• Title/Summary/Keyword: 대학수업모델

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Analyzing College Students' Perception on English Classes Using TED : using PLS-SEM (TED 활용 영어학습에 대한 대학생의 인식 분석: PLS-SEM 적용)

  • Joo, Meeran
    • The Journal of the Korea Contents Association
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    • v.22 no.1
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    • pp.359-367
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    • 2022
  • The purpose of this study is to examine the perception of college students about English classes using TED talks and to examine whether TED talks are appropriate as a learning material for college English. As a college English subject, 50-60 minutes of online classes were conducted for one semester where TED talks were used, and the data collected by conducting a survey on learners' English learning motivation, interest, attitude, satisfaction, and learning effect were analyzed utilized SMART PLS 3. The results are as follows. First, English learning motivation had a statistically significant effect on learning attitude while it did not affect the learning satisfaction. Second, the level of interest in the TED Talk-using class had a positive effect on the learning attitude and satisfaction. Third, the learning attitude positively affected the learning effect perception. Fourth, satisfaction with the TED Talk class had a positive effect on the learning effect perception. In conclusion, English classes using TED talk can increase the interest and satisfaction of learners, and induce active class participation, which lead to a positive perception in learners' learning effects. Therefore, this study implies that TED talks are valuable and significant enough as materials in college English classes.

A study on prediction influence factor of Graduate Students inEducation Learning satisfaction, persistence, recommend intention (교육대학원생의 비대면 온라인 강의 만족도, 학습지속의향, 추천 의향에 미치는 예측 요인에관한연구)

  • Kim-Jae Kum
    • Journal of The Korean Association of Information Education
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    • v.26 no.6
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    • pp.517-532
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    • 2022
  • As a result of the this exploratory study the main results show that the factors affecting the satisfaction of non-face-to-face class learning of graduate students in Education were social presence, perceived easy to use, and information service quality. Secondly, the factors affecting the learning persistence were perceived usefulness and social presence, but perceived usefulness's influence was relatively small. Next, it was found that the subjective satisfaction of graduate students of education did not significantly affect their intention to continue learning persistence. Lastly, learning satisfaction and learning persistence had a positive effect on the intention to recommend to others. Through the this empirical analysitics study it demonstrate the factors such as attitudes, feelings, and friendliness toward non-face-to-face online classes perceived by graduate students in Education.

Analyzing Students' Non-face-to-face Course Evaluation by Topic Modeling and Developing Deep Learning-based Classification Model (토픽 모델링 기반 비대면 강의평 분석 및 딥러닝 분류 모델 개발)

  • Han, Ji Yeong;Heo, Go Eun
    • Journal of the Korean Society for Library and Information Science
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    • v.55 no.4
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    • pp.267-291
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    • 2021
  • Due to the global pandemic caused by COVID-19 in 2020, there have been major changes in the education sites. Universities have fully introduced remote learning, which was considered as an auxiliary education, and non-face-to-face classes have become commonplace, and professors and students are making great efforts to adapt to the new educational environment. In order to improve the quality of non-face-to-face lectures amid these changes, it is necessary to study the factors affecting lecture satisfaction. Therefore, This paper presents a new methodology using big data to identify the factors affecting university lecture satisfaction changed before and after COVID-19. We use Topic Modeling method to analyze lecture reviews before and after COVID-19, and identify factors affecting lecture satisfaction. Through this, we suggest the direction for university education to move forward. In addition, we can identify the factors of satisfaction and dissatisfaction of lectures from multiangle by establishing a topic classification model with an F1-score of 0.84 based on KoBERT, a deep learning language model, and further contribute to continuous qualitative improvement of lecture satisfaction.

Major Class Recommendation System based on Deep learning using Network Analysis (네트워크 분석을 활용한 딥러닝 기반 전공과목 추천 시스템)

  • Lee, Jae Kyu;Park, Heesung;Kim, Wooju
    • Journal of Intelligence and Information Systems
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    • v.27 no.3
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    • pp.95-112
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    • 2021
  • In university education, the choice of major class plays an important role in students' careers. However, in line with the changes in the industry, the fields of major subjects by department are diversifying and increasing in number in university education. As a result, students have difficulty to choose and take classes according to their career paths. In general, students choose classes based on experiences such as choices of peers or advice from seniors. This has the advantage of being able to take into account the general situation, but it does not reflect individual tendencies and considerations of existing courses, and has a problem that leads to information inequality that is shared only among specific students. In addition, as non-face-to-face classes have recently been conducted and exchanges between students have decreased, even experience-based decisions have not been made as well. Therefore, this study proposes a recommendation system model that can recommend college major classes suitable for individual characteristics based on data rather than experience. The recommendation system recommends information and content (music, movies, books, images, etc.) that a specific user may be interested in. It is already widely used in services where it is important to consider individual tendencies such as YouTube and Facebook, and you can experience it familiarly in providing personalized services in content services such as over-the-top media services (OTT). Classes are also a kind of content consumption in terms of selecting classes suitable for individuals from a set content list. However, unlike other content consumption, it is characterized by a large influence of selection results. For example, in the case of music and movies, it is usually consumed once and the time required to consume content is short. Therefore, the importance of each item is relatively low, and there is no deep concern in selecting. Major classes usually have a long consumption time because they have to be taken for one semester, and each item has a high importance and requires greater caution in choice because it affects many things such as career and graduation requirements depending on the composition of the selected classes. Depending on the unique characteristics of these major classes, the recommendation system in the education field supports decision-making that reflects individual characteristics that are meaningful and cannot be reflected in experience-based decision-making, even though it has a relatively small number of item ranges. This study aims to realize personalized education and enhance students' educational satisfaction by presenting a recommendation model for university major class. In the model study, class history data of undergraduate students at University from 2015 to 2017 were used, and students and their major names were used as metadata. The class history data is implicit feedback data that only indicates whether content is consumed, not reflecting preferences for classes. Therefore, when we derive embedding vectors that characterize students and classes, their expressive power is low. With these issues in mind, this study proposes a Net-NeuMF model that generates vectors of students, classes through network analysis and utilizes them as input values of the model. The model was based on the structure of NeuMF using one-hot vectors, a representative model using data with implicit feedback. The input vectors of the model are generated to represent the characteristic of students and classes through network analysis. To generate a vector representing a student, each student is set to a node and the edge is designed to connect with a weight if the two students take the same class. Similarly, to generate a vector representing the class, each class was set as a node, and the edge connected if any students had taken the classes in common. Thus, we utilize Node2Vec, a representation learning methodology that quantifies the characteristics of each node. For the evaluation of the model, we used four indicators that are mainly utilized by recommendation systems, and experiments were conducted on three different dimensions to analyze the impact of embedding dimensions on the model. The results show better performance on evaluation metrics regardless of dimension than when using one-hot vectors in existing NeuMF structures. Thus, this work contributes to a network of students (users) and classes (items) to increase expressiveness over existing one-hot embeddings, to match the characteristics of each structure that constitutes the model, and to show better performance on various kinds of evaluation metrics compared to existing methodologies.

English Writing Strategies of Korean Students: Exploring Written Texts and Interviews with the Teacher (한국 학생들의 영작문 전략: 텍스트 분석과 교사와의 인터뷰를 중심으로)

  • Lee, Younghwa;Kim, Seon Jae
    • The Journal of the Korea Contents Association
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    • v.14 no.10
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    • pp.829-839
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    • 2014
  • This study aims at investigating Korean EFL students' writing strategies through their rhetorical patterns and meaning-making for a writing task in an English writing classroom at a Korean university. The participants were the students and teacher in the course, and the data comprised nine pieces of students' opinion writing and interviews with the teacher. To analyze the data, a 'Claim-Support' pattern was adopted. The findings show that most students, 89%, demonstrated the same or similar elements in the 'Claim-Support' pattern for their textual structures and many parts of the meaning-making in their writing were originated from the textbook. These findings reflect that the students pursued the strategy of 'accommodation' in order to succeed in their academic writing regardless of the teacher's intention which focused on creativity and imagination in writing. The conclusion suggest that the students tend to establish their own ways of strategy to cope with the recontextualized setting for writing in English.

Modeling of University library Information Services through Analysis of Trends of American University library Information Services (미국 대학도서관 정보서비스 동향 분석을 통한 대학도서관 정보서비스 모델의 설정)

  • 노진구
    • Journal of Korean Library and Information Science Society
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    • v.32 no.3
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    • pp.353-395
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    • 2001
  • Academic libraries presently are confronting the issues of organizational viability and relevance. Academic libraries are not the sole owners of the information gateway. The purpose of this study is modeling of university library's information service for effective implication of its role in order to ensure organizational viability and relevance in internet environment. New information service model of university library needs to be design according to four Principles. Firstly, building of web based library petals. Secondly, provision of web front-end with hybrid functions. Thirdly, provision of information literacy program Fourthly, extension resource sharing.

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A Study on Web-based library User Education Model based upon Web-based Instruction Models (웹 기반 학습이론에 근거한 웹 기반 도서관 이용자 교육 모델에 관한 연구)

  • 이명희
    • Journal of Korean Library and Information Science Society
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    • v.32 no.2
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    • pp.165-185
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    • 2001
  • This study measured whether web-based library user education represent web-based instruction theories in education. 9 criteria used were course-related instruction, collaborative learning, evaluation of tutorials, education of information retrieval, contents tables, multimedia interaction between users and librarians, navigational aids, variation of menus. The result showed that both contents and design of web sites were important for good web-based library user education.

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Effect of Teaching Program for Model Ignorance on the Perception and Teaching Practice of Pre-service Chemistry Teachers (모델 이그노런스 교수프로그램이 예비화학교사의 인식 및 교수 실행에 미치는 효과)

  • Jeon, Eunsun;Paik, Seoung-Hey
    • Journal of the Korean Chemical Society
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    • v.66 no.3
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    • pp.228-242
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    • 2022
  • In this study, the educational effect was investigated by providing a teaching program so that pre-service chemistry teachers could apply model ignorance education to teacher training practice. The teaching program was constructed in consideration of the sensemaking concept proposed in the study of Odden & Russ and the process of teacher sensemaking proposed by Asli et al. The subjects of this study were 23 pre-service teachers in the 4th year of chemistry education department at a teacher training university in the central region of Korea. In order to form a sensemaking for the model's ignorance education, the teaching program consisted of four stages; the initial idea generation stage, cognition of model's ignorance stage in a inconsistent situation, the lesson strategy construction stage for model ignorance education, and lesson plan & practice stage during teacher training practice. In the first stage of this program, pre-service teachers' initial ideas about the Arrhenius model and Bronsted-Lowry model of acid-base reaction, and the electron transfer model of the oxidation-reduction reaction were investigated. In the second stage, inconsistant situation that cannot be explained by the knowledge of model was presented to recognize the ignorance of the model. The third stage was to develop the teaching ability of model's ignorance through textbook analysis and lesson strategy composition activities. As a final stage, during the teacher training practice, the pre-service teachers were asked to plan and practice the implementation of the model's ignorance education. Through the teaching program to form a sensemaking for ignorance education of the models, pre-service teachers had come to recognize the ignorance of the model, acquired ability to organize and execute lesson strategies reflecting model ignorance, and acquired recognition of the educational value and necessity of teaching the ignorance of models.

On the Role of Intuitive Model for Teaching Operations of Integers in the Middle School Mathematics Class (중학교 수학 수업에서 정수의 사칙계산 지도를 위한 직관적 모델의 역할에 관한 연구)

  • Kim, Ik-Pyo
    • Journal of the Korean School Mathematics Society
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    • v.11 no.1
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    • pp.97-115
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    • 2008
  • In high school mathematics class, to subtract a number b from a, we add the additive inverse of b to a and to divide a number a by a non-zero number b, we multiply a by the multiplicative inverse of b, which is the formal approach for operations of real numbers. This article aims to give a connection between the intuitive models in middle school mathematics class and the formal approach in high school for teaching operations of negative integers. First, we highlight the teaching methods(Hwang et al, 2008), by which subtraction of integers is denoted by addition of integers. From this methods and activities applying the counting model, we give new teaching methods for the rule that the product of negative integers is positive. The teaching methods with horizontal mathematization(Treffers, 1986; Freudenthal, 1991) of operations of integers, which is based on consistently applying the intuitive model(number line model, counting model), will remove the gap, which is exist in both teachers and students of middle and high school mathematics class. The above discussion is based on students' cognition that the number system in middle and high school and abstracted number system in abstract algebra course is formed by a conceptual structure.

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Exploring The Process of Teaching-Learning in a Non-Face-to-Face University Classroom Environment: [Entrepreneurship Foundation] Focusing on learning cases in Department of Early Childhood Education (비대면 대학 수업환경에서의 교수-학습 전개 과정 탐색: [창업기초] 유아교육과 학습사례를 중심으로)

  • Park, Ji-Eun;Park, Jung-Hwan
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.11
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    • pp.398-411
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    • 2020
  • This study explored the case of non-face-to-face classes at colleges initiated in the Corona 19 environment. The scope of this study was to analyze the learning development process of the non-face-to-face class case facing the Corona 19 environment in university classrooms in terms of class and learning content, interaction, assignment activity, and teaching-learning activities. It was conducted for first-year students at H University's Early Childhood Education Department of Startup Basic Course. Study results found that, first, interest in entrepreneurship increased as learning content. Second, as a result of exploring the teaching and learning process, there is no significant difference in understanding the content or achieving learning goals. Third, the most regrettable thing about non-face-to-face teaching-learning is the lack of interaction activities. Fourth, the students finished by adapting to the new non-face-to-face teaching-learning environment. In the future, a non-face-to-face environment platform should be established, and studies that can deal with new perspectives and approaches, such as an educational interaction system including online and offline, should be continued.