• Journal of Digital Convergence
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• v.10 no.11
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• pp.627-633
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• 2012

This paper deals with the design and implementation of interactive e-learning contents for OpenCourseWare. OpenCourseWare, also known as OCW began at MIT in October 2002. OCW is a free and open digital contents of high quality college and university level educational materials. In this paper, we have designed and implemented interactive e-learning contents for a regular course of introduction to java programing language and OCW of D University. We have developed a variety of multimedia elements, such as screen videos of practical exercise and animations in order to improve the effectiveness of learning. These e-learning contents are consist of interactive learning components that users can interact directly with. The e-learning contents developed in this study has been effectively applied to OCW and a regular course opened in the first semester of 2012.

• Journal of Convergence for Information Technology
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• v.11 no.11
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• pp.335-344
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• 2021

The purpose of this paper is the development of course data models and learning achievement computation algorithms for enabling the course-embedded assessment(CEA), which is essential of competency-based education in higher education. The previous works related CEA have weakness in the development of the systematic solution for CEA computation. In this paper, we propose data models and algorithms to implement competency-based assessment system. Our data models are composed of a layered architecture of learning outcomes, learning modules and activities, and an associative matrix of learning outcomes and activities. The proposed methods can be applied to the development of the course-embedded assessment system as core modules. We evaluated the effectiveness of our proposed models through applying the models to a practical course, Java Programing. From the result of the experiments we found that our models can be used in the assessment system as a core module.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.513-522
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• 2022

Course evaluation serves as helpful information to improve the quality of college education and improve lectures. This study derived the factors through preceding research and FGI to explore the factors that constitute course evaluation and identified the relative importance and priority of the factors through the Analytic Hierarchy Process (AHP). For this, it derived five factors and 15 evaluation items as follows. To secure expertise and fairness in the factor development of course evaluation, the researcher conducted a questionnaire surveying students and teachers and collected a total of 20 valid data. The weight of each evaluation item was calculated based on the data that had been verified for consistency. The analysis concluded that students rated class content, class method, class operation, class evaluation, and class plan as the critical factors in the order of importance, while teachers evaluated class content, class operation, class method, class evaluation, and class plan as important, in that order. Based on the results of this study, I hope that various analyses and studies will be conducted to improve the efficiency and reliability of course evaluation for the quality management of college education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.16 no.1
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• pp.5-26
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• 2005

Sookmyung Women's University Library developed a Cyber Learning Program for Information Literacy Education in the Fall semester of 2004. The program was enforced as a pass/fail prerequisite of the "Reading & Writing", a compulsory course for the first-year students. The paper describes why and how the university reached to the decision to initiate such a program. It identifies the factors which contributed to the early success of the program by analyzing the contents development process and the actual course management process. Suggestions for further developments is made by analyzing the technical and procedural difficulties faced using the Learning Management System(LMS).

• Communications for Statistical Applications and Methods
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• v.16 no.6
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• pp.979-987
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• 2009

In this study, we compare the assessments made by self, peer and instructor in a statistics course. The goal is to investigate the following two questions: (1) Is it reasonable or fair to expect students to be responsible for assessing the work of their colleagues and themselves? (2) What are students' opinions about the learning effect after they participate in the assessment process? As part of the study investigating these questions, we designed a prototype for a Web-based assessment tool and a procedure to apply the assessment techniques in a statistics course. In addition, we collected and analyzed the data produced in the assessment processes from students and the instructor. The analysis results are summarized as follows: First, self assessment was not accord with instructor assessment, but peer assessment was similar to the assessment by instructor. This result reflected that it is reasonable or fair to expect students to be responsible for assessing the work of their colleagues. Second, peer assessment of their colleagues successfully helped students increase their understanding of the course, and the students increased their skills in the actual assessment process by assessing the work of their colleagues. Finally, many students indicated a high interest level on the assessments.

• Journal of Engineering Education Research
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• v.9 no.1
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• pp.61-74
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• 2006

We developed the introductory course for the systematic education of the engineering design. The main purpose of this course is to have students equipped with the basic skills to study advanced design courses and to stimulate student's inquisitiveness. The course consisted of student-centered activities to cultivate the creative thinking, teamwork skills, communication skills. In this article we discussed about the unique features of instructional design, operating methods and effectiveness of the course.

• Journal of Engineering Education Research
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• v.14 no.3
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• pp.3-8
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• 2011

Women in the predominantly male-oriented college of engineering which is afflicted by the high dropout rate and the low employment rate of coeds in their majoring fields because of the die-hard male dominant culture. In order to resolve the related problems, P University has been actively engaged in a movement called "Women into Engineering" (WIE) to raise the gender cognitive awareness and to train women engineers for highly qualified work force. As part of the movement, a subject called "Women in Engineering" that focuses on the gender cognitive perspective is effective to reduce the dropout rate and to land a job inside their fields by stimulating their interest in their specialty and masting soft/hard skills. The study was conducted a survey of the coeds who have completed the "Women in Engineering" course to evaluate the degree of satisfaction perceived, and a t-test through comparing the group of the coeds and a group of coeds who have not taken the course. The results showed statistically significant responses indicating that both groups of coeds would like to see WIE offer more basic engineering courses like "Women in Engineering". This may lay the foundation to offer other major engineering courses for juniors and seniors that emphasize the gender cognitive approach.

• Journal of the Korean Data and Information Science Society
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• v.23 no.1
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• pp.143-150
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• 2012

Based on the student evaluation of teaching from 'A' university where students are graded by relative performance, we conducted a research on the effect of course characteristics in student evaluation of teaching. The results show that the score of student evaluation of teaching seems to be higher for those classes with more proportion of male students, higher grades, and smaller class sizes. From these results, we suggest an evaluation model which can control the effect of grade and sex. Also we illustrate the performance of the evaluation model by using a case study.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.373-381
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• 2015

Purpose: This study was conducted to examine the effects of a multicultural course on nursing students' multicultural acceptability and competency. Method: The research design for this study was a non-equivalent control group, non-synchronized pre- and post-test. The experimental group (n=28) took 13 weeks of the multicultural course, while the control group (n=28) received only regular classes over the same period. Pre- and post-tests were done to identify the effects of the program. The data were collected using self-administered questionnaires and analyzed using the PASW 18.0 program. Results: All indices of multicultural acceptability and competency in the experimental group were significantly higher than that of control group after the program, except for two: universality (a measure of multicultural acceptability) and multicultural awareness (a measure of multicultural competency). Conclusion: These results suggest that the multicultural course was effective in elevating the level of multicultural acceptability and competency among nursing students.

• Journal of Engineering Education Research
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• v.22 no.5
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• pp.29-36
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• 2019

Here we analyze a case of redesigned course named "Prospect of Nuclear Engineering" as an example of student-entered education which came to the fore of university education innovation. This course was reformed from lecture-based to student-centered class by changing the context as follows: Stimulating students by addressing various problems or episodes behind scientific and mathematical concepts in the history; Offering experimental project to perceive the importance of differential equations; Exploring the research status and issues of nuclear engineering and the ways of attacking them by discipline; Discussing the public acceptance of nuclear power plants. Small group activities using 'small group discussion' and 'peer-learning' have been applied in this course to enhance students' critical and creative ability. In the survey, students rated highly in the fact that they could actively interact with the peers and that they could think for themselves through 'small group discussion' and 'peer-learning' which is not just the way of conveying knowledge.