• Proceedings of the Korean Vacuum Society Conference
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• 2011.08a
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• pp.368-368
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• 2011

I-III-VI족 화합물반도체인 CuInSe2(CIS)는 1.02 eV 직접천이형 bandgap을 가지고 있으며 높은 광흡수 계수($1{\times}10^5\;cm^{-1}$)를 가지고 있어 박막형태양전지의 광흡수층으로 많이 사용되고 있다. 특히 저비용, 대면적화, 고효율의 태양전지 구현을 위해 CIS 나노입자를 합성하고 용매에 분산시켜 Ink화하는 연구가 진행되고 있다. 하지만 기존의 CIS 나노입자합성에 사용되는 수열합성법은 독성이 강하고 고비용의 용매를 사용하는 단점을 갖고 있다. 따라서 본 연구에서는 이러한 문제를 해결하고자 수용액기반의 수열합성법과 열처리과정을 통하여 CIS 나노입자를 합성하였다. 합성된 나노입자를 XRD, EDAX, SEM, TEM 분석을 통하여 CIS가 합성된 것을 확인하였다.

• Journal of Sensor Science and Technology
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• v.31 no.1
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• pp.36-40
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• 2022

High-power devices, such as LEDs and radars, inevitably generate a large amount of heat, which is the main cause of shortening lifespan, deterioration in performance, and failure of electronic devices. The embedded IC process can be a solution; however, when applied to large-area substrates (larger than 8 in), there is a limit owing to the difficulty in the process after wafer thinning. In this study, an 8-in wafer-level high-power electronic package based on the embedded IC process was implemented with temporary bonding and debonding technology using double-sided thermal release tape. Good heat-dissipation characteristics were demonstrated both theoretically and experimentally. These findings will advance the commercialization of high-power electronic packaging.

• Proceedings of the Korea Information Processing Society Conference
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• 2021.05a
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• pp.29-32
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• 2021

현재 코로나 사태로 인해 많은 학교에서 온라인으로 수업이 진행되고 있지만 대면강의에 비해 온라인수업은 진행자와 수강자의 상호작용이 원활하지 않아 집중도가 떨어지는 문제가 있다. 따라서 본 논문에서는 진행자가 전체 수강자의 집중도를 파악하고 전체적인 집중도가 낮아졌을 때 진행자에게 메시지를 전송하여 적절한 주의/환기 등을 줌으로써 온라인수업의 집중도를 향상시킬 수 있는 온라인 수업집중도 분석시스템을 제안한다. 본 시스템을 활용하여 수강자의 집중도 향상 뿐만 아니라 수업의 진행 방향을 조절할 수 있으며 상호작용을 가능하게 하여 수업의 질을 향상시킬 수 있다. 본 논문의 시스템은 dlib 의 안면 검출기와 OpenCV 및 PyQt5 의 QtDesigner 를 사용하여 프로토타입을 구현하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.223-224
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• 2023

본 논문에서는 코로나 19로 인한 환경의 변화는 팀 프로젝트 교육에도 많은 변화를 가지고 왔다. 개인적인 성향이 매우 강해졌고, 비대면 환경에 3년 가까이 노출된 학생들은 현재 대면을 통한 팀 프로젝트의 어려움을 호소하고 있다. 그렇다면 현재 산업체 또한 비슷한 어려움이 있을 것인데, 산업체에서는 어떻게 극복하고 있는지, 신산업 분야의 산업체 FGI(Focus Group Interview)를 통해 팀 프로젝트의 실무실태를 파악하고 학생 교육에 필요한 프로세스 및 필요 조건 등을 분류하여 개선 방향 및 효과적인 적용 방법을 제시하여 수업의 질적 양적 향상에 기여 하고자 한다.

• Journal of Service Research and Studies
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• v.10 no.3
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• pp.55-66
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• 2020

This study was attempted to demonstrate the service performance of non-face-to-face real-time video lecture service conducted in the coronavirus crisis in early 2020. Lecture service is divided into service production and service delivery from a service system perspective, and its role of lecture service system and the relationship between lecture service benefits and service satisfaction perceived by learners is demonstrated. In order to demonstrate this structural impact relationship, the result of analysis through a questionnaire survey on a total of 268 undergraduate students at G University, showed that the role and level of the non-face-to-face real-time video lecture service system affects the service convenience and service satisfaction. In the additional analysis, the learning orientation learners group perceived the service system level or role in the lecture service and the service benefit itself higher than the relationship orientation learners group. In the past, when a face-to-face class was conducted, learners group who attended a lot of extra curriculum activities perceived the benefits of coronavirus prevention lower than those of a group that did not. In this way, it is necessary to supplement the lecture service system by identifying the role expectation in the lecture service for the high relationship orientation group and the preferring extra curriculum activity group after detail research.

• Journal of the Korea Convergence Society
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• v.12 no.8
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• pp.105-113
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• 2021

Due to the recent coronavirus outbreak, many universities in Korea have started to implement remote education. Accordingly, the Ministry of Education has stated its plans to continuously encourage and maintain remote learning as the future innovation model for education and suggested the need for a diverse range of remote learning models. However, studies on the development of practical learning models have not been carried out actively until now. Particularly, there are not many case studies in the field of design, especially regarding mobile website development. As means to improve the newly designed practice environment, this study therefore proposes the "modoo" project that offers domain creation and online marketing services. As a result of this study, the researcher suggests the use of a mixed(blending) teaching method and realized that the effectiveness of education multiplies when project-based learning and flipped learning is combined appropriately. The research methodology was divided into two big sections, education content and operations, and the effect was evaluated using the course evaluations. The study results confirmed that the applicability will increase given that learning satisfaction levels increased by more than 5% compared to face-to-face learning.

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.441-461
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• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

• Journal of Technologic Dentistry
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• v.43 no.2
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• pp.62-68
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• 2021

Purpose: This study examined the correlations between the satisfaction and effectiveness of practical training and theory lectures under two conditions: face-to-face lectures and non-face-to-face online lectures. Methods: A survey of 436 public health student, whereafter SPSS 20.0 (IBM) was used on the data to conduct frequency, descriptive statistics, and exploratory factor analyses. The Cronbach's α value was estimated in a reliability analysis, and a simple regression analysis was conducted to verify the study hypothesis. Results: It was found that the students preferred pre-recorded lectures online for both practical training and theory, claiming that when compared with face-to-face lectures, these non-face-to-face lectures meant a shorter commute and the ability to repeat the content. However, it was admitted that technical issues such as facilities or access difficulties and lower concentration could be a problem. The hypothesis that course satisfaction affects lecture effectiveness was verified, with both the practical training and theory lectures found to have a statistically significant positive (+) effect. The explanatory power of student satisfaction on the effectiveness of the theory component was slightly higher than that of the practical training component, with the students having more positive perceptions on the necessity of face-to-face lectures in practical training than they did for those in theoretical instruction. Conclusion: Providing non-face-to-face online theory courses and face-to-face practical training courses could increase student satisfaction and lecture effectiveness.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.223-231
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• 2022

Covid-19, which has made a huge difference in our daily lives, has also brought major changes to our college education. As the class was changed from the traditional face-to-face class to a non face-to-face class, both teachers and students had difficulties in adapting, and problems such as the occurrence of academic achievement gaps due to non face-to-face classes were also raised. Therefore, this study aims to find out what attitudes students have toward non-face-to-face classes at universities caused by Covid-19. Accordingly, this study tried to identify the types of subjective perceptions college students have toward non-face-to-face classes by applying the Q methodology, and to suggest points for reference in the development and improvement of non-face-to-face classes in the future. Five types were found as a result of analysis using 30 P samples and 34 Q samples. First, learning efficiency-oriented type, second, class participation and communication-oriented type, third, non-face-to-face class active acceptance and utilization type, fourth, dissatisfaction type due to remote system and equipment operation errors, fifth, passive response type according to the situation to be. From the results of this study, it seems that it is necessary to develop an educational method for effective non-face-to-face class considering the characteristics of each type, and the merits of non-face-to-face classes, especially recorded lectures, in terms of learning efficiency, are evident. Therefore, even if face-to-face classes are conducted entirely at universities, it is believed that providing video-recorded lectures in class will be of great help to students' learning.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.460-479
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• 2021

The crisis of the COVID-19 pandemic has caused significant changes in education systems worldwide, including in Korea. Due to COVID-19's social distancing policies, the education system was suddenly switched to distance learning, resulting in many problems in primary schools without preparation. The purpose of this study was to investigate a teacher's awareness of science education techniques, responses to issues in science classes, including inquiry activities, advantages and disadvantages, and roles after experiencing distance learning. Survey and focus interviews were conducted for primary school teachers who had previously participated in distance learning, such as online content classes and real-time interactive classes. The study findings showed three conclusions: 1) Primary school teachers conducted one-way and interactive lectures in online classes. It is vital to improve a teacher's digital literacy to improve other teaching methods such as investigation and discussion in online classes. 2) Primary school teachers acknowledged the challenges of field feedback, inquiry item preparations, and safety in inquiry activities of science classes, by providing individual experimental packages and videos and using online discussion and feedback among teacher - student and student - student interactions. 3) Primary school teachers recognized that various types of classes using IT devices and individualized learning were possible as advantages of distance learning. As for disadvantages, it was acknowledged that inquiry activities, cooperative learning, immediate feedback, and interaction among students were challenging. Furthermore, learning gaps were wider in distance learning.