• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.547-557
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• 2022

Online learning at a medical school was evaluated and improved based on the results of the evaluation and the principles of online learning environments design. The purpose of this study was to compare the results of online learning satisfaction between semesters from medical students and professors. To evaluate online learning, satisfaction surveys for an online learning platform, student participation, learning methods, learning contents, student assessments, and learning supports were developed and distributed to research participants. 223 students and 37 professors participated for the 1st semester, and 218 students and 49 professors participated for the 2nd semester, and paired t-tests were used for the analysis. Student satisfaction for the online learning platform, learning methods, learning contents, and learning supports were positively changed. However, the differences in the satisfaction for the student participation and student assessments were not statistically significant. In particular, students' satisfaction in basic medical sciences and clinical medicine periods decreased, whereas students' satisfaction in preclinical medicine and clinical clerkship periods increased. Based on the results, this study will contribute to the improvement of online learning at medical schools.

• Journal of Digital Convergence
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• v.18 no.5
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• pp.115-125
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• 2020

This study examined the curriculum CQI forms implemented at A university for quality management and improvement of instruction. Under the reorganization of competency-based curriculum, University A has improved the CQI form so that the planning, process and outcomes of class can be managed systematically. This study proposes a CQI form through literature research and has undergone a revision process through external expert verification. The major findings are as follows. First, when developing the CQI form, the questions were composed to evaluate and reflux the entire course of the class, including the planning, operation, results, and feedback of the class. Second, it was divided into three stages such as last semester, current semester, and next semester to prepare a comprehensive analysis and improvement plan, so that the effect of continuous class improvement and reflux can be obtained. Third, integrating the lesson plans and lecture evaluation results in the preparation of CQI increased the convenience of instructors. Fourth, the objective results (achievement results for each evaluation tool, lecture evaluation results) were provided to the instructor so that they could sufficiently reflect on them. This study is significant in that it provides implications for future CQI development.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.643-660
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• 2015

This study investigated how pre-service mathematics teaches' experience in microteaching influences their motivations toward teaching behaviors and changes by analyzing their teaching records and class reports. Although respondents planned to conduct various strategies pertaining to motivations, some of them were not used. Also, motivations toward their teaching behavioral changes leaded to positive aspects, but also leaded to negative ones. These findings imply that only two times microteaching experiences would not be sufficient to lead to positive teaching behavioral changes through their motivations. However, pre-service mathematics reported a high level of intention to change their teaching behavior through a comprehensive review process regarding their teaching. Therefore, teacher eduction institutions should develop well structured educational programs and apply them to pre-service mathematics teachers for a better understanding of their teaching and its review through motivations. In addition, providing opportunities for pre-service mathematics teachers to experience various educational programs including microteaching would be necessary for improving their teaching behavior through motivations.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1092-1109
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• 2011

The purpose of this study was to analyze of the effects of instructional supervision emphasizing reflective thinking on science teaching of elementary teachers. The participants in this study were two teachers. This study was divided in former, middle, and later periods, and consisted of monitoring their own teaching, interviewing, journal writing, discussion with peer teachers and teacher training. Data included descriptions of nine science classes, nine interviews, seven journals and the journals of the researcher. Data analysis tools were the frameworks of the questions, feedback, teaching methods, elements of teaching behavior, and reflection levels. This study employed qualitative research, analysis of the frequency of data, and quoting of descriptions related to the result. The results of this study were as follows: First, teachers showed mainly technical reflection, but changed to show more practical reflection, and critical reflection in the later period of instructional supervision. Second, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers meaningfully changed the question, feedback, teaching methods and teaching elements of teachers. From the results of this study, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers can be considered an effective method in improving teaching elementary science, and instructional supervision used in this study made possible the higher level of reflection and appropriate teaching behavior.

• Journal of Service Research and Studies
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• v.12 no.2
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• pp.65-79
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• 2022

Non-face-to-face classes continue due to Covid-19. There have been e-learning classes since the past, but the difference is that the current non-face-to-face classes are blended classes that combine real-time and recording classes or combine face-to-face and non-face classes. It is also characterized by being able to self-filmed or choose various lecture platforms in a place other than a dedicated studio. The advantages of non-face-to-face classes can be learned beyond time and space, and repetitive viewing and learning speed can be adjusted. Greening classes have no time and place constraints, and real-time classes have the advantage of high communication effects with learners. Evaluating whether non-face-to-face classes provide sufficient quality compared to face-to-face classes or e-learning will be necessary if branded classes are considered for post Covid. In this paper, for the evaluation of the service quality of non-face-to-face classes, the essential attributes desired by the instructors were derived from the viewpoint of Kano quality attributes and a quality improvement plan was proposed. After expressing the degree of functions that non-face-to-face classes should have on the X-axis and the satisfaction of learners on the Y-axis, 23 quality attributes were classified into 6 quality dimensions. In addition, satisfaction coefficient, dissatisfaction coefficient, and customer satisfaction improvement index were derived. As a result, 50% of learners were satisfied with non-face-to-face classes, but the preference was slightly higher than satisfaction, suggesting the sustainability of non-face-to-face classes. In terms of the customer satisfaction improvement index, the ranking of attributes with the largest increase in satisfaction when improving class quality was as follows. Professors' quick answers to learners' questions, content that can fully explain the subject, what the professor explains easily, develop high-quality content that can be learned on mobile phones, fairness of attendance checks, and real-time classes should start on time.

• Journal of Digital Convergence
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• v.19 no.2
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• pp.501-508
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• 2021

The purpose of this study is to qualitatively analyze the perceptions of aesthetic values of working women taking ballet fitness classes and to find ways to properly establish ballet fitness classes according to the opinions of the study participants. Participants in the study were 9 working women taking ballet fitness classes at local educational institutions, and FGI (Focus Group Interview) was conducted, and the interview was conducted based on a semi-structured questionnaire. Subsequently, the categorization content was derived through expert review and peer review. As a result, first, the study participants expressed their dissatisfaction, hoping that the ballet fitness class helped improve their daily enjoyment and pain, and even watched ballet performance with interest. Second, the participants of the study were actively publicizing the benefits of ballet fitness classes to their families and nearby acquaintances, and hoped that this exercise would help improve the difficult image of ballet. Based on this study, ballet fitness classes were expected to be sufficiently established as a hobby exercise for working women.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.04a
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• pp.1592-1594
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• 2011

국가적 차원에서 저소득 청소년을 위한 교육프로그램이 많은 아동보호센터 및 지역센터를 중심으로 시행되고 있지만 그 취지와 목적에 부합하는 방과 후 교육이 제공되고 있는지 그 효과성에 대해서는 주목하지 않아왔다. 본 연구는 저소득 청소년을 위한 방과 후 교육의 질 관리에 대한 필요성이 대두되고 있는 시점에서 영재교육의 일환으로 여겨져 왔던 창의성 교육을 조명하였다. 저소득층 청소년의 창의력 인성을 양성하기 위한 교육용 게임 프로그래밍 수업의 효과성에 대해 조사하였다. A시 5곳의 아동보호시설에서 운영되고 있는 게임프로그래밍 수업에 참여하고 있는 학생과 참여하지 않는 학생을 대상으로 창의적 인성검사를 실시하여 비교 분석하였다. 창의적 인성검사는 크게 자기확신(Self Confidence), 호기심(Curiosity), 인내(Patience), 개방성(Openess), 모험심(Adventure)으로 구분하여 t검증을 통해 유의한가를 분석하였다. 다섯 가지 영역의 평균은 실험집단이 높았으나, 이 중 '인내' 영역이 두드러진 차이를 보였고, 이로 인해 게임프로그래밍 수업을 받은 학생들이 수업을 받지 않은 학생들에 비해 과제 수행에 있어 인내와 끈기를 가지고 도전하는 경향을 보였다. 그러나 자기 확신, 호기심, 개방성, 모험심 네 가지 영역에 대해서는 두드러지는 차이가 나타나지 않았다. 이에 대한 개선책으로 학생들에게 이 네 가지 영역을 균형적으로 길러주기 위하여 체계적으로 강사진의 교수법 연수, 교육과정의 개선, 학생 동기 유발, 학생 독려 및 관리 등 다양한 방법을 통해 수업의 질을 개선시켜 학생들의 창의적 인성 양성에 도움을 줄 수 있을 것으로 기대된다.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.494-502
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• 2005

This study investigated the current science teaching evaluation system implemented in schools and directions for improving teaching evaluation using literature review, survey, and teacher interview. The first part of this paper analyzed the types, roles, and major issues of the current science teaching evaluation. In-service teachers argued that the current teaching evaluation system was discredited because of the bureaucratic procedures of teacher performance review, showcase classrooms, teachers' views on classroom as their own personal space, low ratio of teaching component in the current teacher evaluation, untrained evaluators, and the absence of professional teaching standards. The second part of the paper investigated the need for a formative teaching assessment, an ideal type of teaching assessment, and the role of participants in the teaching evaluation processes. The way forward, therefore, is to start not at the level of the administrative superstructure but at the level of teachers who will assume responsibility for developing standards of practice as the basis for evaluating their own work and improving their own professional learning to provide quality assurance.

• Communications of Mathematical Education
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• v.11
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• pp.159-170
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• 2001

본 연구의 목적은 개방형 교수법에 의한 수업이 수학적 문제해결력과 신념 형성에 미치는 효과를 분석함으로써 수학 교수방법의 개선에 도움을 주는 데 있다. 본 연구를 통하여 얻은 연구 결과는 첫째, 개방형 수업 집단과 일반적 수업 집단간에 문제해결력에 있어서 유의미한 차이가 있었으며, 둘째, 개방형 수업 집단과 일반적 수업 집단간에 수학적 신념에 있어서도 유의미한 차이가 있었다. 본 연구의 결과를 통하여, 개방형 교수법에 의한 수업은 일반적 수업보다 문제해결력 및 수학적 신념 수준을 향상시킬 수 있는 교수법임을 시사한다.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.15-36
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• 2021

A well-designed mathematics lesson is the foundation for effective mathematics instruction. Given this significance, this paper focused on analyzing what would be important elements for in-service teachers in planning an elementary mathematics lesson. For this purpose, a total of 27 in-service teachers were asked to write down whatever they would consider important in designing a mathematics lesson. A mathematics lesson plan prepared by a pre-service teacher was provided for the in-service teachers. They were then asked to analyze the strengths of the lesson plan and to provide detailed feedback on how to improve it. The results of this study showed that the in-service teachers tended to analyze the given mathematics lesson plan in terms of what they considered important regarding lesson design. Such elements were specified when the in-service teachers described the strengths and feedback for improvement of the lesson plan. In particular, the aspects of instructional strategies and materials were explained in detail. Based on these results, this paper is expected to provoke discussions on lesson design of in-service teachers and subsequent research.