• International Journal of Advanced Culture Technology
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• v.7 no.2
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• pp.67-76
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• 2019

As the attracting foreign student has become a very important strategy, detailed researches on their college selection and their satisfaction with college life are needed. Especially it is necessary to distinguish ordinary international students and those who take classes in Local Education Centers (LEC) before coming to Korea. The central purpose of this study is to identify how the two types of students differ in their perception of college selection factors and what factors affect their satisfaction with college life. A total of 186 international students participated in the study. It was found that the most important college selection factor of the pre-educated LEC students was 'obtaining academic ability through online classes and transfer of credit hours'. Second, these students reported that the two influential factors for their satisfaction with college life were 'quality of education' and 'cultural experience program'. Third, it was found that the major college selection factors influencing ordinary international students' college life satisfaction were 'expertise of faculty', 'transfer of credit through curriculum links', and 'recommendation from teachers at home country'. Fourth, the major factors affecting the pre-educated LEC students' satisfaction with college life were 'KSL classes at LE's', 'expertise of faculty', and 'financial aid system'.

• Journal of Information Science Theory and Practice
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• v.11 no.2
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• pp.12-21
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• 2023

This study aims to develop ontologies regarding cultural knowledge of Thai-Khmer textiles by applying the Knowledge Engineering Methodology to build upon the ontologies. The process includes 1) generating the ontologies' objectives, 2) building ontologies, and 3) evaluating the ontologies. The researchers used OntOlogies Pitfall Scanner (OOPS!) to minimize defects and asked two experts to evaluate the ontologies' design. Protégé was used to design the ontologies, and WIDOCO was used to present the ontologies through the World Wide Web. It was found that the developed ontology consists of two classes, 16 sub-classes, and 16 relationships. The ontologies assessment found that there were seven items to fix according to the OOPS! software. Apart from the assessment program, the experts mentioned that all five aspects were suitable; namely, the ontology design was evaluated at 4.51 (Likert), the process of identifying scopes of definitions and objectives of development was 4.61, the applications and guidelines for further development was 4.58, the process of forming classes was 4.53, and the process of generating class's properties was 4.50.

• Journal of Plant Biology
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• v.9 no.1_2
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• pp.7-16
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• 1966

In order to determine the factors related to site quality, 13 areas of Larch growing in the Kwangung and its vicinity forest as sample plots, were examined. Sample plots included various site classes as well as age classes. Three were divided into two groups (major and minor trees). Average height of dominant trees was determined through messurement of 5 to 6 dominant tree in each sample plots. Average height of dominant 30 year-old trees was the basis for site index. A Standard Yield Table for the larch produced in Kwangnung forest was made by various data, which included age class 5, ranging from 10 to 45 years. The relationship of the height of the trees, the site conditions, and ground vegetation are investigated in this paper. The site indexes of 40 forest class age in 28-B and 28-G forest classes of the larch associations for ground vegetation had comparatively rarge differences due to the sampled areas. The relation of the direction of forest communities to the height and the diameter of the tree shwoed that its communiteis of northest and northwest parts appeared higher valueof the height and the diameter. The diameter and the height of trees were closely realted to each other. The samller the occupied area per tree and the smaller the average distance among trees, the more density was increased. The larger the density was the lower height of the trees. In the ground vegetation of the larch communities, there seems to be a definite correlation between the height of trees and the occupied area per tree or the average distance among the trees. The height of trees and site index of two larch communities were as follow: 28-B forest class site index 20.8, height 24.0m, 28-G forest class site index 18.4, height 20.9m. The ground layer was analyzed by the method of Quadrat(20/20sq. cm) with an interval of 1M. It set up 40 Quadrats of the larch communiteis. The community structure of the ground vegetation of two larch was analyzed, and important value was calculated and then evaluated. The ground vegetation under the larch had developed Burmannii Beauv stratal society below the 28-B and 28-G the forest class. Accordingly, the first important value of Burmannii Beauv was found in two ground vegetation below the larch. Therefore, this species could be quantitatively considered as the forest indicator species. Common species of each community appeared 18 species out of 34 species in the ground vegetation under two larch communities. The ground vegetation of the 28-B forest class showed more than that of the 28-G forest class. the similarity of the ground vegetation was measrued by the Frequency Index Community Coefficient. The differences between the associations were lcearly manifested by the ground vegetation tested by Gleason's Frequency Index of Community Coefficient for the analysis of each stratal society of all associations. According to F.I.C.C. the ground vegetation under two larch(28-B and 28-G) forest classes showed higher value. An investigation into the relationship of physical and chemical properties of soil and site was considered the next step to be taken in the study of the larch site classification.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.284-290
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• 2021

This study aimed to identify the efficiency of online non-face-to-face English classes to propose possibilities for expanding these types of classes in a sustainable way even in the post-COVID era. Moreover, the study suggests pedagogical implications for the directions that should be further explored for online non-face-to-face English classes. To this end, the study employed an online non-face-to-face English reading class using Zoom and investigated the effects of online teaching on college students' reading comprehension via two achievement tests. The study also analyzed learners' satisfaction or dissatisfaction with this online non-face-to-face English reading class (and their reasons) through a questionnaire. Ultimately, the study found that online non-face-to-face English reading classes have a positive effect on learners' reading comprehension learning. In addition, the reasons for learners' satisfaction with online non-face-to-face classes include systematic class progress, class quality, and efficiency of learning. Instructors must be aware of the need to expand online non-face-to-face classes, for which they will have to be thoroughly prepared in advance. Instructors will also need to implement efficient online class activities, organize classes systematically with detailed explanations, and provide quick and useful feedback.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.318-331
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• 2015

The purpose of this study was to develop the systems thinking learning program and to confirm the effects of its application in the fourth grades' science class. For it, the test tools were designed to survey divergent thinking and the closed loop based on the casual relation. The systems thinking learning program was developed to make students learn scientific knowledge and systems thinking educational strategies through their regular science class. The two classes of fourth grade were selected and divided into experimental and control groups. After applying pre-test to two groups, the system thinking education program was applied to an experimental group according to the reconstructed lesson plan. Subsequently, post-test was applied to two groups 3 weeks after pre-test. The findings in this study were as follows. In divergent thinking, the systems thinking program was useful to two groups. It could be the repetition effect, but only the experimental group shows a statistically significant change. The effect of the closed loop based on casual relation was deemed statistically significant. It shows these educational strategies were effective in making students understand the systems thinking. Finally, the results of students' interviews shows they were satisfied with this program because they were able to express their thinking with confidence and to find new relations in the change of land. The results suggest that the more research is needed to further develop and improve on students' thinking skills in their regular science classes.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.1-10
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• 1998

The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

• The Journal of the Korea Contents Association
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• v.10 no.2
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• pp.1-13
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• 2010

The purpose of this experimental study is to find out the effect of augmented reality contents based instruction on academic achievement, interest and flow of learning. The subjects were 142 students of five classes, sampled from 6th graders of an elementary school. Three classes(86 students) were taught by augmented reality based instruction and the other two classes(56 students) were taught by textbook based instruction for 2 weeks. The experimental design of the study was the pretest-posttest control group design. The results are summarized as follows: First, there is a significant difference in academic achievement between two groups. Augmented reality based instruction group accomplished higher achievement than textbook based instruction group. Second, there is no significant difference in general interest of learning between two groups. But in the interest of lessons taken by students themselves, augmented reality based instruction is more effective than textbook based instruction. Finally, there is a significant difference in learning flow between two groups. Augmented reality based instruction group showed higher learning flow than textbook based instruction group.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.135-146
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• 2003

This study examines the relationship between instruction using ICT and the students' moral judgement and academic achievement in ethics course in a middle school, and analyses the difference of learning effects according to gender. For the purpose of this study, the two hypotheses are established. One is that there would be a significant difference in learning effect between ICT instruction groups and teacher-centered instruction groups. The other is that there would be a significant difference in learning effect between male groups and female groups. This study sampled 144 students of four classes from the first graders of a middle school in Taejon. For experimental treatment, this study designed two instructional programs: ICT-using instruction and teacher-centered instruction. ICT-using instruction program was applied to two classes(72 students), and teacher-centered instruction program to the other two classes(72 students). The experimental design of the study was the pretest-posttest control group design. As a result of this study, the ICT-using instruction program influenced positively the students' moral judgement and its improvement. Concerning the degree of academic achievement, there was no significant difference between the ICT-using groups and the teacher-centered groups. The sex distinction among ICT-using groups does not make any significant difference in the moral judgement and academic achievement.

• Journal of the Korean Mathematical Society
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• v.34 no.2
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• pp.337-344
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• 1997

In this paper, we study the isomorphism problem of Cayley permutation graphs. We obtain a necessary and sufficient condition that two Cayley permutation graphs are isomrphic by a direction-preserving and color-preserving (positive/negative) natural isomorphism. The result says that if a graph G is the Cayley graph for a group $\Gamma$ then the number of direction-preserving and color-preserving positive natural isomorphism classes of Cayley permutation graphs of G is the number of double cosets of $\Gamma^\ell$ in $S_\Gamma$, where $S_\Gamma$ is the group of permutations on the elements of $\Gamma and \Gamma^\ell$ is the group of left translations by the elements of $\Gamma$. We obtain the number of the isomorphism classes by counting the double cosets.

• Bulletin of the Korean Mathematical Society
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• v.52 no.6
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• pp.1805-1818
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• 2015

In this article, we first consider a linear multiplier fractional q-differintegral operator and then use it to define new subclasses of p-valent analytic functions in the open unit disk U. An attempt has also been made to obtain two new q-integral operators and study their sufficient conditions on some classes of analytic functions. We also point out that the operators and classes presented here, being of general character, are easily reducible to yield many diverse new and known operators and function classes.