• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.705-712
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• 2022

The pandemic over the past three years has brought drastic changes in our lives, and those changes are now becoming a natural part of our daily lives. Daily life and economic activities based on online, such as video conferencing, remote classes, telecommuting, and online streaming services, have become daily routines after Corona. And the result of rapid development of communication and graphic technology is the metaverse. Therefore, the purpose of this study is to study the possibility from the perspective of public design for the correct use of the metaverse space of local governments. To this end, in this study, big data analysis was performed on 'local government', 'public design', and 'metaverse'. As a result of this study, we should actively use metaverse with high topic and potential as a space for local governments' promotion or discussion as a means to restore the reliability of local governments and overcome negative perceptions. In addition, it is necessary to actively reflect public design in order to increase the public reliability of local governments' metaverse.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.8
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• pp.322-328
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• 2018

The purpose of this study is to examine the performance of Problem-Based Learning (PBL) based on Google Classroom(GC). GC is an easy and free online learning that plays an important role in education and training recently. Students become increasingly independent in self-directed learning while sharing ideas and resources, transferring knowledge actively across domains and researching for solutions to the given problem in PBL. Students can check the submission date on the task page and start the task with a single click, and teachers can quickly check if the task is complete, and score it directly from GC. Designed The Evaluation of Problem -Based Learning based on GC in this study. The students read the given materials and identify the purpose of the subjects and selected the learning issues, investigated them. After then they discuss the subjects and make the reports. The students work to study them with research papers, books and internet materials. The research findings showed that PBL based on GC was effective in learning together. Students had positive attitude in their PBL learning environment. This study suggests it is possible that the development of PBL Evaluation on the GC.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.27-36
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• 2006

This study intends to present essential models for collaborative learning in e-learning environment as well as to analyze learning behavior elements appearing in collaborative learning activities. In order to achieve goal of the study, the researchers analyzed existing cooperative learning models for face-to-face classroom, collaborative activity models based on instructional theory, and the structures and activities elements of learning community and collaborative activity models focusing on e-learning environment. As a result of the study, the researchers produced a generalizable collaborative learning model for e-learning which include general collaborative learning model, and further analyzed specific learning behaviors performed by learners while they proceed in this model based learning processes. The adequacy of this model and reliability of learning behavior elements were tested through experts' review meetings. The research result, suggesting generalizable collaborative learning model as well as learning behaviors elements which might occur within e-learning based collaborative learning, might work as a foundational model for software infrastructure and e-learning solution business. Moreover, its value might be maximized if its being used for enhancing learning content interoperability and reuse as well as for establishing international standardization for collaborative technology.

• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.732-737
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• 2008

As e-learning is recognized in new education form, Learning Management System that manage general activity of learning to maximize effect of education is being developed actively. Usually, Learning Management System includes course registration and learning as well as learner's learning recording and tracking, evaluation in online. But, most systems is lacking a tool that learners can collaborate with companion learners, and planning learning and set valuation basis as leading. In this paper, we can expect effective collaborative learning activities because can make debate and team project smooth by suggesting collaborative learning module that can drive voluntary participation such as group formation, learning plan, mutually estimation as leading to learner in Learning Management System of blended learning base that support online and offline environment both.

• Journal of Engineering Education Research
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• v.24 no.1
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• pp.34-45
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• 2021

This research is a case study about "Critical Thinking and Debate Education" class which was done for freshmen at the engineering college of "S" Women's University. Real time remote classes through LMS and ZOOM were the most effective tools under on-line circumstances, considering the fact that video lectures only cannot cultivate students' capabilities of critical thinking and communication. Throughout the analysis on students' self-reflection journals and lecture evaluations, this paper examined considerable future points and the pros and cons of "Critical Thinking and Debate Education" under online presentation and discussion situation. As research outputs, students told they could feel less nervousness and anxiety when they exercise and have a presentation because they could choose familiar space for them. In addition, students also told that they feel comfortable about both self-feedback and peer evaluation, repeatedly seeing the recorded video clip. However, on the contrary, sometimes students felt uncomfortable due to unstable internet connection through the online classes, and they also were regretful about the missing chances of interaction between a teacher and students and of intimate exchanges among students. They also told they had felt a kind of limit of enhancing their presentation skills just in front of the monitor. Considering these outcomes, this research paper points out that online education needs to be proceeded by strengthening multi layered feedback to students with the build-up of a non-face-to-face stable educational infrastructure, application of online instructional strategy, and utilization of YouTube platform and video contents. Through this research paper, I hope the new system of encompassing on/off line "Critical Thinking and Debate Education" and effective teaching and learning method can be developed soon by strengthening the strength of online education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.31-40
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• 2017

This study validate effectiveness of Online Entrepreneurship Education based on PBL(Problem-based Learning) and flipped learning. This study reveals online education of entrepreneurship based on PBL and flipped learning method has positive effect on personal entrepreneurship, will to be an entrepreneur, and problem-solving skills. First, the results show that entrepreneurship education based on PBL and flipped learning can improve entrepreneurship more than a previous learning method. Second, PBL and flipped learning based online education affects will to be an entrepreneur in positive way. Experimental group who experienced problem solving activity and flipped learning has more will to be entrepreneur than control group who takes previous learning method. Lastly, PBL and flipped learning method based entrepreneurship education also has positive effect on personal problem-solving techniques. This results show that online entrepreneurship education based on PBL and flipped learning has positive impacts on entrepreneurship, will to be an entrepreneur, and improving problem-solving skills significantly.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.167-178
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• 2024

In this study, we investigated the perceptions of science-related careers and career education among middle school science teachers. Sixty-four science teachers experienced in teaching unit 7 in the first year of middle school participated. The results of the study revealed that not only careers in science but also careers with science were found to be quite high when teachers were asked to provide examples of science-related careers. Jobs related to research/engineering, which are careers in science, comprised the highest proportion of teachers' answers, followed by jobs related to education/law/social welfare/police/firefighting/military, and health/medical, which are careers with science. However, the proportion of jobs mentioned related to installation/maintenance/production was extremely low. The skills required for science-related careers were mainly perceived to consist of tools for working and ways of working. The number of skills classified under living in the world was perceived to be extremely low across most careers, irrespective of career type. Most teachers only taught unit 7 for two to four sessions and devoted little time to science-related career education, even in general science classes. In the free semester system, a significant number of teachers responded that they provide science-related career education for more than 8 hours. Teachers mainly utilize lecture, discussion/debate, and self-study activities. Meanwhile, in the free semester system, the resource-based learning method was utilized at a high proportion compared to other class situations. Teachers generally made much use of media materials, with the use of textbooks and teacher guides found to be lower than expected. There were also cases of using materials supported by science museums or the Ministry of Education. Teachers preferred to implementing student-centered classes and utilizing various teaching and learning methods. Based on the above research results, discussions were proposed to improve teachers' perceptions of science-related careers and career education.