activity in which participants created a 4-cut cartoon addressing a specific theme. An open-ended questionnaire was administered to identify learners' attitudes about and satisfaction with the learner-centered classes. It showed that most learners (87.5%) were highly satisfied with the 4-cut cartoon creation activities in the learner-centered participatory class. Learners identified the burden- free nature of the class activities, the fact that they improved their understanding of class content, and that they were fun (not boring) as the main reasons they found the class activities satisfying. In liberal arts English classes, more diverse participatory class activities should be developed to arouse interest and motivation of learners and encourage learners' participation.

• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.29-45
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• 2000

The purpose of this study is (1) to develop the teaching plan based on Practical Problems solving on the area of food habits in home economics class and (2) to investigate the participation of teaching, the attitude of teaching method and food life. The subject of this study was two classes consisted off 66 students(male 26. female 40, 33 for each class) who are the first grade of middle school. The comparison group was taught by lecturing. while the experiment group by cooperative learning. The period of this experiment was three weeks: from June 7th to Jun 23th. 1999. The experiment was conducted through 5 classes. First of all students identify the problem of food habits and seek and evaluate information. Students evaluate actions and reflect on decision and evaluate action. The statistical method for the study was a paired T-test. The results of this study are as follows: 1. After experiment, the participation of teaching(p<.05) and the attitude of teaching method(p<.01) in the experiment group showed a statistically significant difference. Therefore the students in the class based on the practical problems solving took an active part in teaching 2. The practical problems solving is more effective than the lecturing in doing guide the positive attitude of teaching. 3. Through the experiment the attitude of food life in the experiment group showed a statistically significant difference(p<.05) Therefore the practical problems solving is more effective than the lecturing in changing positive attitude of food life.

• Journal of the Korean Society of Marine Environment & Safety
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• v.25 no.6
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• pp.743-748
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• 2019

This study suggested a process of redesigning and implementing problem based learning to enhance students' active and collaborative learning activities and learning outcomes. The results of this study are as follows. First, the ef ect of class participation, academic self-regulated learning, and academic self-efficacy were examined. As a result, first, the average of learning activity, class extension, and participation in class was high in the difference between before and after class. Second, the post average scores of all the factors except the 'evaluation' were higher than before. Third, academic self-efficacy showed a significant difference only in 'task preference'. Finally, students' satisfaction with the class was also high. The professor was also able to grasp the characteristics of individual students by designing and operating the classes using PBL, and it was confirmed that the interaction with students increased. Based on the results of this study, we discussed the limitations and educational implications of the problem based learning class and propose successful problem based learning design and operation of the classroom.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.539-545
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• 2020

This study was designed to find out the efficacy of college students' lecture participation in online real-time lectures conducted at university due to the Corona virus events. Participants in this study are 701 students attending the W University in the J region and participating in real-time online lectures. The tools of this study consisted of four factors: interaction, learning improvement, adaptation, and accessibility. The results of this study are as follows: First, accessibility is the highest efficacy among college students' real-time online lectures participation and interaction is the lowest. Second, the efficacy of real-time online lecture participation of university students differed according to gender, grade, major, and access devices. This study is meaningful in that it confirmed the applicability of real-time online teaching method due to corona virus and confirmed the applicability of real-time online teaching as a method to prepare for the arrival of full-scale distance education in the post-Corona era. Lastly, it was suggested that the online class management method and support for each college major reflect the changes of the times.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.91-97
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• 2022

Recently, as per a representative education method to develop core capabilities (such as critical thinking, communication, collaboration, and creativity) problem based learning (PBL) has been widely adopted in universities. Two important features of PBL are 'collaboration between team members' and 'participation based self-directed learning'. These two features should be satisfied in online education, although it is difficult due to the limitation on space and time in the COVID-19 pandemic. This paper presents a new design of PBL class in Metaverse, based on improving the online PBL class operated in the previous semesters in the H university. In the proposed PBL class, students are able to display materials (e.g., image, pdf, video files) in 3D virtual space, that are related to problem solving. The 3D virtual space is called gallery in this paper. The concept of gallery allows for active participation of students. In addition, the gallery can be used as a tool for collaborative meeting or for final presentation. If possible, the new design of PBL class will be applied and its effectiveness will be analyzed.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.47-66
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• 2019

The purpose of this study is followings. First, we develop and apply teaching and learning methods for conducting team projects in flipped calculus class. Second we collect data such as team reports, individual reviews, and surveys during class activities. Third we survey the impacts on participation in student team activities, advanced studying, communication and collaboration. A total of 120 engineering and science majoring students participated in the 16-week long class study administered in team project learning styles in Spring 2018. There were two characteristics of this class. First students studied concepts and examples with video in pre-class and did the team project learning in the classroom. Second we used Google Drive to record team project progress, and to make sure the instructor to intervene appropriately in team activities. We conducted a team project inside and outside the classroom. This could lead the instructor to advise students and so their participation in team activity increased. As a result, it not only had a good effect on communication and cooperation, but also had an effect on advanced learning.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.43-52
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• 2013

As a tool of programming education, a robot is effective in creative problem solving abilities and logical thinking skills. It also provides practical, operational learning experience to learners, when using as a tool of learning, it can help learners' specific understanding for the contents of education and lead to an active participation in learning. This research focuses on the robot's instrumental use in the mathematics class. So the lesson activities with relation to the fourth grade math curriculum were developed after the functional analysis of the robot and the extraction of educational utilization with function. The result shows that there wasn't a significant difference in achievement test but there was a positive response in the most of the survey items. It shows that robots lead to an active participation in class, to be interested in math class and were helpful to understand math concepts. There was also a positive response in the result of learner interviews such as dynamic, collaborative communication, experiential, practical lessons that are rare sights in normal math class.

• Journal of Information Technology Applications and Management
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• v.29 no.1
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• pp.29-45
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• 2022

The Fourth Industrial Revolution era requires people to have the ability of integrated thinking, critics, sensitivity, and creativity in an integrated manner. Therefore, teaching methods are expected to become more suitable for the trend. In this belief, current teacher-leading education method should move to students' self motivating one and consist of programs in which students voluntarily involve. In this reason, this study suggests FPBL educational method model that is combines project-based learning with flipped learning by analysing preceding research and digital painting tool class was designed by applying it. As a result of applying the designed class model to the class, all of the class satisfaction, effectiveness, and interaction were evaluated positively. Problems such as limitations of project classes due to non-face-to-face classes, large amount of learning before class, and reduced concentration during class were found. Therefore, when the FPBL class model is conducted non-face-to-face, it will be necessary to further strengthen the role of the instructor, provide lecture videos summarizing the core contents, and improve concentration by providing active participation and fun using various digital tools. The result of the study looks significant by confirming the possibility of applying FPBL model not only in design education but also other educational settings.

• Journal of Korean Home Economics Education Association
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• v.10 no.2
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• pp.67-78
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• 1998

The purposes of this study is to find middle school student's needs for Home Economics Curriculum and the family life participation. The samples are 323 middle school students in Kangneung. The results of this study are summarized follows; 1. It is shown that the family life participation of boys was higher than that of girls. 2. Variables that affect middle school student's needs for Home Economics curriculum are needs for Home Economics, number of brothers and sisters and the age for mother. 3. Variables that affect middle school student's the family life participation are human development and family relationship, the clothing, participation in class of Home Economics, perception of life status and sex. 4. The relative contributions of independent variables of the family life participation of middle school students are as follows. The degree of explanation of middle school student's family environmental variable is 12.2%. Adding the variable of Home Economics course, the degree of explanation is increased to 21.8%(deviation 9.6%). Adding the variable of needs for Home Economics curriculum, the degree of explanation is increased to 33.1% (deviation 11.3%).

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.47-54
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• 2011

Purpose of this research is to study status of regional informatization of new information alienated women immigrants in concern of uplifting social activities of them under rapidly changing social environment onto the multi-cultural society, which would be used to propose educational courses and concepts aligned to women migrants. Based on the research of informative social activities, the most beloved activities are hobby or leisure related subjects, and places which has utilized information education well and in urban areas are high in social activities. Consequently, supporting fundamental courses of information education are mandatory to encourage social participation activities in area such as regions in Gyeongsangbuk-do and Gwangju, also more intense courses linked with informative tracks are needed in places with lively social participation activities such as in Seoul, Daejeon, and Jeju-do.