• Journal of Digital Convergence
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• v.12 no.9
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• pp.313-323
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• 2014

Recently, there has been an effort to convert standardized educational system to customized one considering students' individual differences and aptitude. Flipped learning has been regarded as a teaching method fitting to this movement and has gained much interest by educators. Despite its increasing interest, its studies fall short in the quantity above all. This study investigated the concept of flipped learning and explored its educational value in terms of student' and teacher' perspectives. The study also examined the requirements to apply flipped learning to its practice. Flipped learning was found to accomplish mastery learning and to promote interaction between teacher and students and also peer-to-peer interaction. It was expected to reduce the burden of teacher's duties and secure his or her interest in students and the tutorial time for individual students. Essential elements in its application in practice included students' voluntary participation, the consent of their parents and support from their school and government. In addition, teachers' professional development was found to be important to improve their understanding and application of flipped learning in practice.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.11 no.2
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• pp.240-251
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• 2000

This study was a preliminary study on the adolescent psychiatric patients that show the characteristics of peer group neglect or rejection. We divided the adolescent psychiatric patients(n=25) into neglect-reject group(n=15) and non-neglect group(n=10). Each patient answered 8 scales and several questions about general relationships with friends. And, both the score of each 8 scales and answer about qusetions were examined. Lastly, records of 5 cases from neglect-reject group were analyzed. The depression dimension score of SCL-90-R, anxiety dimension score of SCL-9O-R, paranoid dimension score of SCL-90-R, interaction anxiousness scale(IAS) score were significantly different between 2 groups. On the result of case analysis about 5 patients of neglect-reject group, the adolescent psychiatric patients had a tendency to be rejected or neglected in case of having developmental problems(for example, language development or cognitive impairment).

• Korean Journal of School Psychology
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• v.18 no.1
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• pp.31-48
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• 2021

The purpose of this study was to determine whether the retention of university freshmen could be predicted using their peer relationships in a specific department. In this study, retention was defined as a student staying enrolled in their university for a certain period of time. Social relationships are formed through interaction between people, so both students' self-perceptions and others' perceptions of them must be accounted for, so we used a social network analysis that did so. We examined social networks visualizations that allowed for a rich interpretation of numerical information. Participants in this study were freshmen who enrolled in an undergraduate program in 2017, 2018, or 2019. We used the name generator method to determine how quantitative friendship network variables predicted the academic retention up to the first semester of 2020. Cox proportional hazard model analysis showed that the weighted indegree centrality with intimacy positively predicted retention. The results of this study can be used to identify and conduct interventions for students who may be likely to disenroll. However all of the students did not participate in the department, it was difficult to examine their entire peer networks. Thus, this study's results cannot be generalized because the participants are students of a specific major, so further research is needed to produce more generalizable results.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.660-670
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• 2002

The purposes of this study were to categorize the type of student-student interaction and analyze the pattern of group interaction by cognitive level in interactive science inquiry experiments. For this study, two homogeneous and two heterogeneous groups by cognitive level were selected. Social interactions during group discussions were audio/video taped. The types of student's interaction were classified as intellectual and emotional aspects. Intellectual aspects were consisted of asking question, response, making suggestion, receiving opinion and then further coded by interaction level. Emotional aspects were consisted of relevance to behavioral participation, relevance to students' feeling, reaction to opinion. Interaction frequency in the intellectual and emotional aspect between homogeneous and heterogeneous group were compared to analyze interaction pattern. The results of this study showed that in intellectual aspect the frequency and quality of interaction in homogeneous group was higher than that in heterogeneous group. In emotional aspect. homogeneous group more showed such negative attitude as lack of confidence and dissatisfaction than heterogeneous group, on the other hand showed acceptable mood to be able to accept or object to peer's opinion. Some educational implications were drawn.

• Korean Journal of Child Studies
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• v.13 no.1
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• pp.65-79
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• 1992

The present study investigated perception of social authority by children and adolescents removed from illegally built shacks 181 children and adolescents from illegally built shacks and 200 comparative respondants of middle socioeconomic status were investigated. Perception of the social authority figures was classified by 5 categories(self, family member, neighbor, teacher and peer. social authority, collective member) in terms of contactable possibility and psychological distance. The data were analyzed by Hest. The results showed that (1) compared with their middle class peers(M group) children and adolescents from illegally built shacks(S group) perceived social authority figures positively, while they perceived their own family members less favorably. (2) The S group regarded their teachers as more valuable and able than M group. (3) The S group perceived social authority figures, i. e., statemen. polices. national assembly members. public servants and enterprisers, less favorably than their family members. (4) There were main effects of the age and sex variables of respondants. (5) There was an interaction effects between the age. sex and SES variables and was also interation effect between age. sex and task variables in cognition for the social authority figures. There was also an interaction effect between age and SES variables in perception for the personal traits of the social authority figures.

• The Journal of Industrial Distribution & Business
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• v.14 no.1
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• pp.1-11
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• 2023

Purpose: The purpose of the current research is to investigate the contribution of the sports and leisure sector to raising elderly citizens' quality of life. Through this investigation, the sport and leisure sector may give seniors a sense of safety and security by creating a safe atmosphere in which they can engage in activities and feel a part of their communities. Research design, data and methodology: Literature data were extracted from previous studies between the role of the sports leisure sector and living quality for senior citizens using a standardized data extraction form by two independent reviewers after articles have been included in the review. Each study's data extraction includes details on the study's design, exposure, outcome metrics, and findings. Results: Based on the qualitative textual approach, the present author had figured out total four Functions assumed as follows: (A) Physical Activity and Exercise, (B) Socialization and Interaction, (C) Opportunities for Learning and Development, and (4) Emotional Wellbeing. Conclusions: All in all, professionals should try to give elders chances for social interaction and peer participation in order to foster a feeling of community and belonging. This might entail setting up groups or leagues for elders to engage in meaningful social activities, like hiking or sports.

• Korean Journal of Human Ecology
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• v.19 no.2
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• pp.271-283
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• 2010

This study was planned to investigate the effects of mathematical games with motion on young children's development. The study was performed to compose mathematical games with motion and just mathematical games for young children. The games were set up to be executed 16 times for 8 weeks. The results of this study were as follows: Mathematical games with motion had a significant effect on young children's mathematical problem-solving ability. Mathematical games with motion had a significant effect in every category on young children's ability for motion competence and mathematical games with motion had a significant effect on young children's socio-emotional development. There were significant differences between the control group and the experimental group except for the independence from teachers and peer interaction. Mathematical games with motion had a significant effect on young children's language ability.

• Journal of Information Technology Applications and Management
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• v.13 no.3
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• pp.89-105
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• 2006

Information revolution shifted the meaning of education from traditional face-to-face education to technology integrated virtual one, namely cyber education. A new way of education, however, has not constituted its methodological standards either performance measurement scheme. The study probes the critical factors that influence students' achievement and satisfaction especially in the cyber education environment. Using hierarchical regression, important factors for students' achievement and satisfaction in the management education environment are presented. The results indicate that students' individual characteristics are relatively less influential for cyber education success. Rather, institutional supports including provision of in-depth interaction among students and with the instructor are more critical. We can infer that cyber education essentially requires three factors: in-depth interactions with instructor collaborative environment among peer students technical support from the institution.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.207-222
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• 2008

This research studied the social-emotional competence of children whose primary caregiver was a single-mother or single-father alone compared with children living with a single-parent but the primary caregiver was a non-parent (e.g. a grandparent). Subjects were 208 children (105 boys, 103 girls) from 10 elementary schools in 3 metropolitan cities. Instruments were the Adaptive Behavior Checklist constructed by the researcher, Self-esteem Inventory (Kim, 1987) and Emotional Competence Scale (Kim, 1998). Results showed that children in single-mother families were more social-emotionally competent than children in single-father families. Children whose primary caregivers were non-parents had higher self-esteem than children whose primary caregivers were single parents alone. There were interaction effects of caregiver variables on children's peer relationships and awareness/expression of their own emotion.

• Journal of the Korean Home Economics Association
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• v.40 no.6
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• pp.213-221
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• 2002

This study investigated talk about mental states in pretend play, to whom mental states were attributed, and function of mental-state terms. Also, frequency of mental-state terms of pretend versus non-pretend turns was examined. Thirty 4 year old preschoolers, each paired with a self-chosen peer, were observed and videotaped during a 20-minute play session. The observations presented the following conclusions: Knowing and pretending were the most frequently expressed. Children attributed a large proportion of mental state to themselves. The mental-state terms were used to refer his or another's thoughts and beliefs, to direct interaction, and to attract the other child's attention. Mental-state talk occurred within pretend more often than within non-pretend turns.