• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.572-583
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• 2019

This study sought to find out what the most ideal and appropriate native English speakers-Korean English teacher cooperative class model and the defining factors for organizing effective cooperative classes in the English education environment of our country. To achieve this goal, a total of 165 sixth graders of five elementary schools in Seoul were subject to the study. For about a month from April 1 to April 30, 2019, the survey and statistical analysis were conducted, including multiple return analysis, correlation analysis, cross analysis, and t/F verification. In summary, the results of the study are as follows. First, it was found that among the recognition of cooperative classes between native English speakers and Korean English teachers, it affected the defining factors in the order of class-related skills, task orientation, teaching-learning strategies, and motivation. Second, based on learner characteristics, the difference in perception of cooperative classes between native English speakers and Korean English teachers was verified, and the perception of native-Korean English teachers' cooperative classes was different depending on gender and the type of English cooperative classes currently participating, but the recognition of native-Korean English-Korean English cooperative classes, which were statistically significant, was not confirmed. Third, according to learner characteristics, the difference in the definition factors of the learner was verified and the difference between the sexes occurred, but the learner-defined factors according to the current type of English cooperative class did not occur. Also, there was no difference in the definition factors of scholars according to the type of English cooperative classes desired.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.495-501
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• 2021

This study examined the effects of pre-service teacher's cooperative organizational culture on the conflict management type. The subjects were 138 preschool teachers. The data were obtained by self-reporting and used to investigate the teacher's conflict management type and cooperative organizational culture. The collected data were analyzed using the Pearson correlation coefficient analysis and stepwise regression analysis. The major findings in this study were as follows; First, there was a relationship between the cooperative organizational culture of early childhood teachers and the overall type of conflict management. The overall cooperative organizational culture had the strongest relationship, particularly with the integrated type of conflict management. The following appeared in the order of compromise, consideration, and domination. On the other hand, there was no relationship with the avoidance type. Second, regarding the sub-factor of conflict management type that affects the cooperative organizational culture of early childhood teachers, the integrated type has the strongest influence, followed by the caring type. In the sub-factor of cooperative organizational culture, the integrated type has the strongest influence on the cooperative leadership, followed by the caring type. The integrated type had the greatest influence on teacher cooperation, peer support, and learning companion.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.75-85
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• 1999

This paper describes some major trends in primary and secondary education now. It is a selective views of significant topics with important implication for the future. These trends are summarized as follows, after examining historical development of Teaching-learning Methodology in primary and secondary education. 1. Education is seen as part of interdisciplinary world; emphasis is on relating education to the students' world, which is not compartmentalized. 2. Emphasizing students' individual growth with their own goal of lives. 3. Open-education with variable contents and purposes of education. 4. Education for all from that for some. 5. Consructivist based from behavior based. 6. Cooperative learning, peer tutoring, group projects. 7. Authentic assessment; assessment integrated with instruction. 8. The teacher is a facilitator of learning and a learner as well; students are learners and teachers in some situations; networks emerge instead of one-way forms or communication. 9. Spiral curriculum from single exposure.

• Journal of Engineering Education Research
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• v.23 no.5
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• pp.16-25
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• 2020

This article aims to analyze the experience of designing and operating a class model linking undergraduate and graduate students in engineering education and suggest its development direction. To achieve these objectives, the undergraduate-graduate linked class model was applied to community problem-solving education and a case was analyzed. It also specifically presented the process of how we design the class model and what the actual operational performances and improvements are. This study found that undergraduate and graduate students could build integrated and horizontal cooperative relationships in their classes through undergraduate-graduate linked education and, particularly, graduate students could gain meaningful educational experiences. However, it was difficult to obtain tangible performances through the team activities of these students within a semester. In order for engineering colleges to operate undergraduate-graduate linked education, it would be necessary to provide a longer and more systematic educational environment and better curriculum. The study tried to seek specific tasks and ways to improve them.

• Journal of The Korean Association of Information Education
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• v.19 no.3
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• pp.261-270
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• 2015

In this paper, a strategy of cooperation activities was conducted to analyze on the impact of what effect appears in teacher training. We classified with satisfaction, effectiveness and academic achievement as effects of teacher training. We were divided into three groups that are cooperative-reflection activity group using the SNS, self-reflection activity group and general training group. Depending on the type of reflection activity, we have one-way ANOVA analysis for the effectiveness of teacher training. By the results of the analysis, we found to have a positive impact that cooperative reflection activity group were more an academic achievement, satisfaction and effectiveness of training. Accordingly, we have found the SNS-based collaborative reflection activity is very effective in teacher training.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.39-46
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• 2022

The overall digital transformation in society is rapidly progressing with the corona virus epidemic. In particular, in the field of cultural heritage and museums, digital transformation is taking place throughout the preservation, management, and utilization of cultural heritage. To respond to this, the importance of cultivating the digital literacy of museum professionals to select and utilize digital cultural heritage information is increasing. However, the current digital capacity education of museum professionals has not reached the cultivation of digital literacy due to one-way theory and one-way practical education. To overcome this, we propose a digital capacity building program using virtual museums. We propose a curriculum based on participatory museums, cooperative learning, and project-based learning theories. Learners experience the entire process of acquiring, selecting, and utilizing digital cultural heritage information through individual, cooperative, constant, exhibitions, and project-based learning programs. We were evaluated by experts in terms of education, museum education, and ICT technology education to prove its usability and derive improvements. This study will contribute to building the digital capacity of museum professionals.

• Journal of Korean Library and Information Science Society
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• v.39 no.3
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• pp.405-427
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• 2008

Today, the importance of library services for children is well acknowledged by many. The children's rooms of the public library in addition to the children's library must be the place where the community's young ones grow up and learn to give back to their society. Also, the libraries are a life-long source of education. However, not all of the public libraries in our country have librarians specialized in children and young adults. The lack of specialized librarians prevents the public libraries from keeping up with the rapid change of society, which in turn prevents the libraries from meeting children's needs for information, culture, and recreation. The purpose of this research has two goals in mind. The first objective is to find out how to effectively build cooperative networks that will help the children's librarians of both public and children's libraries to better serve the children. The second objective is to solve any problems the librarians may encounter while serving the children by studying the formal and informal contents of the cooperative networks, and identifying which areas are in need of these cooperative networks.

• The Korean Journal of Emergency Medical Services
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• v.15 no.1
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• pp.101-114
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• 2011

Purpose : This study was performed to examine study on the relationship between communication ability and teamwork competency of EMT students. Method : The results were based on the revised questionnaires, which can be applicable to EMT from the using questionnaires by Canary et $al^{10)}$ and $Bu^{11)}$, with a sample of 163 students consisting of 55 first, 48 second and third 60, conducted on October 10, 2008. Data were analyzed using SPSS 14.0 in terms of means, $x^2-test$, standard deviation, one way ANOVA, and correlation. Results : The communication competency was statistically significantly different between three groups. In the area of adaptability, there were statistically significant difference between three groups. In the area of effectiveness, there were no statistically significant difference between three groups. In the area of appropriateness, there were statistically significant difference between three groups. The cooperative learning was statistically significant difference between three groups. In the area of team conversation, there were statistically significant difference between three groups. In the area of cooperation and collision management, there were statistically significant difference between three groups. In the area of cooperation and collision management team decision making, there were statistically significant difference between three groups. As a results of correlation analysis, there was correlation of communication and cooperative learning. Conclusion : This results showed that education of communication and cooperative learning must be instructed to EMT students. Consequently, It is necessary to make a further application tool of EMT.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.363-372
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• 2021

The Purpose of this study was to analyzed the possibility of sport leaders cooperative model promote life sport through the creation of stable jobs for sports leaders. For the study, a questionnaire in preceding study was revised through the advisory committee and used to survey 20 life sports leaders in D city and 10 operators of sports cooperatives. After analyzing and categorizing of the survey results, the following conclusions were obtained. Sports leaders' cooperatives can be a model for revitalizing life sports, if more than 5 life sports leaders recognize the clear purpose and necessity through education, and operate the cooperative through communications in unity of members. It is thought that this can a new method for the development of the diversity of sports participation and the development of life sports.

• Journal of the Korea Society of Computer and Information
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• v.24 no.2
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• pp.217-225
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• 2019

In this paper, we proposed comparison of software education units according to 2015 Revised National Curriculum. Comparative analysis of 6 Practical Arts textbooks was conducted especially on the software education units. The analysis criteria were decided to be unit system, unit structure, learning objectives, the way of placing contents, activities, supporting materials, providing resources, and evaluation. As a result, the software education units have secured a lot of quantity compared to the total number of units. And the affective domain of the learning objectives is shown to be lacking. All the textbooks were uniformly arranged the component of contents described in 2015 revised national curriculum. Cooperative activities are strengthened compared to the previouse curriculum. On the other hand, evaluations have a large variation among textbooks and some have fewer types.