• Journal of the Korean Society for Library and Information Science
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• v.41 no.1
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• pp.411-429
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• 2007

This study Performed five weeks' education on library use as a regular cultural subject at the target on university students and analyzed the difference in their library anxiety between Pre-education and Post-education as well as the difference in educational effectiveness based on the frequency of library use. The result intends to Present the result for basic materials which aye necessary for promoting the education on library use. The object of study selected the university freshmen. located in Gyeonggi-do, taking a lessen of cultural essential subjects. The education contents on library use were the understanding of library organization and function, the structure of library materials, the kind and use of academic information, the citation of materials, the description of bibliography, and the copyright in a library. The study methods applied in the study, were literature researches and two-times' questionnaire surveys in the first week of the education and the last week of that. Total 92 materials were applied for this study. This study performed faired t-test and independent t-test. As a result, four factors of six ones on library anxiety were selected in the verification of hypotheses after performing an education on university students' library use. In addition, the difference in education effectiveness based on university students' library use frequency was excluded in the course of hypothesis verification on six factors or library anxiety.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.84-98
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• 2005

This study is on improving the general engineering education for enhancing the quality of engineers at a local engineering school in which the students are not highly qualified for engineering education. Based on the analysis on the current engineering education by asking questions to professors, students and alumni of Hongik College of Science and Engineering, we have set the basic educational philosophy as educating practical engineers and have decided the goals of basic engineering education as changing to student oriented education, enhancing the field adaptation capability, improving the problem solving ability and introducing engineering design courses. For achieving the foregoing goals, we have changed several basic engineering courses. Mathematics, science courses, computer related courses, English, communication skill related courses are strengthened, but general college education courses are reduced. We also have encouraged students to participate the classes actively and study efficiently, think logically and creatively. For the operational details, we have tried to impose less courses to freshmen and sophomores, to impose the prerequisite courses, to activate summer and winter schools. Finally, we have tried to find the ways to support continuous improvement on the basic engineering education.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.791-800
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• 2016

This research aimed to identify core words used as associative words and definitions for expressing 'electricity' terminology and to find how core ones are activated to form a cognitive structure, using network analysis. The participants targeted 83 university freshmen students in the University of Education located in suburbs. Depending on their gender, whether or not they completed physics in high school, the associative words and definitions were analyzed using the network method, classifying two sections: before-lesson and after-lesson. The result is as follows: At before-lesson associative words for 'electricity' terminology, a slightly different network construction was revealed based on their two properties. However, after the class, they showed similar network structure irrespective of their distinctive characteristics. When it comes to other 'electricity' definitions, before taking the course, they had similar network connection across the gender but based on physics education status, there appeared subtle differences. Ultimately, after the class they demonstrated similar network structure regardless of their features. In conclusion, this paper suggests educational implications on network analysis, which covers 'electricity' terminology of university students.

• Journal of Korean Library and Information Science Society
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• v.52 no.3
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• pp.239-266
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• 2021

This study aimed to analyze the usage behaviors of university students seeking and sharing everyday life information through an online community called Everytime. The study was designed based on everyday life information-seeking and activity theory models, and students from various universities were interviewed using a qualitative research method. Findings showed that Everytime users perceive Everytime as a valuable online community for pursuing and sharing everyday life information. It was primarily used to search for university life information, such as academic calendar, class, and graduation, and health, restaurants, and housing. In the case of the freshmen and sophomores who entered during the COVID-19 pandemic, their dependence on Everytime was high, and juniors and seniors who experienced university life before COVID-19 also responded that Everytime is one of the essential sources of information in university life. Although Everytime provides quick and valuable information, users mentioned the moral hazard as a major factor hindering the active use of Everytime. The results of this study are expected to be used as primary data for informatics research on the online community of college students and the development and operation of online communities for university students.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.163-180
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• 2019

This study introduces a development of calculus contents which makes to understand the main concepts of calculus in a short period of time and to enhance problem solving and computational thinking for complex problems encountered in the real world for college freshmen with diverse backgrounds. As a concrete measure, we developed 'Teaching and Learning' contents and Python-based code for Calculus I and II which was used in actual classroom. In other words, the entire process of teaching and learning, action plan, and evaluation method for calculus class with Python based coding are reported and shared. In anytime and anywhere, our students were able to freely practice and effectively exercise calculus problems. By using the given code, students could gain meaningful understanding of calculus contents and were able to expand their computational thinking skills. In addition, we share a way that it motivated student activities, and evaluated students fairly based on data which they generated, but still instructor's work load is less than before. Therefore, it can be a teaching and learning model for college mathematics which shows a possibility to cover calculus concepts and computational thinking at once in a innovative way for the 21st century.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.107-114
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• 2021

The purpose of this study is to investigate whether there is a difference in the effect of learning flow and teaching presence according to the lecturer's appearance and students' behavioral patterns in video learning. For this experiment, 183 freshmen from Xingtai University in China were selected as subjects. After being classified according to DISC, students were assigned to study the lecture videos with the appearance of the lecturer and the video without the appearance of the lecturer. After testing the level of their learning flow and teaching presence, the differences between groups were analyzed. According to the results of the analysis, the learning flow and teaching presence of groups who learned the videos in which the lecturer appeared were significantly higher than the groups who learned the videos without the appearance of the lecturer. Second, the effects of whether the lecturer appears or not according to DISC on learning flow were significant. However, the effects of DISC, and the interactive effect of DISC and the lecturer appearance were found to have no significant interactive effect on learning flow. Third, the effects of whether the lecturer appears or not according to DISC on teaching presence were significant, and the effects of DISC on teaching presence were not significant, but the interactive effect of lecturer appearance and DISC was significant. These findings suggest that lecture videos with the appearance of the lecturer generally have better effect. In particular, in order to enhance teaching presence, it is effective to decide whether the lecturer appears or not by considering its interactive effects with learners' DISC.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.186-192
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• 2007

In this study, the effects of concept mapping on the preservice elementary teachers' achievement, conceptual understanding, anxiety toward science, and science teaching efficacy belief were investigated in the undergraduate general chemistry course. The aptitude-treatment interaction (ATI) between preservice teachers' learning approach and concept mapping strategy was also investigated. Sixty-nine freshmen from a university of education were assigned to a control group and a treatment group. Tests regarding students' learning approach, anxiety toward science, and science teaching efficacy belief were administered as pretests. Treatment lasted for 9 weeks. In every class, students in the treatment group constructed concept maps, while those in the control group solved the problems of the textbook after the lecture. After the instructions, tests of achievement, conceptual understanding, anxiety toward science, and science teaching efficacy beliefs were administered. The results indicated that students in the treatment group significantly outperformed those of the control group in the achievement test. In the conceptual understanding and the science teaching efficacy beliefs, however, no statistically significant differences were found between two groups. Students of the treatment group showed significantly higher anxiety than their counterpart in the test of anxiety toward science. No aptitudetreatment interaction between students' learning approach and the concept mapping strategy was found.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.81-91
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• 2020

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on.

• The Korean Journal of Emergency Medical Services
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• v.14 no.3
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• pp.71-81
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• 2010

Purpose: To minimize an interruption in chest compression, reduce the hands-off time, the American Heart Association has recommended the ratio of chest compression to ventilation ratio to 30:2 from 2005 CPR guideline to 2010 CPR guideline. However, current studies have shown that the hands-off time was > 10 seconds with that method. For this reason, we devised new CPR method that a ventilation to chest compression ratio of 2:30 to reduce pt assessment time and skipped the assessment step of carotid artery pulse would be a more effective way to reduce the hands-off time & the time to set the CPR. According to the more detailed purpose are listed below. 1) We would like to confirm efficiency of a ventilation to chest compression ratio of 2:30 than a chest compression to ventilation ratio of 30:2 to reduce the hands-off time & the time to set the CPR. 2) We would like to evaluate possibility of increasing for chest compression accuracy of a ventilation to chest compression ratio of 2:30 than a chest compression to ventilation ratio of 30:2 3) We would like to evaluate possibility of increasing for ventilation accuracy of a ventilation to chest compression ratio of 2:30 than a chest compression to ventilation ratio of 30:2 Methods: According to 2005 American Heart Association Guidelines, 60 paramedic students(20 students X freshmen, sophomore, junior) performed 5 cycles of 3~ chest compressions : 2 ventilations after A, B, C evaluation with Laerdal Resusci R Anne SkillReporters. After 5 minutes rest, the 60 students performed 5 cycles of 2 ventilations : 30 chest compressions after A, B evaluation with the manikins between 13 and 17 September 2010. The short reports including speed & accuracy of chest compression, respiratory, CPR cycle were gained from the manikins. Hands-off times were measured by assistants. Results: Recently, the importance of high quality CPR was emphasized in order to perform the CPR faster and more accurate. To find out improving the conventional CPR method, we switch the procedure of the compression and the ventilation. By switching the procedure back and forth, we are able to compare the effectiveness of CPR between two type of CPR method which are 2:30 and 30:2 methods. 2:30 is that the breaths is delivered twice, first and perform 30 compressions while 30:2 perform 30 compressions first and give 2 breaths followed by the ABC method. Also, we verify the effectiveness of the hands off time, compression accuracy of the compression through the comparison of the two procedure as mentioned earlier. Consequently research verified that 2:30 is the efficient by providing faster set up delivering more accurate chest compression. Conclusion: 2:30 can minimize a time delay from cardiac standstill until starting the chest compression. In addition, hands-off time which is an interruption in chest compression can be shortened by 2:30 method, which result to effective oxygenation of coronary artery & maintenance of the bloodstream. Once again, performing the 2:30 method provide lessen hands off time and increase the accuracy of the chest compression.

• Journal of Korean Ophthalmic Optics Society
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• v.20 no.1
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• pp.25-34
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• 2015

Purpose: To improve and guide the education policy for optician through a study about awareness of major in students from Dept. of Optometry. Methods: To define awareness of major in students from Dept. of Optometry, a survey was conducted by 91 male and 65 female students (50 freshmen, 48 sophomores, and 58 juniors). For the data analysis SPSS 18.0 was used and set the significant level as p<0.05 statistically. Results: The major awareness was evaluated with 4 sub-items, i.e. the awareness of satisfaction on curriculum, practical contents, society, and education courses. The results showed $3.39{\pm}0.68$, $3.26{\pm}0.65$, $3.59{\pm}0.75$, and $3.56{\pm}0.66$, respectively. The social awareness item recorded the highest score and practical contents item recorded the lowest. In general, awareness of major in males, higher grade students and students having a good mark was higher than the one in females, lower grade and students having a bad mark. In students who considered their aptitude and interest before the entrance of University, it turned out that the score was higher. Conclusions: It needs much efforts on developing professional confidence and strengthening the sense of belonging for the students from the Dept. of Optometry, not only by industrial but also academic circles.