• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.539-547
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• 2023

In recent years, university education has emphasized a learner-centered education model with a change in educational paradigm. This study aims to explore students' diverse opinions and improve the quality of education by analyzing the open-ended responses of university lecture evaluations using topic modeling. To this end, a total of 45,001 open-ended responses based on the results of lecture evaluations from 2017 to 2022 in non-metropolitan universities were divided into majors and liberal arts, and a short-form optimized Biterm Topic Modeling (BTM) analysis was conducted. As a result of the analysis, major lectures were divided into "attitude toward non-face-to-face classroom experience", "attitude toward questions and discussions", "attitude toward attendance and grading", "attitude toward practical activities and presentations", and "attitude toward communication and collaboration", while liberal arts lectures were divided into "attitude toward non-face-to-face classroom experience", "attitude toward grades and evaluations", "attitude toward attendance and syllabus", "attitude toward academic knowledge and interest", and "attitude toward communication and questions". The results of this study, which analyzed various feedback from students, provide insights that can be used to compare the characteristics of majors and liberal arts courses and improve teaching and learning experiences.

• Korean Journal of Health Education and Promotion
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• v.1 no.1
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• pp.83-97
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• 1983

The present study is to provide information for the improvement of school health services through research on the current condition of its organization and practice in universities, colleges and junior colleges. The scope of this study is consisted of four components including health organizations/units, school health services, environmental sanitation and health education for the 30 universities, the 20 colleges and the 32 junior colleges in Korea. The major findings are summarized as follows: (1) Among the sampled schools, around 73% of them have the health service organization/unit. When we break down health service organization/unit into the types by the level of school, around 73% of the universities have formal organization called "health center" and 20.0% of them have an informal organization called "health room". For the colleges level, 30.0% of them have the "health center" and 40.0% of them have the "health room". The figure of junior colleges is a quite different from universities and colleges, 56.3% of junior colleges have the "health room" only but the other have no service organization at all. (2) It was found that only 22.0% of 82 schools have the health committee for the school health services. It might be necessary to have a kind of expert committee to establish an annual health service program, budget and health policy in the school. (3) Approximately 29% of those schools having formal health organizations/units appointed directors as a medical persons. 13.4% of the sampled schools are appointed doctors (including the dentists) at health service organization/unit, 9.8% are appointed pharmacist and 65.9% are appointed nurses. Therefore, the data imply that the school health services are depending mainly on nurses. (4) The major activities of school health services are covering primary medical care (84.1%), health counseling (72.0%), physical examination (68.3%), vaccination (58.5%), tuberculosis control (54.9%), parasite control (29.3%) and dental health case(9.8%). Also 69.5% of the schools have the program on the environmental sanitation and the health education program. (5) In regard to health budget taking account of 34 schools, approximately 92% of them have less than 5,000 won per students and only 8.8% of them have more 10,000 won per students. At the average health budget per students is 4089.8 won in universities, 1617.1 won in colleges and 475.0 won in junior colleges. (6) The students enjoy the benifit of medical insurance at 11.0% of 82 schools surveyed. They are all universities. (7) The study found that 56 universities, colleges and junior colleges provide the annual physical examination. Only 21.4% of them have provided it for all students and school employees. (8) 64.3% of the 56 schools surveyed keep a record of the regular physical examinations. Records must be utilized as the basic data for the evaluation of the student's health condition and so the individual student is encouraged to take care of his own health. (9) At the 59 schools which practice health counseling, the main concerns of the counsellees are venereal disease, tuberculosis and psychoneurosis. This shows the need to practice health education in the area of preventive medicine. (10) 69.5% of the 82 universities, colleges and junior colleges surveyed are concerned with supervision of the environmental sanitation in their school, but non-professionals are in charge at 70.1% of them. This indicates negligence in environmental sanitation. (11) 53.7% of the 82 schools responded that they have no special instructive measure for the students' health and 54.9% are found to be negative in the use of a health education method. This reveals a problem. They are not positive to the recognition of their function as the initiative organization for the students' health. (12) The supplementary education for the faculty of the school health services is executed only at 8.5% of all the schools surveyed.

• Journal of Information Technology Services
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• v.11 no.3
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• pp.161-175
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• 2012

A novel concept of ICT based service, which is called N-device service, is proposed and implemented in the form of N-device smart education services. The N-device services are different from the existing N-screen services in terms of the number of devices a user is using for a specific service at the same time. A N-device service consists of several smart devices which are different in size, software and hardware platform, mobility, manufacturer and the like by fully utilizing the characteristic of each device. The major and unique features of N-device services are analyzed and depicted in a strict way. Those are shared role for each device, service by configurable device, one sensor multiple use, real-time data sharing, role shifting and new market creation. It is turned out that the N-device service is more human centric compared with existing ICT based services and can give richer digital experience to users because non-existent services become possible with the new concept. However, there exist several barriers to be implemented and commercialized in the real world. Those include high development cost and time, small market and different application platforms of devices. These barriers can be overcome by technical advances and cooperation between relevant parties. The smart education is very prominent area, in which the novel concept can be applied with high priority because Korean government announced its plan to boost up new educational services with big budget and these are acceptable by enthusiastic Korean parents and students. That's why the N-device service is implemented in the education area, which is called as "livessam(live teacher)," with four smart devices, IPTV, tablet PC, PC and smart phone. By providing both detailed service scenario and techniques, we shows that the novel education service is technically feasible and acceptable by teachers and students.

• Journal of Digital Convergence
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• v.12 no.12
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• pp.173-180
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• 2014

Life competencies most required for university students, who receive a higher education and prepare to go into society, are job competencies. People with a variety of competencies are needed in the job market in a globally-oriented 21st-Century knowledge-based society. Now that raising competent people who have a high level of job competency is regarded as one of university functions, a way to improve job competencies through university education needs to be investigated. This study proposes a convergence education system to improve job competencies. The convergence education system includes five type of convergence: convergence in major fields of study, convergence in education courses, convergence in education space, convergence in education methods, and convergence in education period. This education system is expected to improve a variety of job competencies including cognitive competencies, non-cognitive competencies, and global competencies.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.12-24
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• 2015

This study aimed to investigate how middle school teachers perceived major features of the 'Free Learning Semester'. In 2013, the Free Learning Semester has been proposed by Korean government to provide students with the educational programs which deals with various activities in classroom in order to increase student's learning ability. The Free Learning Semester helps students to figure out their dreams and develops their talents. The government plans to expand the Free Learning Semester to all middle schools by 2016. Since teacher's perception is an important matter in the application of the Free Learning Semester, this study seeks to document the changes in curriculum by observing the perception of teachers in the school that implemented the Free Learning Semesters and those that did not implemented the Free Learning Semesters. 172 teachers from nine middle schools in Busan that their school schedules allowed were surveyed. Two school which operated the Free Learning Semester were compared to seven schools which did not operate the Free Learning Semester. The results are summarized as follows: First, almost all (97.7%) teachers in the Free Learning Semester schools have completed a training whereas 74.6% of the teachers in the non-Free Learning Semester schools have not. The usefulness of the training was satisfactory, but the teachers in the Free Learning Semester Schools wanted more practical help with the curriculum. Second, the result, which was statistically significant(p<.05), revealed that the first grade second semester of middle school was the best time to implement the Free Learning Semester. In order for its successful establishment in schools, there needs to be a reliable and effective evaluation system. However, the results regarding the introduction and management of the new system were not statistically significant. Lastly, in the Free Learning Semester Schools, the changes in teachers' perception were statistically significant (p<.05). The results show that the teachers need the training and the teacher's community to implement the curriculum and set a basis for valuation.

• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.81-87
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• 1989

In 1987 Ministry of Education published the 5th-revised version of curriculm, the main goal of which is to improve science and culture as well as to educate the students who are able to actively adapt to the 21st century's society. Howerver, the revised curriculum neglects the problems associated with the nature of and localized characteristics of science education. Therefore this research had its main objective to survey and analyze the status of science education of secondary schools in Kangwon Province and, based on the results, to develop the teaching/learning materials appropriate for science education in this province. This research is 3d-Year project and this paper is about its first year research results. The first year's main objective is to investigate and analyze the status of middle school science education, focusing on the curricular operation, science teachers, and lavoratory facilities and instruments. This research used the survey methods. The questionaires were sent to all the middle schools the number of which is 163, and 162 schools of which returned the survey questionaires. Based on the analyses of the data following conclusions were drawn. The average class size is 48.8 students. Almost all of the middle schools alocate the science class hours per week of 4,3,4 hours to first, second, third grade, respectively. However, the greater part of science teachers want 5,4,5 hours of science classes a week. Total number of science teachers exeeds the number actually needed, implicating that many science teachers are teaching non-major subjects. The lavoratory facilities and instruments are not sufficiently provided for lavoratory-based science education. Along with these conclusinons suggestions for better science educations are recommanded. Among the suggestions two are highly emphasized.They are: to increase science class hours; to use field lavoratory substituting for school lavoratory.

• Journal of Convergence for Information Technology
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• v.11 no.7
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• pp.253-263
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• 2021

This study aims to present effective teaching and learning methods for improving class satisfaction and improving the quality of university education by empirically analyzing changes in class satisfaction according to teaching methods such as face-to-face(FTF) classes, non-face-to-face(NFTF) classes, and blended classes of theories and practical subjects before and after COVID-19, targeting beauty major students who have a relatively higher proportion of practical classes than theoretical classes. For data analysis, SPSS 18.0 statistical package was used, and in the analysis of the difference in satisfaction with teaching methods for theoretical subjects before and after COVID-19, 10 items out of 20 items showed statistically significant differences, and 8 items out of 20 items in the practical subjects showed statistically significant differences. It is expected that the quality of university education will be improved by applying efficient and practical teaching methods considering the items affecting the class satisfaction according to the teaching and learning methods of these theories and practical subjects.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.243-249
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• 2021

It has been determined the 6 core competencies of our university students. Among them, it was judged that the student's convergence thinking ability and self-development ability were insufficient. To enforce the two insufficient abilities, an engineering-related major collage course was newly established in the form of an intensive coursework. The course was conducted as a shared curriculum between division/departments. For each of the first and second semesters in the 2020, 54 students from two completion groups (Department of Electrical and Electronic Control Engineering; 26, Optical Engineering; 28) were the subjects of the survey, the survey results of 20 common questions were comprehensively analyzed. As the result, more than 75% of the respondents were positive about free online learning at any time and place. And if additional interactive activities and team teaching method are reinforced during recorded audio and video contents learning material, It is confirmed that the attempted intensive course can maximize the learning effect.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.5
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• pp.779-785
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• 2022

Study analyzes whether the 3D CAD class using the flipped learning-based PBL is effective in acquiring professional knowledge and nurturing talent. A Flipped Learning-based PBL class was implemented for 3rd grade students of Robot and Automation Engineering Major, Dong-Eui University, and a survey was conducted on satisfaction and effectiveness. The students seemed to be generally satisfied with the class, and the flipped learning-based PBL appeared to be effective in improving the competency required by companies. In particular, it is hoped that it will contribute to the use of video education in practical subjects in the future by proving that practical classes can be operated effectively even in non-face-to-face learning. Moreover, this study is an important indicator for future research and will be used as a quantitative indicator for class improvement.

• The Korean Journal of Physiology
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• v.15 no.1
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• pp.37-43
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• 1981

In the present study, an effort was directed to elucidate the effect of the physical training on the pulmonary function. Twenty-four male athletics major students who have undergone regular physical training for more than five years were randomly chosen as the athletic subjects, and 12 regular male students who have not been engaged in any form of regular physical exercise or training were chosen as the non-athletic subjects, and a comparison was made between the two groups. The following were mainly observed by spirometry for the study; respiratory rate, tidal volume, vital capacity, maximum voluntary ventilation(MVV), forced expiratory volume for 1 second$(FEV_1)$, percent $FEV_1$ to forced vital capacity$(FEV_1%)$, forced expiratory flow for initial 1 liter$(FEF_{0.2-1.2}L)$, and forced mid-expiratory flow$(FEF_{\;25-75}%)$. The results obtained are summarized as follow. 1) The respiratory rate, tidal volume, and vital capacity showed no significant difference between athletes and non-athletes. The MVV in athletes was significantly (p<0.01) increased to $148.1{\pm}3.1\;L/min$ comparing with $118.3{\pm}9.1\;L/min$ in non-athletes. 2) $FEV_1$ was $3.310{\pm}0.070\;L$ in athletes and $2.779{\pm}0.104$ in non-athletes; $FEV_1%\;83.63{\pm}1.29%$ in athletes and $75.33{\pm}1.75%$ in non-athletes, both showing significant(p<0.01) increase in athletes. 3) $FEF_{0.2-1.2}L$ was $297.1{\pm}13.5\;L/min in athletes and $222.7{\pm}15.0\;L/min$ in non-athletes; $FEF_{\;25-75}%$ was $3.543{\pm}0.109\;L/sec$ in non-athletes, both showing significant(p<0.01) increase in athletes. 4) Some discussions were made on these results. The lung volumes showed no significant difference between the two groups. But MVV, $FEV_1$, $FEV_1%$, $FEF_{0.2-1.2}L$ and $FEF_{25-75}%$ in athletes were significantly(p<0.01) higher than in non-athletes. It is therefore concluded that the athletes have more powerful respiratory muscles, or higher compliance of the lung and thorax than the non-athletes.