• Journal of Digital Convergence
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• v.11 no.5
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• pp.423-428
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• 2013

This paper is to suggest how to apply smartphone application making for literature class as a learning tool. New specialists in literature are not satisfied with the traditional learning methods for the acquisition of theoretical knowledge any more. They try to learn the making process of smartphone application using app writing tools to meet their attention and needs. As a result, they can experience "deterritoriatization" of their major. Such a new learning method not only makes the learners build up their literary knowledge, but also plays a part to meet their needs to make it reality as a practical method that satisfies their learning needs. On this basis, there can be a possibility for literature to be the important resource of the contents development for mobile application.

• Journal of Digital Convergence
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• v.10 no.4
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• pp.323-331
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• 2012

Cell division in biological education is an important and unintelligible unit. Most of students have no interest in learning the content, and don't concentrate on it because cell division unit contains relatively difficult content. In this vein, during considering the effective learning methods, the researcher found role-play as the method for student's positive access to important and unintelligent learning content. Effect of role-play on their learning achievement of science was analysed through the Chapter of cell division on 3rd grade of middle school students. For this study three levels of middle school students were selected from the school located in Seoul. And divided this students into experiment group and control group by 2 classes respectively. Before putting into practice this instruction, there took into account the before and after of students' learning achievement and their learning attitude by using same questionnaire. On the other hand, the researcher put into practice co-variate analysis by using SPSS statistical package as the measurement method.

• Journal of Digital Convergence
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• v.16 no.4
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• pp.289-297
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• 2018

The purpose of this study was to examine the correlations of learning attitude, class participation, and learning satisfaction, and to identify the influencing factors on learning satisfaction of nursing students in fundamental nursing curriculum. Data were collected from 173 nursing students from September 1 to 8, 2017. Data were analyzed using Pearson's correlation coefficients and stepwise multiple regression. Learning attitude, class participation, and learning satisfaction according to the general characteristics commonly showed significant differences in satisfaction with major, satisfaction with school, friendship, last semester grade, and interest in fundamental nursing. Learning satisfaction showed significant positive correlations with learning attitude and class participation. Satisfaction with major, interest in fundamental nursing, and class participation, which accounted for 36% of the variance, were significant predictors influencing learning satisfaction in nursing students. It is necessary to increase majors' satisfaction, fundamental nursing interest, and class participation in order to improve learning satisfaction of nursing students.

• Journal of Digital Convergence
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• v.18 no.1
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• pp.93-102
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• 2020

The purpose of this study is to analyze the effects of high school students' disability and academic stress on the participation of integrated physical education class. The result of this study is to examine the correlation between disability, academic stress and integrated physical education. There were negative correlations between parent stress and self stress among the subvariables. There was a positive correlation with the integrated physical education commitment and all the sub variables were positive. There was a negative correlation between academic stress and integrated physical education involvement, and all sub variables were negative.We examined the differences in the general characteristics of how disability and academic stress affect active commitment in the integrated physical education class. You can do it.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.11-22
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• 2021

The COVID-19 pandemic has led to distance learning in primary and secondary school. Little has been known whether home ICTs environment is appropriate for the distance learning. This paper aims to assess the current state of ICTs environment at home for the distance learning of children. Using 2012 and 2019 Korean Media Panel Survey, we investigated the number of smart devices owned by households and found differences in ownership by household characteristics. The results showed that the majority of household owned more than one smart devices per child. However, the difference in the proportion of households with less than one device per child varied depending on whether smartphone was included in smart devices. These results imply that public intervention is needed to prevent educational inequality caused by the home ICTs environment for the distance learning.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.449-456
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• 2012

The college students who have relatively weak academic background feel more difficult in learning programming language grammars and programming skills in introductory course. At the end of semester, most of students had the negative attitude to programming and only a few students could write the programs for the given problems because they spent most of time to learn grammars instead of learning problem solving skills and logics. In this study, we propose to use Scratch in introductory programming course to help students to understand grammars and problem solving skills. It's necessary to educate first-time programmers how to solve the problems before they learn grammars of the programming language in their first programming language course. This paper shows that Scratch allows students not only to learn problem solving skills in programming but also to motivate students themselves in the class.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.539-545
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• 2020

This study was designed to find out the efficacy of college students' lecture participation in online real-time lectures conducted at university due to the Corona virus events. Participants in this study are 701 students attending the W University in the J region and participating in real-time online lectures. The tools of this study consisted of four factors: interaction, learning improvement, adaptation, and accessibility. The results of this study are as follows: First, accessibility is the highest efficacy among college students' real-time online lectures participation and interaction is the lowest. Second, the efficacy of real-time online lecture participation of university students differed according to gender, grade, major, and access devices. This study is meaningful in that it confirmed the applicability of real-time online teaching method due to corona virus and confirmed the applicability of real-time online teaching as a method to prepare for the arrival of full-scale distance education in the post-Corona era. Lastly, it was suggested that the online class management method and support for each college major reflect the changes of the times.

• 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.

• Journal of Digital Convergence
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• v.19 no.3
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• pp.279-285
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• 2021

This paper criticized that online classes during the Covid-19 period were centered on knowledge and information education, and sought ways to improve empathy as a way to improve students' sociality. The teaching-learning process was designed around the movie <(500) Days of Summer> which has the theme and story of parting and growth. On this paper the stage of empathy was divided into three stages, recognize-into, feeling-into, emotional-transaction stage. In particular, considering the process of transitioning from emotional empathy to behavioral empathy as the key to communication education, the class was designed in five stages, with an expression stage between the feeling-into stage and the emotional-transaction stage. This course is possible when learners sympathize with the work itself and reflect on their own narrative, so literary therapeutic was used, and students's response statements were collected to prove that this process is meaningful for improving empathy. In this article, the class was designed for the movie <(500) Days of Summer>, but this teaching-learning model can be applied to other contemporary film texts.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.241-249
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• 2021

This study is investigating the effectiveness of a blended learning for English listening and reading class by analyzing students' learning behavior. To this end, two surveys were conducted on a total of 75 students from the two different classes of Academic English Listening and Reading course. The research results showed that in the online class, the students built undesirable learning behavior such as solving listening quizzes by reading listening scripts or watching the instructor's lectures about the scripts and completing the assignment of summary of the scripts by referring to the Korean versions. In the offline class, the students' participation in group activities and attention to lectures was good. Therefore, it can be concluded that because of the students' poor online learning behavior, this blended learning was rather not effective. So the suggestions are discussed to enhance the effectiveness of the blended learning for English listening and reading.