• Journal of The Korean Association of Information Education
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• v.11 no.2
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• pp.195-203
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• 2007

Together with the development of ubiquitous computing technology and robot technology, intelligent type robots are being utilized in many areas and the range is expected to become wider and wider. Among many service robots, the educational robots are being diversely studied in the field with the concept of r-Learning. Presently, teaching assistant robots require a lot of HRI studies prior to their practical use in the very near future and are not sufficient yet. Especially, the reactions of students based of the styles of robots (e.g. serious robot, playful robot) are very important in producing robot contents but there has been no case study on them. Therefore, in this study, the appearance of the IROBI was changed to become a teaching assistant robot and was used to test and compare elementary school students' interest, achievement and concentration depending on the styles of robot (playful, serious). The results showed that the interest was high in the group that had studied with the playful robot. The achievement however, did not show significant relations with the style of robot and that the concentration was high in the group that had studied with the serious robot.

• Journal of the Korean Operations Research and Management Science Society
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• v.16 no.1
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• pp.113-119
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• 1991

The author is currently assistant professor of Management Science at Korea Advanced Institute of Science and Technology, following a few years as assistant professor of Industrial Engineering at Kyung Hee University, Korea. He received his doctorate from the department of Industrial Engineering and Operations Research, University of California, Berkeley. His research interests are time series and forecasting modelling, Bayesian forecasting and the related software development. He is now teaching time series analysis and econometrics at the graduate level.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.101-106
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• 2022

The Saudi Arabian Special Education Regulations define the role and requirements from teaching assistants within the educational process. Although all public special education programs are subject to such regulations, their implementation in practice sometimes appears contradictory. Therefore, special educators frequently encounter a range of problems when they fail to comply with such regulations. This article discusses how teaching assistants influence the teaching practices delivered to students with disabilities in special education settings. A qualitative case study approach was conducted using 22 semi-structured interviews. The results suggest a need to focus on the role of the teaching assistant in special education classes to ensure exposure to effective learning practices for students with disabilities. Based on these findings, a number of important implications for future practice, in terms adopting appropriate provisions are suggested.

• Korean Journal of Childcare and Education
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• v.19 no.6
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• pp.21-37
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• 2023

Objective: This study aims to investigate the perception and demand of child care teachers regarding the support project for part-time substitute teachers in Busan. Methods: A survey was conducted on 6,141 childcare teachers participating in the Busan part-time substitute teacher support project, and the data were analyzed using the SPSS 25.0 program. Results: First, an examination of the perception of part-time substitute teacher support projects based on the type of daycare center revealed significant differences in all aspects, except for whether they choose to reapply. Second, an analysis of the demand for part-time substitute teacher support projects, categorized by the type of daycare center, indicated significant differences. Conclusion/Implications: The findings of this study furnish valuable insights for the equitable and effective implementation of the part-time substitute teaching assistant support project, taking into account the distinct characteristics of various daycare centers. Additionally, the results offer essential foundational data to guide the strategic direction of the part-time substitute teaching assistant support project.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.55-64
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• 1997

Experiments done in traditional physics laboratories have been criticized for giving too detailed instruction so that student could follow the experimental procedure without understanding. This type of experiment is often called "cookbook experiment." Cookbook experiment was known to be little help to understand the physics concepts and to increase student interest. To solve these problems with traditional cookbook experiment, non-directive introductory physics laboratory was designed and tried with the freshmen of Department of Physics Education of Seoul National University. Non-directive laboratory was characterized by the lack of step by step instruction for students to follow. The instruction students received consisted of the goal of experiment, a short introduction, and a list of suggested materials to be used. Student designed the experimental procedure and decided what material they wanted to use. One group submitted one lab report as a group to encourage cooperation among students. Lab report could be written in any form students wanted and no penalty point was given to poor data or inappropriate theory, etc to encourage taking risks. Penalty points were given if the students did not get involved during class hours. Student received extra point for being creative and / or working hard. Teaching assistants used Socratic dialogue in helping students to find their own way instead of explaining what they had to do. Students' interest about the non-directive experiment was studies at the of the semester. A questionnaire was made for students to answer. The questionnaire consisted of four categories, the equipment and the laboratory, the experimental procedure, the lab report, and teaching assistant. For each category, student were asked to explain the differences from other laboratory classes, features they liked and the reasons why they do, features they did not like and why they did not. At the end of the questionnaire, students were asked what hey wanted to change and what they did not. They also could put any opinion they had other than the questions asked. Student overall opinion was very positive. All the students said they liked the lack of detailed experimental procedure because it gave them the feeling of achievement, made them feel challenged and think in more diverse and creative ways. Students liked the lab report because group report forced them to discuss more and the free form lab report helped them to focus on the what they did. Student responses about the teaching assistant was also positive but not as enthusiastic as the experimental procedure or lab report. However students recognised that the role of the teaching assistant was as a guide, a supporter, or a facilitator.

• Korean Journal of Occupational Health Nursing
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• v.30 no.4
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• pp.167-174
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• 2021

Purpose: This study aimed to identify how job stress and teaching efficacy impacted organizational commitment. Methods: Data were collected from 158 nursing professors via an online survey, from Jan to June 2019. Results: The study found that four factors affected the organizational commitment of nursing professors: i) type of nursing institution in which they are currently employed (β=-.16, p=.030), ii) position as an assistant professor (β=-.37, p=.012) and an associate professor (β=-.44, p=.002), iii) salary in the 50-59 million won range (β=.20, p=.024), and above 60 million won (β=.41, p<.001), and iv) professor's teaching efficacy (β=-.18, p<.016). Conclusion: To increase the organizational commitment of four-year university professors, job characteristics should be considered. In the case of lower positions and salaries, additional compensation and programs that increase school affiliation should be introduced. Teaching methods training, lecture evaluation monitoring programs, and clinical training may also improve teaching efficacy.

• The Mathematical Education
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• v.53 no.1
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• pp.147-162
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• 2014

The purpose of this study was to investigate the nature of pre-service elementary teachers' metaphors on mathematics textbooks. Their metaphors describe individual and collective patterns of thinking and action on mathematics teaching and learning. To analyze their metaphors, qualitative analysis method based on Lakoff and Johnson's theory of metaphor (1980) was adopted. Metaphors on mathematics textbooks were elicited from 161 pre-service elementary school teachers through writing prompts. The writing prompt responses revealed three types and thirteen categories: As Type I, there were (1) 'Principles', (2) 'Summary', (3) 'Manual', (4) 'Encyclopedia', (5) 'Code', (6) 'Guidelines', and (7) 'Example'. As TypeII, there were (9) 'Assistant', (10) 'Friend', (11) 'Scale', and (12) 'Ongoing'. As TypeIII, there was (13) 'Trap'. Among these categories, 'Guidelines', 'Assistant', and 'Ongoing' were the most frequently revealed. These results indicate that the relations of mathematics curriculum, textbooks, and classrooms are not a unilateral way but should communicate with each other.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.2
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• pp.133-138
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• 2019

In this study, we analyzed the current status and limitations of software education in A education universities. In order to solve these problems, technical support assistant teachers were employed and operated. During the course of the course, we conducted interviews with the instructor and the technical support teacher. The satisfaction of the teacher in the training school was high and I wanted to be supported continuously. It also called for the capacity building of assistant teachers and the establishment of a pool of staff. On the other hand, the assistant teachers suggested that the role assignment of team teaching should be clarified and a guide of activities should be presented. The technical assistance assistant teacher input system discussed in this study may be different from the practice system of each university, and generalization may be limited. Therefore, it is expected that the effective implementation method will be shared and the software education will be activated.

• Proceedings of the Acoustical Society of Korea Conference
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• spring
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• pp.69-72
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• 2004

In this paper, we tried to develop a vowel training assistant method using vowel formant statistics. Formant statistics were obtained from PBW set consists of 452 words from 8 persons. Then, we calculated distance from input formants to each center of vowel formant space. Based on the distance, direct ions to correct the speaker's manner of articulation, i .e. position of jaw and tongue.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.155-161
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• 2006

Robots evolve from tools to information media since they generates information by interacting with human. As studies on robot-aided education are still in a starting phase, attempts need to be made to use robots for educational purposes and to investigate the effects of the use. It was showed that robot-aided learning was friendlier than other media assisted learning, and especially effective for motivating children. We developed the prototype robot Jenny that can help teachers as a educational media in class(i.e. as a T.A. robot, it can present robot contents on its chest to screen and explain about it when teacher asks). is a schoolmate for 5th or 6th grade children or an elder schoolmate for the rest. We performed the field trial at an elementary school. We carried out 9 classes for three subjects(english, korean, music) with -students in $4th{\sim}5th$ grade. They thought Jenny who was 13 years old as an elder schoolmate in 6th grade. Also, a significant difference was found in the interest and concentration of experimental groups from controlled groups.