• Journal of vocational education research
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• v.37 no.5
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• pp.25-53
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• 2018

The purpose of this study is to find out the improvement plan through the satisfaction survey of the trainees involved in vocational training fraud preventive education. In order to do this, we conducted a satisfaction survey(4,263 persons) of 5,939 people who participated in the prevention education conducted by group education or e-learning in 2017. Finally we collected 4,237 effective responses data. Descriptive statistics and the regression analysis were conducted. The finding of the study were as follows. First, the education service quality(4.42), satisfaction level(4.44), understanding level(4.44) and help level(4.45) were significantly higher than those of participants in the preventive education 4 and above. Second, e-learning participants' perceived level of education service quality, satisfaction, comprehension, and help was higher in all variables than collective education's. Third, all of the sub-factors of preventive education service quality influenced satisfaction, understanding, and help in collective education and e-learning, respectively. In the collective education, the contents of education had the greatest influence, and in e-learning, the data composition had the greatest influence. Fourth, desirable education contents were cases of fraud training(70.7%), disposition regulations(47.9%), NCS course operation instructions(32.8%) and training management best practices(32.4%). Additional requirements also included the establishment of an in-depth course, the provision of anti-fraud education content for trainees, and screen switching and system stability that can be focused on e-learning. Therefore, this study suggests that first, it is necessary to activate e-learning for prevention education more, reflecting satisfaction of e-learning is higher than that of collective education. Second, it is necessary to diversify the content of preventive education and to provide it more abundantly, because it has the biggest influence in common with the satisfaction, understanding and help level of the preventive education. Third, education content next, the factors that have a relatively big influence on satisfaction are shown as delivery method and education place in the collective education. Therefore, it is necessary to prepare education place considering the assignment of instructor and convenience. Fourth, constructing data next, the factor that have a relatively great influence on understanding and help are found to be operator support, and more active operator support activities are required in e-learning. Fifth, it is required to delivery prevention activity for trainees participating in vocational training. Sixth, it is necessary to analyze the educational need to construct the contents of preventive education more systematically.

• Journal of vocational education research
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• v.36 no.2
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• pp.95-121
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• 2017

The vocational competency development training teacher must complete the training course for the training of vocational competency development training instructor and get the qualification of the vocational competency development training teacher from the Ministry of Employment & Labor with the criteria set by the Presidential Decree. Therefore, it can be said that H_university 's educational performance, which is the only vocational competency development training teacher in Korea and that plays a role of mass production in the labor market, has a great influence on vocational competency development training. The purpose of this study is to identify the problems through the analysis of actual condition of vocational competency development training education based on CIPP model, Furthermore, it was aimed to suggest improvement plan of qualification training education. In order to accomplish the purpose of the research, the present situation of the training course for the vocational competency development training teacher training students was grasped. And We conducted a survey to draw out the improvement plan and utilized the results of 173 copies. We conducted interviews by selecting eight subjects for in-depth analysis and Understand the details of the results of the surveys conducted. As a result of the study, positive responses were obtained from the educational objectives and educational resources in the context factors. On the other hand, there were negative opinions about the curriculum reflecting the learner and social needs. In the input factors, positive opinions were derived from the educational objectives and training requirements. However, there were many negative opinions about the achievement of the learner's educational goals. In addition, there were many negative opinions of online contents education. In the process factors, positive evaluation was high in class related part, learner attendance management, and institutional support. However, negative opinions were drawn on the comprehensive evaluation of qualification training period, and the learner's burden due to lack of learning period appeared to be the main reason. In the factor of calculation, Positive opinions were derived from the applicability of the business curriculum for training courses for training teachers who are in charge of education and training in industry occupations. However, there were negative opinions such as learning time, concentration of learning, and communication of instructors. Based on the results of the study, suggestions for improving the operation of vocational competency training teacher qualification training are as follows. First, it is necessary to flexibly manage the training schedule for the weekly training course for vocational competency development training teachers. Second, it is necessary to seek to improve the online education curriculum centered on consumers. Third, it is necessary to seek access to qualification training for local residents. Fourth, pre - education support for qualified applicants is required. Finally, follow-up care of qualified trainees is necessary.

• Korean Journal of Heritage: History & Science
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• v.42 no.4
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• pp.152-171
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• 2009

The Dancheong(丹靑) of the main building of Mihwangsa Buddhist Temple(美黃寺) in Haenam(海南) is the leading work of the Jeolla Dancheong style, which was created in the 18th century and has been passed down to the early modern days, and boasts its excellence and originality. On the outside, one can only see the traces of the Dancheong due to the colors that fell off and deteriorated severely. On the inside, however, the general Dancheong pattern is accompanied by the painting of 1,000 Buddhas(千佛圖), which is hardly found in other Buddhist temples, and the Arahan painting, which is truly magnificent in technique and can pass as an independent painting. The Dancheong also has unique methodological characteristics that can't be found in other Dancheong works such as the painting and attaching technique. The Dancheong inside is estimated to have been created in 1754 considering the records of "Dalmasan Mihwangsasa Daebeopdang Jungsusangryangmun(達摩山美黃寺大法堂重修上樑文)", the calligraphical writings of "Mudeungsanindanhwakya(無等山人丹?也)"and "Geonryungshipgu(乾隆十九)" left in the Jungryang, and the style characteristics reflected in the Dancheong patterns and the painting of 1,000 Buddhas. The fact that there are no traces of re-Dancheong also supports the estimation that the Dancheong was created in the absolute age of 1754. The absolute age will be the reference of deciding the chronological years of Dancheong patterns and be helpful in examining the characteristics and changes by the periods. There were certain style characteristics in Dancheong by the periods and regions. The Dancheong of Jeolla region also had its own style, which includes the tendency of finishing with two- or three-fold green belts without giving meokdanggi to the meoricho and the huge jar decoration of huigol. Treating the baetbadak of all materials, whether it's Geumdancheong or morodancheong, with lines of certain thickness and colors is another style of Jeolla Dancheong from the 18th to the 20th century. The Dancheong of the Geukrakbojeon(極樂寶殿) of Cheoneunsa Buddhist Temple and Daewoongbojeon(大雄寶殿) of Naesosa Buddhist Temple in Jeolla is especially noteworthy in that it bears similar patterns and techniques to that of the main building of Mihwangsa Buddhist Temple in addition to the characteristics mentioned above. The Dancheong of Mihwangsa Buddhist Temple must have exerted so great influences on that of the two temples that it's called "the style of Mihwangsa Buddhist Temple."When adopting a broader point of view, it can be classified as one of the Dancheong styles of Jeolla. The common icons and techniques found in the Dancheong of Mihwangsa, Cheoneunsa, and Naesosa Buddhist Temple provide some clues about the influential relationships among painters of the days. They may have been created by the painters of the same school or the painters affected by those who created the Dancheong of Mihwangsa Buddhist Temple.

• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.242-261
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• 2021

Sangjeong was a sculptor-monk who was active in the mid-to-late 18th Century, and the current study established the overall chronology of Sangjeong's Buddhist statues and their styles based on the six sculptures of Sangjeong already known and the Wooden Seated Buddha of 1767 in Songgyesa Temple, Geochang, which was found to be his last work. All of the Buddhist statues of Sangjeong have commonalities in terms of the appearance of the ears, wrinkles on clothing on the upper and lower body, position of hands, and expression of the lower body. The expression of the lower body, in particular, is classified into three types: Type A, where the clothing drapes through the lotus leaves on the bottom; Type B, with an 'S-shaped' drape over the lower body but no lotus leaves or pedestal; and Type C, with the Buddha and pedestal as a single unit, and the clothing draping through the lotus leaves on the pedestal. It appears that Sangjeong faithfully succeeded the style of Taewon, who was his only instructor for sculpture. This is verified based on the records of his participation in the creation of the Wooden Seated Sakyamuni Buddha Triad and Statue of Arhat in Bongeunsa Temple, Seoul, as the third sculptor-monk out of twelve sculptor-monks, and the reflection of the S-shaped drape on the lower body found on the statue of Buddha in Bongeunsa Temple on all of the statues created by Sangjeong. Not only that, but it was assumed that the expression of the pedestal and hair was also inherited by Sangjeong from Taewon and Jinyeol, who was a sculptor-monk from the early 18th Century. The work of Sangjeong and Taewon showed differences in the volume and thickness of statues, strength of unevenness on the wrinkles of clothing, drapes on the right side of chest, and details of the ears. The current study identified the original styles of each individual sculptor and attempted to categorize the fourteen pieces of ten Buddhist statues reflecting the styles of Sangjeong into Sangjeong-style or Taewon-style.

• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.51-62
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• 2020

The purpose of this study was to verify whether the quality of service provided by culture and arts education has a bearing on the service value of dance education, and to verify the role of the intention of reuse of culture and arts education participants in this relationship. The survey was conducted from October 1, 2019 to December 30, 2019, and a sample was collected from stratified sampling methods for the general public participating in culture and arts education. In order to verify the relationship between the independent variable and the dependent variable, multiple regression analysis was performed, and the role of the parameter in the relationship between the independent variable and the dependent variable was examined using the three-step intermediary regression analysis. The research results are as follows. First, as a result of analyzing the relationship between the sub-factors of service quality and emotional value, it was found that facilities and environmental services had the greatest impact. Second, the results of analyzing the relationship between the sub-factors of service quality and functional value showed that the most significant impact was on facilities and environmental services. Third, as a result of analyzing the relationship between the sub-factors of service quality and social values, it was found that facilities and environmental services had the greatest impact. Fourth, In the relationship between contents and instructor service and service value, the intention to reuse was found to have a full mediating effect. In addition, in the relationship between facility and environmental services and service value, the intention to reuse was found to have a partial mediating effect. Based on the quality of service of culture and arts education, this study suggested a way for dance education to work with the region.

• Journal of the Korean Institute of Landscape Architecture
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• v.49 no.6
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• pp.1-15
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• 2021

This study considered Forest Specialists, who are nurtured by the legal system through the analysis of laws and regulations under the jurisdiction of the Korea Forest Service. In particular, the transition process of forest-related laws and laws to train forest specialists were identified. In addition, changes and characteristics regarding the cultivation of professional forestry talents according to forestry policy were investigated. As a result, it was found that Forest Specialist on policy dealt with forestry success for forestry promotion, and forestry engineers dealt with technical skills for forestry industry development. In addition, according to the revision of the laws for the sustainable use of timber, wood-structural engineers, timber grade evaluators, and timber education specialists are trained separately. Forest Specialists concerned with forest welfare policies were found to train forest experts and complete specialized training courses to provide various services for forest cultural and recreation facilities, healing forests, and forest leisure sports facilities. There is an instructor for forest leisure sports. Forest welfare experts are divided into forest education experts and forest healing instructors; forest education specialists are further divided into forest interpreters, forest guides for children, and forest trekking guides. Forest Specialists on forest protection policy were found to train arboretum and garden experts for the efficient management and exhibition of arboretums. Gardens and tree doctors and tree treatment technicians for arboretums wer also trained. A tree doctor and a tree treatment technician were found to have the necessary qualifications to run a tree hospital business, diagnosing and treating tree damage. Therefore, it is thought that the Korea Forest Service is nurturing Forest Specialists with technical capabilities for forestry promotion, forest industry development, and tree treatment; and the Forest Specialists can provide education and welfare services at culture, recreation, treatment, and conservation sites in forests.

• Journal of the Korean Society of Radiology
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• v.16 no.4
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• pp.491-497
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• 2022

In this study, we tried to secure basic data to create an environment necessary for distance learning through a survey on professor demand. Among the 184 full-time faculty members of the university, 73 (39.89%) respondents in 2021 and 87 (47.28%) in 2022 were included. As a result of the research on professor demand, in the 2021 school year, 27 people (37%) were classified as LMS improvement items when checking attendance, 38 people (23.3%) were pin-mics as content development support items, and 26 people (35.6%), 33 people (45.2%) of GOM Mix and 25 people (34.2%) of the distance education support center wanted to learn video editing program as the item of video editing program they are currently using. In the 2022 school year, 27 people (31.03%) said mobile upgrade as an LMS improvement item, 52 people (59.8%) of pin-microphone as a content development support item, 33 people (37.9%), but currently using the content creation intention using a studio. As for the video editing program they are working on, 47 people (54%) of GOM Mix Pro and 23 people (26.4%) of the distance education support center want to learn content creation method. In addition, the intention to produce content using the studio for the 2021 and 2022 academic year and the desired educational topic of the distance education support center in the future appeared insignificant (p > 0.05). In this distance education support center, we are working to solve the class of LMS attendance, upgrade mobile, and plan to distribute pin microphones. We are planning to increase the usability of the studio and provide training on how to use video editing programs and how to create video content. In order for a smooth class to take place in a university distance class, the university authorities should seek ways to support the instructor so that he/she does not have difficulties in performing his/her role as a teaching designer, such as setting learning goals, organizing and organizing content, motivating learning, and establishing effective class participation plans. there is a need

• Journal of Christian Education in Korea
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• v.72
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• pp.245-271
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• 2022

The purpose of this study is to develop a nursing clinical practice education model that applies case-based learning and co-teaching to nursing students, and to secure the validity of the developed model. To verify the validity of the nursing clinical practice education model, it was applied to the subject of 'Health Response and Nursing VI (Perception/ Cognition) Practice' in the 2nd semester of 2021 at J University in Jeonju, and the instructor's response to the model was evaluated. Surveys and focus group interviews were conducted on confidence in clinical practice and teaching and learning models. After deriving the case-based learning stage and co-teaching elements through a review of precedent literature and case studies, an initial model was devised after expert review, and the devised model was reviewed for internal validity by nursing education experts, and then modified and supplemented. As a result of the learner response evaluation conducted after applying the model to the clinical practice subject for external validation verification, the confidence in clinical performance was 4.22 points and the satisfaction with the teaching-learning model was 4.68 points. Summarizing the results of the focus group interview, the importance of prior learning and the learning of selected cases based on actual cases, learning terminology and professional knowledge, eliminated fear of the practice field, felt familiar, and learned various cases. He said that he was able to think critically through the time to organize the knowledge learned in the practice field. In addition, through co-teaching, it was found that field leaders and advisors taught the theoretical and practical aspects at the same time through examples, thereby experiencing practical education closer to practice. It is expected that the nursing clinical practice education model developed through this study, applying case-based learning and co-teaching, will be an effective teaching and learning model that can reduce the gap between theory and practice and improve the clinical performance of nursing students.

• Journal of Korea Entertainment Industry Association
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• v.13 no.2
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• pp.145-154
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• 2019

The purpose of this study is to investigate the performance, learning motivation and satisfaction of the students who take the university 's Lifelong Education Program. The research method was interviewed. The results are as follows. In terms of operations; First, the awareness of the kindness of employees of the college lifelong education institute needs to be strengthened at the beginning of the school year. Second, in the operation of the College Lifelong Education Center, the support such as the parking fee should be extended to the students. Third, lifelong education facilities should be supplemented. In terms of participation motivation; First, it can be seen that there are the most learners who want to do complementary learning. Most of them are people who look back on their lives and prepare for their future directions. Second, as the life span of human beings became longer, the economic preparation for life became necessary. Thus, all learning tends to be perceived as a preparation for economic income. Third, most people who participate in lifelong education are very interested in health. Therefore, it is necessary to increase the motivation for participation by expanding health related programs. In terms of satisfaction; First, it depends on the purpose of the individual. Satisfaction was high for those who aimed at hobbies and relationships, and satisfaction for those who aimed for economic activities was low. Second, it is also necessary to consider the instructor 's instructional process. In other words, lifelong learners tend to be adults, so little complaints are not revealed. Therefore, I would like to ask the lecturers to advance the education for the class. The implications for the improvement direction of the lifelong education center are as follows; First, we need to drastically reduce the number of programs overlapping with other universities and conduct research to develop new programs. In order to do this, it is necessary to continuously carry out a survey of demanders' needs. Second, it is necessary to find the appropriate place for program operation considering the movement distance of learners. It should be avoided that the program should be operated with the existing university facilities. Third, universities' lifelong education should go to education that includes college students.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.531-538
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• 2023

Recently, many university classes have been changing from instructor-centered classes to learner-centered classes, and universities are trying to establish a new direction for university education, especially to foster talented people suitable for the Fourth Industrial Revolution. To this end, universities are presenting various competencies necessary for students and focusing on research on efficient education plans for each competency. Among them, creativity is considered the most important competency that students should obtain in universities. Developing a creative problem-solving-based subject where various majors gather to produce results while conducting creative team activities away from desk classes is considered a meaningful subject to cultivate capacities suitable for the requirements of the times. Therefore, this study purpose to develop creative problem-solving-based subjects and analyze the results of class progress. This creative problem-solving-based class is an Action Learning class for step-by-step idea development, which starts with a theoretical lecture for creative idea development and then consists of five stages of Action Learning. The tasks of action learning used in this class consisted of ceramic expression to increase the intimacy of the formed group and the group's collective expression, ideas in life to combine and compress individual ideas into one, environmental improvement programs around schools, and finally UCC on various topics. In the theoretical lecture conducted throughout the class, a class was conducted on Scientific Thinking for creative problem solving, and then a group-type action learning class was conducted sequentially. This Action Learnin process gradually increased the difficulty level and led to in-depth learning by increasing the level of difficulty step by step.