• Journal of Korean Society for Quality Management
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• v.50 no.3
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• pp.571-591
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• 2022

Purpose: The purpose of this study is to examine the factors affecting the intention to use online collaboration tools for non-face-to-face educational environment in the perspective of the learners. Methods: For empirical analysis, the survey of this study was administered with data that were limited to experienced learners using online collaboration tools such as Google Docs, Allo, Padlet, and Slido in online education environments such as Zoom, Webex, MS Teams, etc. and valid 400 data were analyzed by SPSS(ver 22.0) and R(ver 4.1.0) program package. Results: The results of empirical analysis showed that performance expectancy were found to have an effect on reliability of system quality, empathy of service quality, playfulness and informativity of content quality among the characteristics of online collaboration tools. On the other hand, it was found that the security of system quality, responsiveness of service quality, and extroversion of user personality characteristics did not affect. It was analyzed that playfulness had the greatest positive effect, followed by informativity, empathy, and reliability. Among the characteristics of online collaboration tools, it was found that the reliability and security of system quality and informativity of content quality had an effect on the effort expectancy. It was analyzed that informativity has the greatest influence, followed by security and reliability. Conclusion: This study is meaningful in that it examines the perspectives of users and learners, who can be said to be the end customers of online collaboration tools. Based on the results of this study, it is expected that not only platform operators that provide online collaborative tools, but also providers that use online collaboration tools will have a significant impact on the development of edutech and infrastructure in the educational environment.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.43-50
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• 2022

For high-quality education of the modern generation of students, forms of organizing the educational process and the latest methods of obtaining knowledge that differ from traditional ones are necessary. The importance of multimedia teaching tools is shown, which are promising and highly effective tools that allow the teacher not only to present an array of information in a larger volume than traditional sources of information, but also to include text, graphs, diagrams, sound, animation, video, etc. in a visually integrated form. Approaches to the classification of multimedia learning tools are revealed. Special features, advantages of multimedia, expediency of use and their disadvantages are highlighted. A comprehensive analysis of the capabilities of multimedia teaching tools gave grounds for identifying the didactic functions that they perform. Several areas of multimedia application are described. Multimedia technologies make it possible to implement several basic methods of pedagogical activity, which are traditionally divided into active and passive principles of student interaction with the computer, which are revealed in the article. Important conditions for the implementation of multimedia technologies in the educational process are indicated. The feasibility of using multimedia in education is illustrated by examples. Of particular importance in education are game forms of learning, in the implementation of which educational elements based on media material play an important role. The influence of the game on the development of attention by means of works of media culture, which are very diverse in form and character, is shown. The importance of the role of multimedia in student education is indicated. In the educational process of multimedia students, a number of educational functions are implemented, which are presented in the article. Recommendations for using multimedia are given.

• Nutrition Research and Practice
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• v.18 no.2
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• pp.294-307
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• 2024

BACKGROUND/OBJECTIVES: Dietitians frequently use nutrition education tools to facilitate dietary counselling sessions. Nevertheless, these tools may require adaptation to keep pace with technological advancements. This study had a 2-fold purpose: first, to identify the types of nutrition education tools currently in use, identify their limitations, and explore dietitians' perspectives on the importance of these tools; second, to investigate the features that dietitians prefer in digital nutrition education tools. SUBJECTS/METHODS: A semi-structured face-to-face interview was conducted among 15 dietitians from selected public hospitals, primary care clinics, and teaching hospitals in Malaysia. Inductive thematic analysis of the responses was conducted using NVivo version 12 software. RESULTS: Most dietitians used physical education tools including the healthy plate model, pamphlets, food models, and flip charts. These tools were perceived as important as they facilitate the nutrition assessment process, deliver nutrition intervention, and are time efficient. However, dietitians described the current educational tools as impersonal, outdated, limited in availability due to financial constraints, unhandy, and difficult to visualise. Alternatively, they strongly favoured digital education tools that provided instant feedback, utilised an automated system, included a local food database, were user-friendly, developed by experts in the field, and seamlessly integrated into the healthcare system. CONCLUSION: Presently, although dietitians have a preference for digital educational tools, they heavily rely on physical nutrition education tools due to their availability despite the perception that these tools are outdated, impersonal, and inconvenient. Transitioning to digital dietary education tools could potentially address these issues.

• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.72-78
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• 2009

The program educational objectives(PEO) are defined as the goals that students should achieve in 3~4 years after graduation. Assessment tools for evaluating program educational objectives might be different for every program. In this paper, we developed and proposed assessment tools which include not only direct assessments through the present study but also indirect assessment through question rubrics. With the proposed assessment tools, we conduct a mimic evaluation for graduates and their employers in order to evaluate the degree of achievement of each PEO.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.587-603
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• 2020

This study is a basic study to effectively develop a mathematics experience object, an important tool and educational tool in mathematics education. Recently, as mathematics education based on action theory is emphasized, various mathematics experience objects are being developed. It is also used through various after-school activities in the school. However, there are insufficient cases in which a mathematics experience teaching tools is developed and used as a tool for explaining mathematics concepts in mathematics classrooms. Also, the mathematical background of the mathematics experience teaching tools used by students is unclear. For this reason, the mathematical understanding of the toolst for mathematics experience is also very insufficient. Therefore, in this study, a development model is proposed as a systematic method for developing a mathematics experience teaching tools. Also, in this study, we developed 'the Great Common Divisor' mathematics experience teaching tool according to the development model. Through the model proposed through this study and the actual mathematics experience teaching tool, the development of various tools for mathematical experience will be practically implemented. In addition, it is expected that various tools for experiencing mathematics based on mathematical foundations will be developed.

• Journal of The Korean Association of Information Education
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• v.1 no.1
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• pp.92-101
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• 1997

There has been increasing demand of hypermedia as computing and educational environment change. Most authoring tools developed recently have various built-in functions., but they are not enough to create hypermedia program or easy to learn. Even though teachers might try to develop hypermedia program with existing authoring tools, they usually come to face with the difficulties of creating new nodes, adding new data, or keeping user's activity records. Therefore, this study investigated to present a prototype of Educational Hypermedia Editor that can be conveniently used in hypermedia programs. According to the theories of courseware design, instructional design, learning theory, and hypertext and hyperemia, design strategies for the study were selected. Based on the analysis of the characteristics of domestic authoring tools as well as foreign authoring tools, the Educational Hypermedia Editor that has authoring and executing mode was designed and developed. Because the Educational Hypermedia Editor was designed for information retrieval CAI(Computer Assisted Instruction) materials, it is expected that the Educational Hypermedia Editor will be extensively used in the urea of social science classes, investigation studies, and information processing studies.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.121-128
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• 2024

With the recent rise in the use of AI-based online translation tools, interest in their methods and effects on education has grown. This study involved 30 prospective elementary school teachers who completed an English writing task using an AI-based online translation tool. The study focused on assessing the impact of these tools on English writing skills and their practical applications. It examined the usability, educational value, and the advantages and disadvantages of the AI translation tool. Through data collected via writing tests, surveys, and interviews, the study revealed that the use of translation tools positively affects English writing skills. From the learners' perspective, these tools were perceived to provide support and convenience for learning. However, there was also recognition of the need for educational strategies to effectively use these tools, alongside concerns about methods to enhance the completeness or accuracy of translations and the potential for over-reliance on the tools. The study concluded that for effective utilization of translation tools, the implementation of educational strategies and the role of the teacher are crucial.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.93-100
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• 2004

To get an appropriate and meaningful performance assessment outcomes and to provide the base of essential elementary educational evaluations, we had tried to establish achievement standards, assessment standards and had developed appropriate assessment tools in 「Intelligent Life」 course of the elementary school in this study. The following things were taken into account to establish achievement standards, assessment standards and to develop assessment tools. First, managing deeply not only cognitive domain but also the basic inquiry skills and affective domain, all-round educational properties of integrated courses were likely to come out. Second, evaluating instructional processes as well as instructional results, we had developed assessment standards in elementary 2nd grade's 「Intelligent Life」 course. Third, developing assessment standards on the basis of the 7th Curriculum, we had examined both text book and teacher's guide to promote effectiveness of field application. The type of an assessment tools had been developed variously, considering the characteristics of the elementary lower grades and properties of elementary 2nd grade's 「Intelligent Life」 course. We had developed assessment tools to observe and evaluate practical achievement levels, placing great importance on the types of an assessment tools including observing, narrative of inquiry, report, etc. As a result of investigation of elementary teachers' understandings of the developed achievement standards, assessment standards, and an assessment tools, were revealed in the affirmative on the whole.

• Proceedings of the Korea Contents Association Conference
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• 2003.05a
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• pp.67-73
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• 2003

The cyber-education is fully recognized and proliferated such as to Internet language centers or virtual universities, and so on. However, the acquisition of e-learning tools as well as the construction of educational contents are quite difficult tasks. Therefore, in this study, important information for the acquisition of hardwares such as multimedia editing tools, servers, educational facilities is suggested, and the critical success factors for the acquisition of cyber educational solution softwares such as authoring tools and loaming management systems are proposed.

• Archives of design research
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• v.15 no.2
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• pp.37-46
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• 2002

As the use of computer has become popular it is now essential also in designing tools that the common design tools we have been using are now disappearing. The educational institutions have long started using computers as teaching materials to help students adjust to the real world. Let us introduce a new educational method in drawing, one of the basic courses, using imputer application softwares together with application of the conventional drawing instruments.