• The Journal of Korean Association of Computer Education
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• 제6권3호
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• pp.151-162
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• 2003

In 21 century information age, teachers have to help students' learning activities can be more self- directed learning. The web with diverse audio-visual materials and a great deal of interactions among contents shows lots of possibilities as one of the methods to provide self-directed learning environment for students. It allows learning environment for students to study more self-directed way by following individual learning styles, need, ability, etc. Although the best instructional method is personal field experience in the view of the characteristic of Practical Arts education. a web courseware can be a great substitutional method for improving learning effectiveness in relation to cost, safety, time limit for direct personal field experience. Therefore, the purpose of this study is to develop a web courseware for the unit 'Raising Animals' in Elementary school 6th grade Practical Art which is very difficult unit for teachers to provide direct experience environment for students. The researchers also applied the web courseware in 6th grade classrooms and described the results briefly. However, the researchers did not intend to conduct a full field implementation of the program to evaluate the program. That will be conducted in a following.

• The Korean Journal of Coaching Psychology
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• 제5권1호
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• pp.33-65
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• 2021

This study is an exploratory study to investigate the concept of student success recognized by college students. In order to listen to students' free thoughts, an open questionnaire was conducted using an online questionnaire and 99 responses were analyzed. The response results were analyzed using CQR-M (Consensual Qualitative Research-Modified). As a result of the analysis, 25 categories were derived from three domains. The frist domain, 'meaning of student success' recognized by college students is with 9 categories: 'academic achievement', 'job competency improvement', 'gaining diverse experiences', 'satisfactory employment', 'setting of desired career path', 'relationship-building ability improvement', 'setting and achievement of own goals', 'self-development', and 'satisfactory college life'. The second domain, 'college environmental factors for student success' is with 7 categories: 'career development support', 'job competency improvement system', 'support for participation in college life', 'opportunities to form human networks', 'learning capability enhancement system', 'expansion of economic support', and 'environment for student convenience'. The third domain, 'psychological factors necessary for student success' is with 9 categories: 'learning ability', 'self-efficacy', 'interpersonal competence', 'self-awareness and improvement', 'job competency', 'self-regulation ability', 'rich experience', 'career awareness', and 'self-esteem'. The frequency and results of each domain were analyzed and presented, the significance and limitations of the study were discussed, and suggestions for subsequent studies were made.

• The Journal of the Convergence on Culture Technology
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• 제4권4호
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• pp.207-212
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• 2018

The objective of this study was to investigate the effect of undergraduates' self-directed learning on the school life satisfaction and interpersonal relation ability. For this purpose, 341 undergraduates were targeted and analyzed. The results of the study are as follows. First, significant positive correlation was found in self-directed learning, school life satisfaction, and interpersonal relation abilities. Second, as a result of analyzing school life satisfaction, a sub-factor of self-directed learning, all of gender, grade, and age affected. In addition, sub-factors such as study confidence, study passion, study responsibility seemed to affect positively significantly in order. Third, as a result of analyzing the effect on interpersonal relation skills of self-directed study, there was no significant relation in gender, grade, and age. However, there was significant positive effect in study responsibility, study passion, and study confidence in order. Based on the results of this study, it was confirmed that school life satisfaction and interpersonal relation abilities are closely related to self-directed learning. This is significant in that to revitalize institutions such as educational service, study support for students, self-directed learning programs development in education field at the university, etc. are required.

• Journal of The Korean Association of Information Education
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• 제9권4호
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• pp.583-593
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• 2005

Ministry of Education ＆amp; Human Resources Development has drawn up and carried out various plans to improve the education of the information communication technology application of teachers, who are the most central forces leading the education of the information communication technology. But this current efforts of teachers have put emphasis on the skill-trained abilities. In this study, I compare the internal with the external evaluation tools about the current abilities of the information communication technology application of teachers and have developed the self-evaluation tools for this based on a good point of these tools. Through these evaluation tools, teachers will be able to integrate and evaluate the abilities of the real teaching-learning instruction and the abilities of the information communication technology application on the whole.

• Journal of The Korean Association of Information Education
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• 제20권2호
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• pp.131-138
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• 2016

We have developed a UMC (Use-Modify-Create) strategy for the improvement of computational thinking in SW education. UMC model is an instructional strategy that students analyze examples of algorithms, modify-expand it and to develop new SW. First, we applied the UMC classes during 1 semester targeting pre-service teachers. To explore the effectiveness of the proposed model, we conducted a t-test for improving students' self-CT. Through a result, we found that is the UMC teaching-learning strategy helped the CT concepts and practice skills. In addition, we could see the Use and Create steps help to improve the ability of students' CT than directly teaching and Modify steps.

• Journal of Korean Library and Information Science Society
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• 제32권4호
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• pp.331-360
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• 2001

School Libraries are facilities which support teachers and students in their teaching and learning activities and help to fulfil the school curriculum. Recently the Ministry of Education & Human Resources and Development is emphasizing ‘self learning’and it means that the problem solving ability of students can be improved through resource based learning & self learning. The resource based learning is closely connected with school libraries. School libraries are basic organization among all kind of libraries in all parts of th country and they can not develop without the systematic support of the government. The school libraries are just nominal because education in schools is centered on entrance examination and the government is indifferent to them. Therefore, it is urgent to constitute the related regulations and systems to rescue school libraries. The present school libraries laws should be revised toward the direction of effectiveness and it is possible to revise them after School Library Promotion Acts are constituted in public. All kinds of system and organization can develop only when they attach great importance to people Even though we constitute good laws and have good systems, they can not develop without the support of administrative organizations. They can develop when the administrative organizations have the strong will to develop them and are affectionately interested with them. The development of school libraries are under the control of strong interest and will of the people who are in charge of the systems and apply the related regulations.

• Communications of Mathematical Education
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• 제31권3호
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• pp.331-347
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• 2017

The purpose of this study is to develop a sample chapter of mathematics textbook at the first middle school according to the model of supporting learners' self-directed learning. The self-directed learning is a learning strategy to develop learner's ability to solve unstructured problems by himself or herself. Basically, the textbook should included learning objectives distinctively. Second textbook should consist of some appropriate method for learners to learn content. Third, it suggests some plans to utilize learning strategies of this model effectively when authors or developers develop textbooks in future. Based on those condition, it is also requested that the sample chapter of the textbook be develop in order to study interestingly as well as to implement self-directed study, and content materials using mixed diverse subjects would be included in the chapter. Furthermore, the sample chapter which is suitable to the semester of managing self-directed learning middle school would be developed. For this purpose, in this study the 'Plane shapes' was selected dealt with in the first middle school. The sample chapter is developed at first by the researchers and then revised and completed through the checking from the professionalists two times.

• Journal of Practical Engineering Education
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• 제13권2호
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• pp.243-249
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• 2021

It has been determined the 6 core competencies of our university students. Among them, it was judged that the student's convergence thinking ability and self-development ability were insufficient. To enforce the two insufficient abilities, an engineering-related major collage course was newly established in the form of an intensive coursework. The course was conducted as a shared curriculum between division/departments. For each of the first and second semesters in the 2020, 54 students from two completion groups (Department of Electrical and Electronic Control Engineering; 26, Optical Engineering; 28) were the subjects of the survey, the survey results of 20 common questions were comprehensively analyzed. As the result, more than 75% of the respondents were positive about free online learning at any time and place. And if additional interactive activities and team teaching method are reinforced during recorded audio and video contents learning material, It is confirmed that the attempted intensive course can maximize the learning effect.

• Journal of Practical Engineering Education
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• 제12권1호
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• pp.41-47
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• 2020

This study aims to investigate effects of brain-based learning. 27 primary studies were selected through rigorous search process and analyzed through meta-analytic methods. Research findings are as follows. First, the total effect size was .67. Second, the effect of dependent variables was academic achievement, cognitive domain, and affective domain in order. Third, with respect to types of cognitive domain, the effect was self-regulation, creativity, competence, communication, and research ability in order. Fourth, the effect of affective domains was sociality, learning interest, and subject attitude in order. Fifth, regarding development of cognitive ability, the effect size was combined, brain training, learning environments, and right brain activities in order. Sixth, the effect of learning activities was memory improvement and attention enhancement in order.

• Journal of Advanced Technology Convergence
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• 제2권3호
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• pp.33-41
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• 2023

This study aimed to improve the quality of classes through the application experience analysis after applying the adult nursing simulation practice modules with PBL. Quantitative and qualitative data such as from satisfaction, validity, self-reflection, and lecture evaluation in 68 nursing students were analyzed after the semester. Satisfaction was 4.64 points out of 5 points, and 'I want to recommend this class to other friends' was the highest. It was appropriate for the validity as 64.7% to 100% positve answer. From the qualitative data analysis of lecture evaluation, it was categorized into 5 thematic groups : 'increased immersion related to a lively class environment', 'growth of knowledge and skills through learners' active participation', 'improvement of mutual collaboration skills through team-based problem-solving process', 'Improvement of problem-solving ability through situational crisis coping process' and 'Improvement of individual comprehension through close teaching'. The continuous development of PBL learning strategies and development of various scenarios are required in the future.