• 정보교육학회논문지
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• 제9권2호
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• pp.349-358
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• 2005

프로그래밍 실습은 반드시 프로그램이 설치된 곳에서 교육을 해야하며 교사중심의 강의식 수업만으로는 충분한 학습이 어려운 단점이 있다. 이에 본 연구에서는 제7차 교육과정의 이론적 토대가 되는 구성주의 교육관(자기주도적학습, 문제중심학습)에 입각하여 Visual Basic 프로그램 학습을 교수자와 학습자 모두에게 효율적이고 긍정적 효과를 얻을 수 있는 수준별 학습 모형으로, 웹이 가지는 긍정적인 효과를 상호보완 하여 설계하였다. 웹 코스웨어는 튜터 시스템과 ActiveX를 이용하여 Visual Basic프로그램을 웹에서도 가능하도록 구현 하였다. 코스웨어를 적용 결과 학생 개개인의 능력 수준에 맞는 수준별 교육과정의 학습방법으로 학습자에 게 다양한 학습 기회를 제공하며, 성취도와 학습의욕을 높일 수 있었다. 또한 오류 수정 학습의 제공으로 문제해결 능력과 논리적 사고 능력을 신장시킬 수 있었다.

• 복식문화연구
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• 제30권5호
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• pp.717-731
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• 2022

The purpose of this study is to suggest effective online pedagogical strategies for a fashion design CAD course to enhance student learning and satisfaction. The study investigated student experience of online learning and compared online learning with a face-to-face learning experience. Student concentration, participation, perceptions of effectiveness of teaching, utilization of learning materials, and satisfaction were analyzed using a 5-point Likert scale. Advantages and disadvantages of online learning as well as advantages of face-to-face learning were also analyzed both quantitatively and qualitatively. Student concentration, participation, and perception of effectiveness of teaching were greater for face-to-face learning with significantly higher concentration on individual practice. Students utilized video recording of synchronous online lectures more actively than PDF lecture notes. The advantages of face-to-face learning were plentiful communication and feedback and easy questioning process as well as high levels of understanding and concentration. Meanwhile, major disadvantages of online learning were the speed of the lecture, lower levels of understanding and concentration, limited peer interaction, and technical problems. Major advantages of online learning were flexibility and convenience, repetitive learning through videos, and instant communication and feedback. Students preferred a blended learning approach for the fashion design CAD course. For effective online learning, it is suggested that instructors frequently question and check student practice through screen share in a private online meeting room and engage activities that are demanding of student interaction. The video recording of synchronous online lectures is also suggested as a supplemental learning material for repetitive learning.

• 한국간호교육학회지
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• 제3권
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• pp.99-116
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• 1997

In response of the increasing demand for professional degree in nursing, some university in Korea offers RN-BSN program for R. N. from diploma in nursing. However, RN-BSN program in Korea is in formative period. Therefore, the purpose of this survey study is for the comparative analysis of RN-BSN curriculum in Korea and U.S.A. In this study, subjects consisted of 18 department of nursing in university and 5 RN-BSN programs in Korea and 18 department of nursing in university and 12 RN-BSN programs in U.S.A. For earn the degree of Bachelor of Science in Nursing, the student earns 134 of mean credits in U.S.A., whereas 150.3 of mean credits in Korea. The mean credit for clinical pratice is 30.1 in U.S.A., whereas 23.9 in Korea. Students are assigned to individually planned clinical experiences under the direction of a preceptor in U.S.A. In RN-BSN program, total mean credits through lecture and clinical practice for earn the degree of BSN is 35.5(lecture : 27.7, practice ; 7.8)in U.S.A., whereas,48.1 (lecture;42.1, practice;6.0) in Korea. RN-BSN program can be taken on a full-or-part time basis in U.S.A., whereas didn't in Korea. Especially, emphasis is place on the advanced nursing practicum that focus on the role of the professional nurse in providing health care to individuals, families, and groups in community setting in U.S.A. 27.7 of mean credits was earned through lecture in U.S.A., whereas 42.1 of mean credits in Korea. It means that RN-BSN program in Korea is the lesser development in teaching method and appraisal method than in U.S.A. Students of RN-BSN program in U.S.A. can earns credit through CLEP, NLN achievement test, portfolio review session etc as well as lecture. Therefore, the authors suggests some recommendations for the development of curriculum of RN-BSN program in Korea based on comparative analysis of RN-BSN curricula in U.S.A. and Korea. 1. The curriculum of RN-BSN Program in nursing was required to do some alterations. Nursing care, today, is complex and ever changing. According to change of public need, RN-BSN curriculum intensified primary care program in community setting, geriatric nursing, marketing skill, computer language. 2. The various and new methods of earning credit should be developed. That is, the students will earn credits through the transfer of previous nursing college credits, accredited examination of university, advanced placement examination, portfolio review session, case study, report, self-directed learning and so on. Flexible teaching place should ile offered. 3. Flexible teaching place should be offered. The RN-BSN curriculum should accommodate each RN student's geographical needs and school/work schedule. Therefore, the university should search a variety of teaching places and the RN students can obtain their degrees comfortably throughout the teaching place such as lecture room inside the health care agency and establishment of the branch school in each student's residence area. 4. The RN-BSN program should offer a long distance education to place-bound RN student in many parts of Korea. That is, from the main office of university, the RN-BSN courses are delivered to many areas by Internet, EdNet (satellite telecommunication) and other non-traditional methods. 5. For allowing RN student to take nursing courses, program length should be various, depending upon the student's study/work schedule. That is, the various term systems such as semester, three terms, quarter systems and the student's status like full time or part time should be considered. Therefore, the student can take advantage of the many other educational and professional opportunities, making them available during the school year.

• 교육녹색환경연구
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• 제19권4호
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• pp.40-49
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• 2020

교육의 기본적인 형태는 지식의 전달, 즉 음성 전달을 통해 교수가 교육수요자에게 지식을 전달하는 방식이므로 쾌적한 학습 환경 조성에 있어 음환경은 필수적인 고려 요소이다. 실내 음환경은 재실자의 정신적 스트레스와 매우 밀접한 연관성을 가지고 있으므로 적절한 음환경의 조성 여부에 따라 교육의 질적 수준 또한 크게 변화할 것이다. 따라서 본 연구에서는 선행연구에서 제시한 물리적 음향성능 자료를 바탕으로 가청화 기법을 활용한 청감실험을 실시하였으며 이를 통해 강의전용 공간의 물리적 음향성능 개선에 따른 주관적 음향성능의 만족도 변화를 분석하였다. 연구는 강의전용 공간에서 주로 사용되는 음원 6개를 선정하여 8개의 어휘로 평가를 진행하였다. 연구 결과, 음향성능의 개선에 따라 주관적 음향성능도 개선되었으며 소공연장을 강의전용 공간으로 리모델링한 후 "음악"에 대한 주관적 반응보다 "음성"에 대한 주관적 반응이 긍정적으로 나타나 음성 전달에 보다 적합한 공간으로 개선되었음을 확인하였다. 따라서 본 연구를 통해 교육시설의 음환경 개선 시 물리적 음향성능 뿐만 아니라 청감실험을 통한 주관적 음향성능 검증의 필요성을 강조하고자 하였다.

• 대한인간공학회지
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• 제33권2호
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• pp.125-134
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• 2014

Objective: The purpose of this study is to evaluate integral seat desk used in universities through comparison of real dimension values of the desk with KS/ISO standard and questionnaire survey. Background: School furniture that helps students sit comfortably for longer periods of time and allows for better concentration on learning is important. However, seat and desk have been generally designed based on the industry practice rather than user's anthropometry, and seats and desks used in universities of Korea have not been ergonomically evaluated. Method: Real 13 dimensions of the desk used in K University were measured using tape measure and inclinometer, and the dimension values were compared to the KS standard of desk and chair for lecture room (KS G 4210) and ergonomic design principles found in relevant references. Subjective appropriacies and preference for the desk were investigated based on questionnaire survey, in which 121 (male: 91, female: 30) college students participated. Results: Several dimensions for the desk and chair investigated except desk depth and width, leg room width, seat width have not met the KS standard, but all dimensions satisfied ergonomic design principles available in references. The questionnaire survey revealed that appropriacies for desk surface size, seat pan depth, seat pan cushion and backrest curvature were under middle point of 3.0, and that those for the other dimensions showed higher scores exceeding 3.0. Conclusion: The integral seat desk widely used in universities showed some design problems in terms of standards of KS G 2010 and KS G 4210, and ergonomic design principles. Compared to the general desk with separated desk and seat, subjective preference on the integral seat desk was low. Application: This would be used as a valuable guideline when designing or choosing new integral seat desk with high satisfaction of students.

• 한국소음진동공학회논문집
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• 제19권12호
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• pp.1269-1280
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• 2009

This study was performed to construct sound performance DB of royal palace buildings and to examine the special quality more scientifically. Research target of royal palace were Changdeokgung and Gyeongbokgung. Sound insulation performance between the adjacent room and facade, room acoustics of Pyeonjeon and Chimjeon which is representative building in royal palace were examined through field measurement. Measured values of RT($T_{mf}$) at Pyeonjeon were 0.78 sec. and 1.03 sec. in Seonjeongjoen and Sajeongjoen, respectively. The RTs of both Pyeonjeon buildings were estimated suitable for speech and lecture considering their volume. The RT($T_{mf}$)s at Chimjeon were measured in range of 0.29~0.55 sec. This meant that the acoustic energy in rooms was decreased by sound transmission through mulberry paper(Hanji) of traditional windows and doors. As a sound insulation performance, the single-number quantities($D_{ls,2m,nT,w}$) of the building facades in Pyeonjeon and Chimjeon were measured 4~20 dB. Also the single-number quantities($D_{p,w}$) between the adjacent rooms in Chimjeon were measured 3~18 dB. Sound insulation performance of traditional building elements such as window and door depended strongly on their layers and area.

• 조명전기설비학회논문지
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• 제13권2호
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• pp.7-11
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• 1999

본 연구에서는 강의실을 대상으로 인공조명 균제도 산출방법에 대한 실험연구를 수행하였다. 그 결과, 명암의 효과가 요구되는 평균조도를 사용하지 않은 식을 사용하고, 균등한 조면조건이 필요한 장소에서는 평균조도를 사용하는 식을 사용하는 것이 바람직한 것으로 나타났다. 또한 우리 나라 실정에 맞은 균제도 산출식 및 판단기준의 마련이 요구되며 우리의 기준설정에는 조도뿐만 아니라 공간특성에 대한 고려가 필요하다.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• 제11권sup2호
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• pp.1-10
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• 2008

When you present a medical scientific paper or give a lecture in English, It is important to visit your presentation room in advance to gain familiarity with the controls and the computer. You can check how to use the mouse or laser pointer and determine where the microphones are. You should meet the Chairman and introduce yourself. You may ask the Chairman any questions you have. I am confident this strategy will work for beginners because they are usually nervous before their presentations. Most Chairmen prepare one or two questions for the presenters to stimulate discussion. Speaking with the Chairman also allows you to determine the type of English that he or she speaks (i.e., French-English, Spanish-English, and British-English). You need to be comfortable with the Chairman's English before the presentation because the Chairman will repeat the questions for you when you do not understand a question from the audience. Although I have given a number of lectures and moderated many scientific sessions and symposiums in English over the past 20 years, it is still difficult and stressful for me to do these in English because English is not my first language. To overcome the problems, I have written down the questions and useful English expressions that I have received during or after my presentation because I found them helpful for my next presentation. I hope the examples will be of great help to you.

• 정보처리학회논문지C
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• 제8C권1호
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• pp.105-112
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• 2001

본 논문에서는 이동통신 시스템에서 사용할 수 있는 잡음에 강인하면서 음질이 개선된 QCELP 코드북 검색을 제안한다. 기존 QCELP는 고정 코드 북을 한 번 검색하지만, 본 논문에서는 두 번에서 다섯 번까지 검색을 하고 이를 실험해 본 결과 두 번 검색이 전송률에 따른 음질향상이 최적임을 알게 되었다. 따라서 본 논문에서는 두 번의 정밀 양자화를 통해 여기신호를 상세히 나타내므로써 음질을 향상시키는 개선된 QCELP 부호화기를 제안한다. 실험에서 잡음을 고려하지 않은 환경(강의실, 가정집, 거리, 연구실 등)에서 얻은 음성을 입력자료로 사용하고, 음질은 SNR과 segSNR을 이용하여 측정하였다. 실험 결과, 개선된 QCELP는 기존 QCELP 보다 SNR, segSNR에서 각각 38.35%, 65.51% 향상되었다.

• 건축역사연구
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• 제11권4호
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• pp.21-34
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• 2002

Hoojo-dang is the Beol-dang of Gwangsan Kim's family in Gunja-ri, Yeaan This study aims to reconstruct the architectural drawings of the building through actual measurement, and by investigating documentary records of Kim's family, to trace and infer when the building was originally constructed. In doing this, it enables to identify and describe the architectural types and characteristics. The results are as follows, 1) Hoojo-dang was established in 1567 by Kim Bu-pil(1516-1577). From the beginning, Hoojo-dang, Byeol-myo(family shrine) and Ju-sa(shrine kitchen) were situated in the separate area from An-chae(main building). Later the Ik-rang(additional transept part) of Hoojo-dang was added to its main body as a room for entertainment. 2) The types of floor plan and windows of Hoojo-dang are similar to those of the lecture halls of Dosan-seowon, Sosu-seowon and Yeaan-hyangyo nearby. The main reason for the similarity of floor plan and window types in those buildings is that the students of the great Korean Confucian, Lee Hwang in 16th, managed and controlled those constructions. 3) The separate area composed of Hoojo-dang, Byeol-myo and Ju-sa was mainly designed for satisfying Confucian ceremonial principles. In addition, there are lifting doors designed for elevating the spatial flexibility.