• (The)Korea Educational Review
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• v.23 no.2
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• pp.5-30
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• 2017

In this study, we analyzed the longitudinal effect of participation in an overseas exchange student program on foreign language competence, intercultural competence, and personal development. Data were collected over three time points from the pre-, post-, and post-post tests with Korean college students who participated in an overseas exchange program. Hierarchical linear model was conducted to examine whether the change of participation effects exists over time and which predictors affected outcomes. The results of unconditional growth model showed that foreign language competence, cultural competence, and personal development showed statistically significant differences in their initial status prior to departure to participate in an overseas program as well as their growth rate. The results of conditional growth model showed that parents' level of education and overseas experiences before college affected the initial status of foreign language competence, and gender and overseas experience before college affected those of cultural competence as well as personal development. In case of growth rate, overseas experience before college and destination country/region affected foreign language competence, and interactions between Korean participating students and local students affected cultural competence. For personal development, only overseas experiences before college affected its growth rate. Lastly, relevant discussion and implications were provided.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.69-78
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• 2016

The purpose of this study is to analyze convergent effects of team interaction and team metacognition of participants on a continuous participation in the university learning community. We developed 19 items of team interaction and 17 items of team metacognition through literature review. The subjects were 113 students who participated in learning community in A university. The results are as follows. First, team interaction level and team metacognition level can affect a continuous participation in learning community. The higher team interaction is and the lower team metacognition is, the higher continuous participation is. Second, among team interaction factors that affect a continuous participation in learning community, the more number of learning is and the more encouragement of one another is, the higher continuous participation is. But the less participation of members is, the less flow to learning is, and the less learning time is, the lower a continuous participation is. Third, among team metacognition factors that affect a continuous participation in learning community, the more number of learning is, the higher continuous participation is. But the more use of various learning tools is and the more learning time is, the lower continuous participation is. Based on these results, the convergent ways of support for continuous participation in the university learning community are as follows. First, supporting system is needed to induce students to experience the positive atmosphere of learning community by increasing number of learning to facilitate team interaction and urging them to encourage one another. Second, providing the effective utilization method is necessary for students to fully acknowledge the necessity and value of team metacognition activity.

• Korean Journal of Social Welfare
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• v.57 no.3
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• pp.363-387
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• 2005

The purpose of this study is to find out implications which can be useful for enhancement of user participation in Korean disability services from UK community care experience. In Korea, until recently dominant issue on social services always has been the shortage of service provision. But during the recent 20 years, we experienced great expansion in quantity, as though it may be not yet enough. And more recently, disabled people and organizations began to actively argue for appropriate service in quantity and quality. Now, Korean disability policy and practice are confronted to the difficult and embarrassing task how to meet the need of disabled people with limited resources, and how to response to the disabled people's voice arguing on independence and choice. This task would require somewhat deliberate reform which might be quite different from previous one. UK's experience of implementation and development of community care system would give meaningful implications to Korean disability service policy and practice related to user participation. The results of the review on user participation issues in the UK community care give several implications to Korean disability services. Above all, consumerist approach which is the key strategy adopted by UK community care change is not appropriate for Korean disability service because of largely different service environment. The second implication is about decentralization. To enable decentralization of social service leads to enhancement of user involvement avoiding a lowering of service quality, prerequisite conditions should be secured. A third is securing and making declaration on the disabled person's right to assessment and constructing public service system operated by case management process. Fourth, formalized complaints procedure should be established. Fifth, professional education which enables professionals to encourage participation of disabled people should be developed, and the role of disability movement leading disabled users to participate on their services also should be highlighted.

• The Korean Nurse
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• v.34 no.3
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• pp.85-98
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• 1995

The purpose of this study is to provide basic data regarding effective learning opportunities in childbirth education classes. Also analysis of the data indicates the optimum conditions for the welfare and improvements in the promotion of health in childbearing mothers. The results of this study are as follows; 1) The average age of the subjects in this study was 30.6 years and the total number of subjects was 58 pregnant women. The average number of children was one and 84.5% of the subjects were unemployed even though 63.8% of them held over bachelor's degrees. It was found that 22.4% of the subjects were living in an extended family. Also 61.5% of them were living with parents-in-law. The number of pregnancies were calssified as one, two, or three to nine times with the percentages of 58.7%, 22.4% and 18.9%, respectively. Further, 72.4% of the subjects had no abortion experience and 15.5% had one aborion experience. While 89.7% of the subjects planned to feed their babies with breastmilk, mixed feeding were used by only 22.4% of the sample. These data were collected at about 6 months after delivery. Thus one can see that a low rate of breastfeeding was common. 2) The length of one period of childbirth education is four weeks. It was found that 36.2% of the subjects participated in childbirth education only once, where as 13.8% participated four times and 19% of the subjects participated in this class more than four times. pregnant at least once. Further, 75.9% of the participants were participated in this education through their own will. Their motivation for participation developed through information, advertisement and posters which contained information on childbirth education. Those with unplanned pregnancies 92.9% participated after a suggestion by the nurses. The number of participants in terms of percentage according to the childbirth education contents can be classified as following. The most active participation was shown in preparation of delivery(77.6%), postpartrm management(56.9%) fetal development(37.6%) and physiology of pregnancy(17.2%). It was found that 75.9% of the subjects were willing to participate again if they were given a chance. The reason can be summarized as following: The content of the education is very helpful(47.7%). Scientific knowledge can be obtained through this program(20.5%). Participation helps in achieving psychological stability(9.1%). Participation enables one to establish a friendly relationship with other participants(6.8%) of the sample. 24.1% of the participants did not want to participate again. The reasons can be as following: They do not want another baby(42.9%). The first paricipation in childbirth education gave enough knowledge about childbirth(21.4%). Another reason for not want to participate again was because they had a cesarean birth(14.3%). Only 7.1% of them responded with a negative view. A response that they do not need childbirth education after their operation can be traced back to the general belief that childbirth education is the place where one prepares for natural birth through the Lamaze breathing technique. Of the subjects, 91.4% suggested that this program could be recommended to other childbearing mothers, because this program gave educational content along with psychological stability for childbearing women. Of the subjects 41.4% did not see any efforts towards the welfare of the baby, where as 88.2% did. Among the subjects 58.6% made some effort to eliminate the discomfort of labor by breathing and imagination and breathing and walking. Further 41.7% of the 24 subjects did not do anything toward the welfare of the baby, because they did have a cesarean section so that they didn't have a chance even though they had been educated about childbirth. Also 33.3% of the subjects did not do anything toward the welfare of the baby, because they lacked a willingness. After leaving the hospital, only 75.9% of the subjects did some exercises. The subjects who tried participate this program with their husband accounted for 20.7% of the sample. Interviewing with the subjects solved some of the uneasiness and. fear of delivery, increased self-confidence in parenting and active coping in the delivery process.

• Human Ecology Research
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• v.61 no.3
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• pp.297-318
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• 2023

The purpose of this study was to develop a high school home economics financial consumer education program based on backward design and validation by experts. The program was designed and developed by first selecting learning content elements through a review of existing research and an analysis of relevant literature. The next step was to categorize these elements into seven themes and apply the backward design instructional design model 2.0. The program was prepared in the form of a 21st teaching-learning course plan and workbook and was verified by nine home economics teachers with working experience in high school. The evaluation revealed that the average value for all questions was 3.81 (out of 4 points) and the CVR was .99, indicating that the program was valid. In addition, positive evaluations were received in terms of learning goals, content level, and learner participation by class. This study has significance in that a systematic financial consumer education program was developed by Education of Home Economics to improve the financial literacy of high school students. It can therefore be used as an elective course (mini-course) in Home Economics in the high school credit system. A follow-up study will be required to assess the improvement in financial literacy after implementing this program.

• Korean Medical Education Review
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• v.26 no.1
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• pp.19-26
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• 2024

This study examines a systematic and effective approach to career guidance in medical education, with a particular focus on the 6-year integrated career guidance education framework implemented at the College of Medicine, The Catholic University of Korea. Based on the "New SLICE" educational development principles, this framework comprehensively addresses the needs of medical students in career planning and development. It is structured into three phases: understanding yourself, exploring options, and choosing a specialty. The first phase, understanding yourself, helps students to recognize their strengths, weaknesses, aptitudes, and potentials, thereby setting the direction for future career choices. This phase includes various psychological tests and Self-Development and Portfolio courses. The second phase, exploring options, enables students to engage in related activities such as research and practical training, providing direct and indirect experiences across various fields. This phase offers courses including Medical Field Experience, Career Guidance through the Learning Community & Advisory Professors, and Student Participation in Professor Research Projects. The final phase, choosing a specialty, involves students making decisions based on in-depth self-assessment and exploration of majors, with a capstone project being a significant component. Maximizing the efficiency of career decision-making requires integration between the basic medical curriculum and postgraduate education. Including the period up to residency entrance in the framework is necessary for effective career guidance education.

• The Journal of Korean Medicine
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• v.33 no.4
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• pp.69-80
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• 2012

Objectives: The purpose of this study is to develop a clinical practice observation course in a medical school that can give Korean medical students opportunities to experience the treatment environment in western medicine, and to analyze the results of the course. Methods: A total of 47 (collection rate: 85.5%) senior students of the College of Korean medicine in Gyunggi-do replied to the survey. Twenty-seven of them were male and 20 were female. They participated in the clinical practice observation course in the medical school two days a week for two weeks (total: four days) in the academic year 2011-2012. Before the course, an orientation was held; and upon the students' completion of the course, they presented their experiences and replied to the survey. Results: According to the survey, the purpose of the course was well explained (91.5%), and the course was necessary for Korean medical students (97.9%). The four-day course duration was inappropriate, though (83%). The female students were more satisfied with their participation in the fourth year and with the timing of the course than the male students were. The students who finished the course at the surgical departments recognized the necessity of the course more than the students who finished the course at the non-surgical departments. The advantages of the course included opportunities to observe operation scenes and experience clinical treatment processes and systems. The weakness of the course included poor organization due to the short preparation period. Conclusions: The course was confirmed as necessary for Korean medical students so that they would understand the treatment environment in western medicine. Through the course, the students broadened the understanding of the disease and developed a strong sense of identity as Korean medical students. The duration of the course needs to be extended, and its structure should be enhanced. Furthermore, various educational programs that offer Korean medical students opportunities to experience various clinical cases need to be introduced.

• Korean journal of communication and information
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• v.46
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• pp.148-176
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• 2009

The purpose of this study is to analyze recognition cases on media education for disabled people, discovering tasks to improve media competence of disabled people and to find adequate supporting program. Semi-open type focus group interview is conducted with participation from media education teachers having teaching experience over disabled people. Main goal for this interview is to locate the aim, causes of disability, education methodology and revitalizing method for the media education for disabled people. Specifically, semi open type focus interview is selected to form questionnaires while catalyzing free discussion between participants. The intention of selecting quantitative research by FGI is to derive various recognition and experiences of participants by free discussions and opinion sharing. In addition, both teachers and learners are selected to find differentiated and common views towards the theme, realistically analyzing recognition experience from various angles.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.6 no.2
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• pp.1-10
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• 2003

The purpose of this study was to survey the status of the operation of site-based environmental education(EE) programs. This study surveyed 165 schools and organizations that operated site-based EE program in 2000 using a mail questionnaire and interviews. The response rate was 43%. The result indicated that awareness, participation, and attitude were considerably addressed, while knowledge and skills were addressed to a lesser degree. There were some difficulties in motivating students and in considering the developmental stage of participants. For programing the site-based EE, financial support and expert knowledge of EE were needed most of all. Learning materials for various and hand-on activities were also needed. The affective domain, such as awareness and attitude, showed marked improvement in the outcomes of the programs. Direct experience and sensitivity, connection with school education, regional characteristics were sufficiently addressed in the programs, while cultural aspects, fairness, originality, and accuracy were not. Flexibility in performing the programs and less rigidity of report on operations were needed. Through the discussion of the results, some improvements for the operation of site-based EE program were suggested.

• Journal of People, Plants, and Environment
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• v.24 no.4
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• pp.365-376
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• 2021

Background and objective: This study aims to develop and apply programs in agriculture and life sciences for promoting divergent thinking in STEAM using classroom wall gardens. The process of the STEAM program such as presentation of the situation, creative design, and success experience is proposed to utilize STEAM education as a distinguished program. Methods: Four types of classroom wall gardens were used in this program, such as the 'plaster pot wall garden', 'attachable LED wall garden'. 'coffee pack wall garden', and 'hanging wall garden' for each classroom. For this purpose, official letters were sent to relevant institutions (elementary schools) specified by the research institute, and classes were conducted on the selected elementary school students. Results: A satisfaction survey and effect analysis were conducted on the students participating in the program. The program was designed to take a total of 11 hours, comprised of teaching plans including the topics, purpose of production, subject outlines, learning goals, and elements of STEAM subjects and stages. Conclusion: According to the survey on student satisfaction and understanding, it was found that students participating in the program have a high level of understanding and participation, as well as increased interest in science. Also, the program helped the students to connect with other subject areas. The level of student satisfaction was especially high in the upper grades. It is believed that the results of this research contribute to the development of STEAM education programs in agriculture and life sciences as well as other subject areas.