• Journal of Digital Convergence
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• v.14 no.5
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• pp.473-483
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• 2016

This study examines the relationship between sport confidence, exercise passion and re-participation intention of collegiate students participating in snow-ski class. The subjects for this study were 416 collegiate students who signed up for snow-ski class as a university curriculum. The reliability and validity test of the questionnaire were conducted by using SPSS & AMOS Window 18.0 program; the results of descriptive analysis, factor analysis, correlation analysis, structural equation model are as follows; First, sport confidence of collegiate students in ski-class affects their exercise passion. Second, sport confidence of collegiate students in ski-class has influence on their re-participation intention. Third, collegiate students' exercise passion in ski-class affects their re-participation intention. Lastly there is a causal relationship between sport confidence, exercise passion and re-participation intention of collegiate students in the snow-ski class.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.597-606
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• 2020

Recently, as students' programming classes are being conducted online, interest in factors that can lead to the success of online programming classes is also increasing. Therefore, in this study, online programming classes were conducted for specialized high school students using a web-based simulation programming tool through TinkerCad. In these online programming classes, students' self-regulation ability and learning flow were set as variables that influence both learning engagement and teaching presence, and the predictive power of each was analyzed. As a result, it was found that both self-regulation ability and learning flow were predictive variables for learning engagement and teaching presence, and that learning flow played a mediating role between self-regulation ability, learning engagement, and teaching presence. This study is meaningful in that it suggested that self-regulation ability and learning flow should be considered more meaningfully in online programming classes, and a practical strategy for this is presented.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.07a
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• pp.339-340
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• 2013

본 논문에서는 컴퓨터 프로그래밍 수업에 참여한 학습자들이 수업과 병행되어 운영된 피어 튜터링 프로그램에 참여하였을 때, 참여한 튜터링 팀의 구성원들의 학습 수준 차이 정도와 튜터링 운영 방법 및 자신의 역할에 따라 수업에서 학습한 내용에 대한 학업성취도가 어떻게 달라지는지를 분석하였다.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.419-428
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• 2017

This study investigates whether the use of smartphone and Facebook in the classroom induces students' active participation in their reading activities and what are the points to be considered when ICT-based English reading class is designed. Students in an English course, Practical English listening and reading, did their reading activities using their own smartphones and posted the results of the activities on Facebook. Smartphone was used primarily for web-browsing and Facebook as LMS. The pre-questionnaire was conducted to be referred to for designing activity tasks. The post-questionnaire and the interview with 10 students were conducted to identify how students perceive their class. The research results showed that the use of ICT induced students' active participation in their learning. As for the points to be considered, narrowing down the range of class activities, slowing down the pace of the class, explaining enough the goals and the steps of the activities, considering adopting campus LMS, and preparing solutions for cyberloafing were suggested.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.37-74
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• 2021

In this study, the student participation-centered class, which takes students' mathematical thinking as an important issues of the class, is named as student thinking-based math class. The main characteristics of student thinking-based mathematics classes were examined in terms of tasks, students engagement, and the role of teachers. According to the results of analysis of class cases practiced by five secondary mathematics teachers, student thinking-based mathematics classes were conducted in the intersection of the rich mathematics tasks, students' cognitive and social engagement, and the role of teachers' formative facilitator. The results of this study showed that the student's thinking is more important than the activity itself. And it is meaningful in that it examines the influence of the dynamic interaction of the three components of the mathematics class on the direction and outcome of the class.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.423-431
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• 2020

The purpose of this study is to examine how the level of participation in dance classes affects the development of social skills and peer relationship. The results are as follows: First, in terms of social skill development and peer relationship based on demographic characteristics, competition-a sub-factor of peer relationship-was higher in male students. In terms of grade level, confidence-a sub-factor of peer relationship-was high in second year students. Second, in terms of the effect of dance class participation on social skill development, autonomy, achievement, and cooperation-sub-factors of social skill-were significantly influenced by the period of participation in dance classes. Participation frequency, on the other hand, was found to significantly impact accountability and activity. Such results indicate that longer dance class participation periods more significantly influences social skill development. Third, in terms of the influence of dance class participation in peer relationship, students who participated in dance classes longer experienced positive impacts regarding sub-factors of peer relationship. Longer participation periods were correlated with lower hostilities. That is, longer participation period and time, as well as, higher participation frequency, have impact on peer relationship.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.111-117
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• 2023

The aim of this study is to present a practical teaching plan for liberal arts English classes that target foreign students. Foreign learners who do not have Korean language proficiency at the university level may struggle to understand the contents of liberal arts classes conducted by Korean language professors. In this study, six topics were selected (K-culture, Online game, Harry Potter, Disney, Marvel, DC) and topic-centered participatory class activities using various media were developed. A questionnaire was conducted to analyze learners' attitudes toward and perceptions regarding topic-oriented classes. It showed that learners' satisfaction with topic-based classes was high (75%), and the reasons for this high level of satisfaction were the instructors' caring attitudes, the comfortable class atmosphere, and the fun learners had in class. Learners also reported high satisfaction with various participatory class activities (81.9%), citing the learning benefits, their increased interest and motivation, and the efficiency of participatory classes. As globalization continues to increase the number of foreign students in South Korea, the need to develop realistic class plans and various class activities that are suitable for them is becoming more and more urgent.

• The Mathematical Education
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• v.61 no.2
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• pp.359-373
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• 2022

This study aims to examine the differences in the longitudinal relationship between academic stress, mathematics self-efficacy, and engagement in mathematics class according to the math achievement level. According to the results, academic stress, math self-efficacy, and math class engagement were stable over time for the high and low groups. Also, In the high group, math self-efficacy had a negative longitudinal mediation effect in the influence of academic stress to math class engagement. Whereas, in the low group math class engagement had a positive longitudinal mediation effect in the influence of academic stress to math self-efficacy. This means that the academic stress affects differently according to the math achievement level, and mathematics teachers should reflect these results in their teaching/learning strategies so that students can increase their mathematics self-efficacy along with their engagement in mathematics classes.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.224-233
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• 2023

The purpose of this study is to investigate the effect of environmental classes using EBS program on the environmental sensitivity and environmentally responsible behavior of 6th grade elementary school students. To this end, the 2015 revised elementary school curriculum was reconstructed for 6th grade students, and subject-centered environmental classes were planned, and EBS educational broadcasting environmental contents suitable for each class were applied and utilized. The conclusion of this study is as follows. First, this study analyzed the 2015 revised curriculum and reorganized the 6th grade curriculum and creative experience activities to plan the 22nd environmental class, specifying environmental sensitivity and environmentally responsible behavior that can have a positive impact on learners in each class. EBS educational broadcasting environmental contents that can be utilized were selected and environmental classes were conducted using them. Second, it was found that environmental classes using EBS educational broadcasting had a significant effect on improving the environmental sensitivity of elementary school students. The fact that environmental classes using EBS educational broadcasting goes beyond the spatial limitations of schools and informs that global citizens are interested in environmental problems and are working to solve environmental problems. Third, it was found that environmental classes using EBS educational broadcasting had a significant effect on elementary school students' environmentally responsible behavior. This is because environmental classes using EBS educational broadcasting do not stop at imparting knowledge, but suggest learning that leads to civic behavior, educational behavior, economic behavior, physical behavior, and persuasive behavior related to the environment.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.1-9
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• 2023

This study aims to construct a basic PBL class research data model that can strengthen and improve technical college students' abilities to participate in field-education classes and problem-solving skills. A significant effect was found in PBL classes with regard to technical college students' problem-solving skills and abilities to participate in field-education classes, as posited by the hypothesis. The results of the PBL course, which is a hypothesis of research, have been confirmed to have a significant effect on the participation of college students in field practice and on the ability to solve problems. Seventy-one students from five departments (humanities, social studies, and arts) at D University in North GyeongSang Province were selected as final subjects. The study was conducted for seven weeks from October 10 to December 05, 2021, in three stages: pre-inspection, PBL operation, and post-inspection. In the college life experiences of students with disabilities who study late within the Department of Social Welfare, it was confirmed that the study participants independently changed toward their independent life satisfaction and positive perception of themselves as a process of change in which the self-determination rights and goals and hopes for their lives by seeking the role for the disabled who have not yet been encountered and in the process of positively recognizing themselves.