• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.113-123
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• 2017

The purpose of this study is to investigate engineering students' attitude toward convergence and relevance with engineering education accreditation, gender, and academic year and attitude toward convergence. To be specific, fist, we examined whether the instrument for measuring attitudes toward convergence were reliable and valid for engineering students. Second, we compared levels of attitudes toward convergence in terms of engineering education accreditation, gender and academic year. Third, latent classes, which were distinguished in terms of attitudes toward convergence, were identified. Participants were 2076 engineering students. By using factor analysis and Rasch analysis, validity and reliability of instrument measuring attitudes toward convergence were confirmed. The differences in attitude toward convergence in terms of engineering education accreditation experience, gender, and academic year were examined by independent t-test and ANOVA. There were significant differences in attitude towards convergence in terms of engineering education accreditation, gender, and academic year. Students who experience engineering education accreditation program and male and high academic year have higher levels of attitude toward convergence than others. Lastly latent class analysis (LCA) was conducted to identify subgroups underlying engineering students in terms of attitude toward convergence and five latent classes were identified. In addition, the chi-square results showed that there were significant relationships between identified latent classes and engineering education accreditation, gender, and academic year. Based on these results, engineering education considering students' characteristics and diversity in attitude toward convergence were discussed.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.20 no.2
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• pp.289-297
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• 2020

The purpose of this study is to verify the effect of university students's innovativeness on adoption intention of academic convergence. For this objectives, the Structural Equation Model(SEM) was designed and analysed by using Lisrel. This study developed a research model, based upon TAM, to analyse the factors: personal innovativeness, social expectation, perceived usefulness and adoption intention of academic convergence. The main results are follows as: first, personal innovativeness showed a significant positive direct effect on adoption intention of academic convergence, and indirect effect through perceived usefulness on it. Second, through perceived usefulness, there was indirect effect between social expectation and adoption intention of academic convergence. The SEM in this study showed the statistical significance, which the model fit was χ²=22.638(df=29, p=.793). Based upon the result of analyses, the study suggested to develop the subject and non-subject educational program through which students experience innovativeness and usefulness for academic convergence. Especially, the change of the role and the task of the curriculum of liberal arts was.

• Journal of the Korea Convergence Society
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• v.11 no.2
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• pp.175-185
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• 2020

The purpose of this study was to investigate the effects of academic stress on academic burnout, the role of academic failure tolerance, and interpersonal stress among college students. The data were collected from 345 undergraduate students from a university in Seoul and were analyzed with a regression analysis and bootstrapping. The results found that first, academic stress affected academic burnout; the more academic stress, the more burnout students experienced. Second, academic stress caused a decreased academic failure tolerance, which then resulted in academic burnout. Third, the mediating effect of the academic failure tolerance on the academic stress and academic burnout was controlled by an interpersonal stress. The present study has significant implications for investigating how the students' personal and social aspects of stress affect academic burnout and suggests appropriate intervention methods.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.114-121
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• 2019

The purpose of this study was to examine the effects of the undergraduate research program(URP) among Korean students. URP is frequently implemented in STEM(Science, Technology, Engineering, Math) majors, and this study tested whether the participation of URP was effective in convergence competency, major satisfaction, and academic achievement. Data were collected from 101 participants and 117 non-participants of URP at an A university. The research results showed that the mean scores of convergence competency, major satisfaction, and academic achievement of the URP participating group were significantly higher than those of the non-participating group.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.169-177
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• 2018

This convergence study was combined research on identifying the effect of health behavior and awareness of Korean wave (Hallyu) on academic adjustment of foreign students living in Korea, and providing support for future foreign students to easily adjust to Korean culture. The subjects for this study are foreign students attending G University and were studied from April 2nd to 30th,2018. The collected data were analyzed using SPSS statistical program. According to the multiple regression analysis which was conducted to analyze the effect of health behavior and awareness of Korean wave on academic adjustment of foreign students, the older and the longer the stay, the poorer the academic adjustment; on the other hand, the higher the frequency of exercise and awareness of Korean wave, the better the academic adjustment. Further, it is necessary to address plans and measures to develop academic adjustment of foreign students by providing health care programs and Korean wave culture programs on sustainable health education and sports.

• Journal of Convergence for Information Technology
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• v.9 no.12
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• pp.252-263
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• 2019

This study attempted to apply flip-learning and to evaluate college students' awareness and academic achievements. Twenty-seven students in single-group dental hygiene were applied to the dental radiology class for four weeks. Data collection was done after the flipped-learning and collected data were analyzed using frequency, average and content analysis using SPSS 18.0. As a result, awareness of overall class was a positive response, and academic achievement evaluation was not statistically significant. It was found to be an effective educational program. However, the academic achievement evaluation was not statistically significant and it was considered that the evaluation system needs to be different according to the learning method.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.339-346
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• 2020

The purpose of this study was to investigate the relationship between academic efficacy and vocational identity according to the private and public self-consciousness of college students. For this purpose, 263 college students completed the questionnaires on self-consciousness, academic efficacy and vocational identity. The collected data were analyzed by using SPSS 22.0 and AMOS 22.0. As a result, both the private and public self-consciousness had a significant positive correlation with vocational identity and academic efficacy. The private and public self-consciousness had different effects on vocational identity(career exploration, career commitment, and career reconsideration) through academic efficacy. Specifically, the private self-consciousness had a direct effect only on the career reconsideration among the factors of vocational identity. Public self-consciousness was indirectly related career exploration, partially mediated by academic efficacy, whereas the association between public self-consciousness and career commitment was fully mediated by it. Based on these results, implications for career education and counseling in convergence era were discussed and suggestions for further study were included.

• Journal for History of Mathematics
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• v.26 no.2_3
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• pp.163-176
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• 2013

This study concerns Stanojevic's academic works on the $\mathfrak{L}^1$-convergence of Fourier series from 1973 to 2002. We review his academic works. Also, we briefly investigate a simple academic lineage for the researchers of $\mathfrak{L}^1$-convergence of Fourier series until 2012. First, we introduce the classical lineage of the researchers for $\mathfrak{L}^1$-convergence Fourier series in section 2. Second, we investigate the backgrounds of Stanojevic's study at Belgrade University and University of Missouri-Rolla respectively. Finally, we compare and consider the $\mathfrak{L}^1$-convergence theorems of Stanojevic's results from 1973 to 2002 successively. In addition, we compose a the simple lineage of $\mathfrak{L}^1$-convergence of Fourier series from 1973 to 2012.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.19 no.1
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• pp.5-17
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• 2008

Rapid expansion of digital convergence, involving services and technologies from different areas that are combining to create new forms of products or services. Digital convergence itself is changing from technology-based to content-based, to include the convergence of different types of contents as well as contents of the same kind. In line with this trend, vigorous researches are being done to combine various formats and types of academic contents to create new services. In this paper, we examine cases of connection and convergence among different types of academic contents and analyze its characteristics, as well as the pros and cons. We especially focus on CLICK, KISTI's model of connection and convergence among different types of contents, to introduce a special feature of convergence platforms, difficulties involved and their solutions, and researches to be conducted in the future.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.277-287
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• 2018

The purpose of this study was to investigate the awareness towards academic misconduct in nursing students. A descriptive survey was performed from November to December in 2015 with self-reporting questionnaires for awareness toward academic misconduct. Participants were 355 nursing students who was in attendance at department of nursing in three university. Data were analyzed using SPSS 22.0. As a result of the study, nursing students' average point of awareness towards academic misconduct is about 1.71 out of 4. The study showed that irresponsibility on the class was the lowest level, on the other hand, disrespectful behavior in patient care was the highest among awareness towards academic misconduct. This has significant differences according to the their interpersonal relationship and motivation of admission. This study may provide basic data for enhancement of nursing students' recognition of academic improvement in academic integrity. Further studies should be needed to assess academic integrity policies, violations, and the results of the measures in nursing students.