• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.963-976
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• 2012

As the college environment changes, the roles of professors and students should also be changed. And the way that we teach undergraduate students should also be changed. The purpose of this research is to analysis characteristics of good teaching methods in college as perceived by students and professors. We did content analysis to elicit the characteristics of good instruction from qualitative comments of 196 course evaluations, 195 excellent essays selected from 8 college essay competitions, and 72 teaching knowhow essays of professors. To see the difference of division in good instruction characteristics, we did frequency analysis by SPSS statistics program. According to the content analysis, the most essential characteristics of good instruction as perceived by the students and professors is teaching strategies. There were also differences in the fact of recognition transition by division and the students-professors.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.119-139
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• 2011

Free-talking in Korea has recently been emphasized as a way of improving students' speaking ability outside of the classroom. The purpose of this study is to examine perceptions of free-talking, to understand what type of roles were played by or allotted between Korean students and international professors (IPs) and to look for effective speaking strategies for utilizing free-talking. Participants of this study were 68 university students and 23 IPs. The data collected through a survey type of questionnaire were analyzed by this researcher and the main findings indicate that students and IPs have somewhat different viewpoints about their concepts of free-talking. Students expressed varying viewpoints depending on their experience and class (year). In terms of the benefits, usefulness, and satisfaction of free-talking, students and IPs seem to be in more agreement with each other although the two groups have conflicting perceptions in the particular operation of free-talking, especially in terms of preparation and feedback. Students stated that they feel anxious, nervous, and that they struggle with peer pressure while free-talking. However, they feel that through free-talking they build up confidence and increase their speaking ability. Regarding roles, most professors play a helpful role as a guide or facilitator while students want professors to provide more suitable materials and to tutor them by means of appropriate feedback and strategies as well-prepared teachers like a prompter, participant or tutor in the timely manner. Finally, this paper proffers a few practical suggestions for activating free-talking and a discussion of the pedagogical implications.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.279-290
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• 2021

As the university's academic management was not carried out smoothly due to COVID-19, and most of them were conducted as non-face-to-face classes, students' dropout is steadily increasing. In this study focus group interviews were conducted to analyze physics students and professors' recognition of the COVID-19 non-face-to-face class environment. Based on the results, the implications of non-face-to-face classes for physics education were presented. Physics students described their feelings about un-tact teaching as 'the class in which the body is comfortable but the mind is uncomfortable', 'a person who is smarter than me seems to explain a book, reading it' and 'a short clip lecture which may be comfortable but cause losses to me', while the professors also described them as 'a fully transformed class system' and 'a online class putting much burden on me'. Regarding school dropout, students said that the concerns about dropout during non-face-to-face classes were deepened about transfer or transfer. The professors said that the department atmosphere had lost vitality due to the increase in non-face-to-face classes and academic dropouts, and had a lot of worries because of the recruitment rate and external university evaluation. The implications of the COVID-19 non-face-to-face class situation for physics education suggest that it is required to strengthen the interaction between professors and students, finding ways to enhance the sense of reality to supplement laboratory classes and giving opportunities to professors to share their pedagogical contents knowledge in physics.

• Korean Journal of Adult Nursing
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• v.20 no.5
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• pp.731-742
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• 2008

Purpose: The purpose of this study was to analyze how a nursing student recognizes PBL with simulation education and its relationship to academic achievement. Methods: The study objects were the students in C college who learn through PBL using simulator for 15 weeks(September 2007 to December 2007). Learning element recognition was developed by Cho(2002) and three key evaluations(performance, self-evaluation, and colleague evaluation) were designed by professors. Results: Learning element recognition ranged from 2.37 to 4.83 with the average at 3.94. For Learning element recognition, students who preferred discussion score 4.15. This was statistically more significant than those who do not. Students who preferred presentations show significantly higher score in colleague evaluation. For Learning element recognition and academic achievement, self-evaluation and colleague evaluation showed relationship to PBL learning element. Conclusion: There was definitely a relationship with PBL learning element and academic achievement after learning the PBL with simulation education.

• Journal of Korea Multimedia Society
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• v.23 no.12
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• pp.1464-1475
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• 2020

Due to the spread of COVID-19, the online lecture has become more prevalent. However, it was found that a lot of students and professors are experiencing lack of communication. This study is therefore designed to improve interactive communication between professors and students in real-time online lectures. To do so, we explore deep learning approaches for automatic recognition of students' facial expressions and classification of their understanding into 3 classes (Understand / Neutral / Not Understand). We use 'BlazeFace' model for face detection and 'ResNet-GRU' model for facial expression recognition (FER). We name this entire process 'Degree of Understanding (DoU)' algorithm. DoU algorithm can analyze a multitude of students collectively and present the result in visualized statistics. To our knowledge, this study has great significance in that this is the first study offers the statistics of understanding in lectures using FER. As a result, the algorithm achieved rapid speed of 0.098sec/frame with high accuracy of 94.3% in CPU environment, demonstrating the potential to be applied to real-time online lectures. DoU Algorithm can be extended to various fields where facial expressions play important roles in communications such as interactions with hearing impaired people.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.151-158
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• 2017

This study explored the development and utilization strategies based on the recognition of Massive Open Online Courses(MOOC) of students and professors who are the subjects of university teaching and learning. All members of the university recognized the basic concepts of MOOC as openness, sharing, and participation positively. In the understanding and recognition level of MOOC, undergraduate and graduate students were very low but professors were relatively high. They wanted the MOOC to develop courses in the humanities, natural sciences, social sciences, technology engineering and the arts and sciences, aiming at innovation in college curricula and diffusion of unique contents. The undergraduates wanted MOOC to be able to complete the liberal arts curriculum, basic learning in other areas and extra-curriculum and the graduate students who were lifelong learners wanted MOOC to be developed and utilized for strengthening lifelong education of local citizens. Professors who are providers of high quality education and lifelong learners wanted MOOC to be used for the deepening of their major courses in order to innovate the university education and to spread unique contents. The university should support the development of various MOOCs, establish the completion system, and provide advanced and high quality online education service.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.135-142
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• 2020

The purpose of this study is to analyze the effectiveness of university convergence curriculum using CIPP model. With 758 data surveys of professors and students participating in K University's convergence education, the analysis of differences according to group characteristics and the factors affecting performance recognition and course satisfaction were analyzed. As a result of analysis, first, class activity(CA) was the highest (M=3.85), and coursework design(CD) was the lowest (M=3.35), and there were significant differences in the course objectives, course content, and class activities according to the characteristics of the group. Second, the factors affecting the performance recognition and course satisfaction of the convergence curriculum were needs analysis, coursework design, learner activity, performance recognition, and course satisfaction. In conclusion, it suggests that from the planning stage, it should be designed to reflect the needs of professors and students, and to improve satisfaction and performance recognition with novel contents and active teaching and learning activities. This study can be used as basic data for improving the quality of the convergence curriculum.

• Journal of radiological science and technology
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• v.39 no.2
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• pp.247-256
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• 2016

This study was conducted with a goal to identify the factors that determine radiology students' satisfaction with their major and to provide the basic data for efficient education and career guidance. The result indicated that the students' satisfaction with the professors' roles was high. However, overall, the level of satisfaction with the curriculum was found to be low. In addition, it was analyzed that there was a large gap between recognition and practice of self-directed learning. In the correlation analysis, the professors' roles were also found to be a very important factor. Based on the result, the professors' roles of center(teaching or state examination, students with questions etc.,), it was concluded that improvement of the radiology students' satisfaction with their major would help the students adapt themselves to the major and school successfully and develop a positive character to perform as professionals in the future.

• The Korean Journal of Emergency Medical Services
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• v.22 no.3
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• pp.7-34
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• 2018

Purpose: The purposes of this research were to study the validity of the National Examination based on smart based test(SBT) by 7 types of healthcare occupation. Methods: We conducted a questionnaires survey among 1,219 people including 210 professors for all 7 types of healthcare occupation and 573 clinical specialists ; 436 students from random sampling participated and the reliability of the questionnaire was tested using Cronbach's alpha. Results: Professors from 7 types of healthcare occupation were investigated for their opinions on the introduction of the SBT system ; 65.9% of the professors answered positively on the introduction of the SBT National Examination System, while 40.1% of the clinical experts answered likewise. In particular, professors and the clinical experts recognized altogether that the multimedia questionnaire, being effective for the evaluation of clinical and practical competence of the subjects, enabling the evaluation of various areas and strengthening the school education in clinical practices, the 42.0% of the students from 7 departments answered that the future direction of the national test is in the SBT test system with significant difference (p=.000) found in students majoring in order of Emergency Medical Services, Radiology and Physical therapy, compared to students from other majors, showing the positive response to the SBT system. Conclusion: The results of this study comprehensively evaluated the positive recognition of development of multimedia items and SBT system in national examination of 7 types of healthcare occupation in professors, field specialists and students.

• Journal of Technologic Dentistry
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• v.42 no.4
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• pp.379-387
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• 2020

Purpose: This study aimed to explore methods to improve the quality recognition and satisfaction level of non-face-to-face lectures among students in the departments of dental technology and dental hygiene. Methods: This survey was conducted to assess the status and preference of non-face-to-face lectures and the level of awareness and satisfaction regarding the quality of these lectures among 179 students of dental technology and 295 students of dental hygiene. Statistical analyses were performed using frequency analysis, independent sample t-test, one-way ANOVA (post-hoc Duncan), Welch analysis (post-hoc Games-Howell), and hierarchical multiple regression analysis. Results: Factors that affected the ability to assess the quality of non-face-to-face lectures were the department, the method of non-face-to-face lectures, the most preferred method for conducting lectures, the level of awareness regarding the quality of face-to-face lecture, and satisfaction level. It has 71.5% explanatory power. Moreover, factors that influenced the satisfaction level of non-face-to-face lectures included the department, grade, the highest satisfied non-face-to-face teaching method, the most effective theoretical non-face-to-face teaching method, the most preferred teaching methods, and the ability to assess quality of face-to-face lectures. It has 46.8% explanatory power. Conclusion: Non-face-to-face classes should be designed and developed for web-based programs to improve the motivation and achievement level of the students and encourage interaction between the professors and students. Our findings suggest that educators should strive to achieve optimal educational effects by efficiently combining face-to-face and non-face-to-face lectures.