• Korean Medical Education Review
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• v.23 no.1
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• pp.46-55
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• 2021

Since the emergence of coronavirus disease 2019 (COVID-19), medical schools have experienced a sudden, full-scale transition to online classes. As the COVID-19 pandemic continues, it is important to evaluate current educational programs and to assess their implications. This study explored perceptions of online classes and learning behavior among medical students. Twenty preclinical medical students were interviewed in focus groups for 2 months. They generally expressed positive perceptions about online classes, and in particular, positively assessed the ability to lead their individual lifestyles and study in comfortable environments with fewer time and space constraints. Students thought that the online environment provided a fair chance of facilitating positive interactions with the professor and considered communication with the professor to be an important factor only when it was related to the class content or directly helped with their grades and careers. Students also had negative views, such as feeling uncertain when they could not see their peers' learning progress and assess themselves in comparison and feeling social isolation. Learning behaviors have also changed, as students explored their learning styles and adapted to the changed learning environment. Students expanded their learning by using online functions. However, students sometimes abused the online class format by "just playing" the lecture while not paying attention and relying on other students' lecture transcripts to study. The results of this study are hoped to provide a useful foundation for future research on online class-based teaching and learning.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.17 no.1
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• pp.1-15
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• 2023

The aim of this study is to identify intelligent learning support functions in Learning Management System (LMS) to support university student learning activities during the transition from face-to-face classes to online learning. To accomplish this, we investigated the perceptions of students on the levels of importance and urgency toward learning support functions of LMS powered with Artificial Intelligent (AI) technology and analyzed the differences in perception according to student characteristics. As a result of this study, the function that students considered to be the most important and felt an urgent need to adopt was to give automated grading and feedback for their writing assignments. The functions with the next highest score in importance and urgency were related to receiving customized feedback and help on task performance processed as well as results in the learning progress. In addition, students view a function to receive customized feedback according to their own learning plan and progress and to receive suggestions for improvement by diagnosing their strengths and weaknesses to be both vitally important and urgently needed. On the other hand, the learning support function of LMS, which was ranked as low importance and urgency, was a function that analyzed the interaction between professors and students and between fellow students. It is expected that the results of this student needs analysis will be helpful in deriving the contents of learning support functions that should be developed as well as providing basic information for prioritizing when applying AI technology to implement learner-centered LMS in the future.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.552-563
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• 2009

The purpose of this study is to investigate the students' perception of the learning support system of Korea Science Academy and to propose improvements to it. The impact of the science learning support system on 129 gifted students in Korea Science Academy (KSA) was estimated by using Likert-type items and the multiple-choice method approach for more comprehensive evaluation. The results of our investigation are as follows: First, the learning support system of KSA appears globally useful to the students. The list of educational usefulness to the students comprises, in the decreasing order of utility, classroom work, Internet, lab activities, reading rooms, library, research meetings and clubs, academic advisors (AA), SAF (Science Academy Fair), e-learning system, and finally colloquia by invited lecturers. Second, what the gifted students hope for in the realm of learning support from KSA are learning guides by subject teachers, presentation skill program, the constructions of on/off-line learning communities, etc. It seems that the results of this study would be helpful in improving the learning support system, and will provide useful information for planning the direction of future science-gifted education programs at the high-school level.

• Journal of Society of Preventive Korean Medicine
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• v.22 no.2
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• pp.1-12
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• 2018

Objectives : Recently, the interest on medical education in flipped learning has been growing. Competency-based curriculum is also required through changes in teaching methods within the Korean medicine education. In this study, flipped learning method was applied to 'medical ethics' class to examine the perception and experience of flipped learning from the Korean medical student's perspectives. Methods : The study was conducted on 15 preparatory course freshmen students who took the 'medical ethics' course, in the second semester of the year 2017 at 'A' University. The study was proceded in two steps; 1) fill-in the questionnaire twice (before and after the class), and 2) in-depth interview with semi-structured questionnaire. The $1^{st}$ questionnaire in the first step was consisted of 'Experience on flipped learning before the class', 'Which section of the flipped learning class do participants have expectation', 'Interest and expectation on flipped learning'. In the $2^{nd}$ questionnare, the participants were asked 'Which section of the flipped learning section that the learning effect was maximized', 'Association between 'flipped learning' method and 'Medical ethics' course' with 5-point Likert scale and frequency. Results : The results showed that flipped learning method works very effectively in the 'medical ethics' course (63.6%). After the flipped learning class, the participants showed positive change in a attitude of the class (72.7%). However, this teaching method might be inappropriate for participants who had difficulties in pre-learning or a passive attitude and lecture-centered instruction (LCI) classes. Conclusions : Though applying flipped learning method to the 'Medical Ethics' was effective, to make pre-learning better, the instructors should prepare countermeasures for passive participants, help interact well among the participants, and plan a lesson thoroughly for changing LCI classes to student-centerd instruction(SCI).

• Journal of the Korea Society of Computer and Information
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• v.20 no.5
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• pp.161-169
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• 2015

In this paper, we propose an smart device based robot programming education program and analyzing students' perceptions such as satisfaction, Expectancy-Value of IT convergence learning after the robot education program according to elementary gifted students' level. Smart device based robot programming education program designed based on schematic of the convergence suggested by WTEC and consist of creative phase, integration/fusion phase, innovation phase, outcome phase for learning practical process of the IT convergence. We are conducting a smart device based robot programming education class to consist of 126 gifted students and analysing the difference of perception. According to analysis of the result, core and advanced students' perception on satisfaction score shows also high. However, advanced level students' satisfaction score shows higher than core students' satisfaction score. Also, advanced level students' expectancy-value score on IT convergence learning shows higher than core students' score.

• Journal of the Korea Convergence Society
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• v.9 no.3
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• pp.173-179
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• 2018

The purpose of this study was to explore college students' use of learning strategies in a flipped learning class, and to examine the students' use of learning strategies in relation to their achievement levels. The participants were 33 college students who took an introduction to English education course. The study used three data collection procedures: (1) students' performance score; (2) a pre-and post-survey of student learning strategies; (3) a survey of student perception towards the flipped learning experience. Data were analyzed by using paired samples t-test and ANOVA. Results showed that the students used different learning strategies in the beginning and the end of the course, depending on their achievement levels. In particular, significant differences were found among three groups in terms of time management, concentration, selecting main idea, self-testing, and test strategies. The result indicates that learning strategies can be effectively trained and developed in the flipped learning environment with the consideration of students' levels.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.487-496
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• 2001

In a 7th graders' cooperative science class, verbal behaviors were categorized and their relationships with the improvement of learning strategies used. motivation, and attitudes were investigated. Students' perceptions of cooperative learning were also studied by the achievement level. Verbal behaviors in cooperative learning were positively related with the improvement of monitoring and organization strategies used, self-efficacy, and attitude toward science class. In the analyses of students' perceptions of cooperative learning, medium- and low-achieving students had positive perceptions but some high-achieving students had negative ones. In the aspect of effectiveness of cooperative learning, especially, medium- and low-achieving students perceived that they could learn more and better due to verbal interactions with peers. To be contrary, high-achieving students perceived that they learned less and superficially.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.95-108
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• 2009

One of the learning difficulties for Korean learners of English is the intonation of English focused yes/no questions. Focused words in English yes/no questions are realized as low pitch accents which contrast with high pitch accents in Korean counterparts. In order to improve Korean students' intonation, direct and metalinguistic explanations on the intonation of English focused yes/no questions were given to Korean learners of English. In pre-tests and post-tests, students' perceptions on the target items were measured. The study results showed that phonetic explanation using intonation contour enhanced students' perception on English intonation. With respect to the position of focused words, sentence initial and medial focused questions were more difficult than sentence final focused questions. The perception was most improved in sentence initial focused questions. The study showed the immediate effects of the explicit instruction on perceptions of English intonation.

• The Korean Journal of Community Living Science
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• v.25 no.4
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• pp.435-448
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• 2014

This study analyzes the differences in school life satisfaction according to middle school students' general characteristics, including their gender, grade, monthly household income, and parents' education level, and examines the effects of intimacy with parents, optimism, and learning motivation on school life satisfaction. Data were collected from 380 middle school students by using a socio-demographic questionnaire. A measurement tool for intimacy with parents, optimism, learning motivation, and school life satisfaction was used, and a frequency analysis, a t-test, a one-way ANOVA, a correlation analysis, and a path analysis were conducted. School life satisfaction showed differences in terms of middle school students grade and, parental education but there were no meaningful differences in terms of their gender and monthly household income. Intimacy with parents and optimism had direct effects on motivation; intimacy with the father and optimism had direct and indirect effects, respectively; and intimacy with the mother had an indirect effect. An increase in the level of intimacy between parents and students and an increase in the positive perception of oneself facilitated learning motivation as well as school life satisfaction.

• Journal of Korean Library and Information Science Society
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• v.47 no.3
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• pp.187-211
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• 2016

The present study investigates the seventh and the eighth graders' perception of Free Learning Semester Programs offered by libraries by developing a survey questionnaire on students' needs for Free Learning Semester Programs of Libraries. The skills that middle school students want to improve in Free Learning Semesters are career exploration skills, and the type of Free Learning Semester that is most intensively implemented is career exploration activities. Programs are often offered in the form of experiential classes. Regarding the activities that the students want to participate during Free Learning Semester, the most preferred activities included field experience activity in the career exploration domain, cooking class in the student choice program, smartphone app development in club activities, design activity in the art domain, the badminton in the physical education domain, and using iPad in the information use skills. In addition, among the library programs in coordination with Free Learning Semester, the students liked the occupational experience program most. Future studies need to include the development and implementation of Free Learning Semester Programs based on students' opinions, and investigate their satisfaction with the Free Learning Semester Programs offered by libraries.