• Journal of the Korean Dietetic Association
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• v.11 no.4
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• pp.393-404
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• 2005

The purpose of this study was getting information to set up the new roles focused on nutrition education for school dietitians as nutrition teachers. One hundred thirty nine school dietitians and 1169 elementary school children residing in Daegu city and Gyeongbuk province were surveyed for this study. Sixty eight percent of the school dietitians perceived 1st-3rd year of the elementary school is the most proper time to start nutrition education, and 59.0% of them wanted to practice nutrition education as a discretion teaching time. The largest proportion(79.1%) of the school dietitians expected that nutrition education is helpful to get good dietary habit. School dietitians responded that major contents that should be included in the nutrition education was balanced diet, diet and habit, managing healthy weight, dining etiquette, food safety and problems of environmental contamination. Fairly large proportion of the students(64.4%) responded nutrition education is urgently needed. The contents of the nutrition education students wanted most were cooking and healthy diet. Forty six percent of the students perceived school dietitians are responsible for nutrition education and they wanted to have nutrition education as a part of special activity class. The most preferred frequency of nutrition education was 1 hour/week and 46.2% of the students responded they wanted to participate cooking camp.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.289-297
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• 2020

The purpose of this study is to examine the college life adaptation that is affected by major satisfaction, learning commitment, and time management behavior of the college of Health students. The data were collected from 482 College of Health students at U city and analyzed using descriptive statistics, t-test, ANOVA, Scheffe test, Pearson's correlation analysis, and multiple regression. As a result of this study, major satisfaction, learning commitment, and time management behavior of College of Health students showed a positive relation with college life adaptation, and those factors affected college life adaptation. Therefore, it is necessary to make and apply the programs to enhance the college life adaptation for the college of Health students, and the supports such as environmental improvement and teaching methods are required to increase the learning commitment.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.23-32
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• 1996

The purposes of this study was to investigate high school girl students’concerns about the family life education in Home Economics and their needs for learning in home economics classes in order to develop an advisable co-education curriculum. The questionnaires were completed by 196 first grade students in Seoul in 1993 and 765 first grade students in Tokyo and Kanagawa Prefectures in 1991. The contents of the questionnaire were as follows：1) students’interests in the areas of Home Economics education, 2) students＇concerns in their daily life 3) students’interests in a new curriculum for family life education：16 contents from human birth to death. 4) students’experience with their family, and 5) students’educational needs in Home Economics’teaching method. The result of our research showed that：1) Most of senior high school students in Korea and Japan had strong interests in their life and life span. 2) Although there are some differences in the degree of concerns between Korea and Japan, senior high school students in Korea and Japan had strong concerns with their “characteristics and personality”, their “future job”, their “looks and figure”and their “hobby and amusement”, these had not been the contents of home economics in Korea and Japan, but had been in U.S. 3) Very few senior high school students in Japan and especially in Korea had contacts with their grandparents. 4) Senior high school students in Korea and Japan showed strong interests in their near future stage, but they showed less interest in the stage of early childhood. 5) Senior high school students in Korea and Japan showed their diverse needs for learning in home economics classes. The results indicated that co-education curriculum for family life education should meet adolescent needs and concerns, and our new curriculum, “from one’s birth to death/one’s life span”, would be more advisable.

• Korean Medical Education Review
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• v.15 no.1
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• pp.31-38
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• 2013

This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.629-635
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• 2021

In the spring, 2020, the pandemic caused quarantine and all educational institutions switched to distance learning, which led to significant changes in the field of education around the world. It has become necessary to build its capacity to provide distance learning to protect education and create opportunities for more individualized approaches to teaching and learning not only during future pandemics but also during other possible issues, such as natural disasters, when a developed flexible curricula could be taught face-to-face or online. The article presents an analysis of distance education in the world during a pandemic, analyzes significant changes, and implements measures in the field of education in Ukraine and around the world. The role of public and international organizations in the implementation of quarantine in the conditions of COVID-19, which partially took over the functions of state and local authorities, is emphasized. The closure of schools under COVID-19 has led to a de facto deterioration in learning outcomes, so we have analyzed the effects of distance learning and digital inequality in the world. It is shown how the COVID-19 pandemic affected access to public services in Ukraine.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.1-17
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• 2019

The importance of education in formulating and complementing climate change response has been widely recognized by international and national frameworks, agendas, strategies and action plans. Climate change education has the potential to meet the needs of communities to access updated information and knowledge on climate change, supporting policy development and the enhancing effectiveness of climate change response. This study develops an innovative model of Integrated Urban Climate Education (IUCE) as one suitable method for teaching and learning climate change and urbanization. This paper presents approaches, methodology and key lessons learned from the case study of IUCE in Cam Le District of Da Nang City. Findings from the study identify a number of important characteristics about the development and implementation of IUCE in a way that effectively contributes to urban resilience building. These characteristics include (1) multidimensional approaches, (2) teacher - centered base, (3) school-family-community connection, and (4) symbiosis principle.

• Journal of Korean language education
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• v.29 no.4
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• pp.169-199
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• 2018

The purpose of this study is to examine Korean teachers' needs in in-service teacher training and variables related to their needs. This study was conducted with teachers from Korean language centers in Korean universities. The following three research questions were investigated: (1) What are the teachers' experiences of Korean language teaching and in-service teacher training? (2) What are the teachers' needs and expectations for the content and components of in-service education programs? Are there any disparity between teachers' needs and institutional needs? (3) What are the variables to be considered in designing an effective in-service teacher education program? In order to answer the research questions, a survey was developed and distributed to university Korean language institutions and Korean language teachers. The results indicated that both institutions and teachers are highly aware of the importance of the need for in-service teacher training. The results also suggested that a more teacher-centered, bottom-up approach should be implemented for successful outcomes of teacher education programs. Based on the results, this study offers a summary of the need for in-service teacher training and variables (both individual teacher variables and environmental variables) to be considered in designing the content and components of a teacher education program.

• Tuberculosis and Respiratory Diseases
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• v.82 no.4
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• pp.341-347
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• 2019

Background: Information about the epidemiology of venous thromboembolism (VTE) recurrence in Korea is lacking. The purpose of this study was to investigate VTE cumulative recurrence rates and identify risk factors for VTE recurrence among Korean adults. Methods: A retrospective cohort study was conducted on adult patients (${\geq}18years$) admitted to a university teaching hospital for pulmonary embolism (PE) from 2005 to 2013. The main outcome of interest was a recurrence of VTE. We used Cox proportional hazard regression analyses to calculate the relative risk of VTE recurrence. Results: Five-year cumulative incidence of recurrent VTE events was 21.5% (95% confidence interval [CI], 17.7-25.4) in all cases of PE; 17% after provoked and 27% after unprovoked PE. Multivariate analysis showed that body mass index (BMI) of ${\geq}25$ (hazard ratio [HR], 2.02; 95% CI, 1.17-3.46; p=0.01) and longer anticoagulation therapy duration (HR, 0.90; 95% CI, 0.84-0.96; p<0.01) were independently associated with risk of VTE recurrence. Risk factors not found to be statistically significant at the <0.05 level included history of VTE (HR, 1.81; 95% CI, 0.84-3.88; p=0.12), unprovoked PE (HR, 1.70; 95% CI, 0.89-3.25; p=0.10), symptomatic deep vein thrombosis (HR, 1.62; 95% CI, 0.89-2.94; p=0.10), and female sex (HR, 1.42; 95% CI, 0.78-2.55; p=0.24). We found that age, history of cancer, and other co-morbidities did not significantly affect the risk of VTE recurrence. Conclusion: Recurrence of VTE after PE is high. Patients with BMI ${\geq}25$ or reduced anticoagulation therapy duration have a higher risk of recurrent VTE.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.421-437
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• 2020

Problem/Project based learning(PBL) is a student-centered teaching method in which students collaboratively solve problems and reflect their experiences. According to the results of PBL study and the experiences of the authors in PBL instruction, this paper introduced the necessities, output and significance of learning process PBL evaluation method and sums up our PBL evaluation process. The issue of appropriate and fair evaluation has been raised in untact (non-contact) university mathematics education due to the novel coronavirus (COVID-19) of the year 2020. To this end, when we had the course on for the summer semester held at S University in the summer of 2020. To ensure the fairness in evaluation and to improve the quality of our college math education, the PBL evaluation method was fully adapted. As a result, most of the students who took the lecture have learned a wide range of related knowledge without a single exception, and students agreed it is an ideal, fair, rational, and effective evaluation method applicable to other online courses in the era of untact education. This case was summarized in detail and introduced in this paper.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.269-277
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• 2021

The purpose of the study is to explore the effect of university's managing and system support in online classes on learning participation mediated by learning presence and to examine the structural relationship between the factors. In order to achieve the purpose of the study, 135 students who take online "College English 2" classes were analyzed for the fitness of the research model and the path and structural analysis through a confirmative factor of the structural equation model. As a result of the study, first, the university's managing support for online class showed a positive effect to learning presence. Second, the university's managing support for online classes completely mediated learning presence and had a positive effect on learning participation. This study can clarify the structural relationship between environmental factors which are online class support and learners' characteristics in university online class, learning presence, and learning participation and can broaden the understanding of learning participation in online classes. It gives the implications that should be considered in teaching and learning design.