• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.327-337
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• 2020

This study analyzed subjective cognitive types of culinary majors by applying TBL of cooking practice subjects, and applied Q methodology to multifaceted analysis of subjective cognitive types of learners. For the analysis of the study, interviews were conducted for college students majoring in cooking, and the survey was conducted in the order of constructing the Q population, selecting P-samples, classifying Q, interpreting the results, conclusions, and discussion. A total of four types were derived from the type analysis, and each was named according to its specificity as follows. Type 1 (N = 8): Cooperative Learning Effect Types, Type 2 (N = 8): Problem Solving Ability Effect Types, Type 3 (N = 6): Self Directed Learning Effect Type, Type 4 (N = 6): Individual Practice Preference Type analyzed for each unique feature type. It is expected that through the results of the study, it is expected to provide important implications that can help in the study of similar teaching methods in the future by fostering talents who can increase the needs of the industry and social stress.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.227-237
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• 2020

This study was designed to examine whether the self-directed learning method could improve self-directed learning readiness and the effects of academic achievement level. Self-directed learning readiness was investigated among 63 first-year Medical Terminology undergraduates in the C area. A repeat measurement variance analysis of the general linear model was conducted to evaluate the effects of improving self-directed learning readiness according to the general characteristics and level of academic achievement, while a regression analysis was performed to identify the factors affecting self-directed learning readiness. Self-directed learning readiness increased from 177.3 to 180.8 for those under 18 years of age, and 192.9 to 196.5 for those over 19 years of age (p<0.05). After the team activity, the overall self-directed learning readiness was improved, and both high- and low-achieving groups showed statistically significant improvements (p<0.05). The environment surrounding learners was confirmed to have a positive effect on improving self-directed learning when given the right degree of self-directed learning and appropriate feedback. The study results are expected to form basic foundation material for professors and class designers who want to draw self-directed learning skills from memorizing subjects.

• 대한공업교육학회지
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• v.44 no.2
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• pp.123-141
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• 2019

The purpose of this study is to provide basic data that can be used for the development of technology textbooks of Nigeria-Korea Model School by analyzing external and internal aspects of Illustration in Nigerian primary school technology textbooks, and 10 textbooks used in Nigeria were analyzed. Based on the results of the study, the conclusions are as follows. First, the form of the visual data should be diversified into a picture, a cartoon, a diagram, and a diagram from the photograph center, and provide various information closely related to the contents of the technology. Second, it is necessary to increase the size of illustration so as to induce learners to be motivated, and to enhance the effect of editing. Third, currently, partial enlargement data is rarely used, but visual material should be partially enlarged in order to express a detail part of product. Fourth, diversity of editing should be done by using circular or background omission rather than using only rectangle uniformly in visual material. Fifth, in terms of gender equality, it is necessary to deviate from male-centric visual materials and edit them with consideration for women. Sixth, in order to provide learner-centered textbooks, the role of visual materials should be extended to 'inducement of motivation', 'activity guidance', and 'activity result' in addition to 'providing data'. Finally, in terms of the function of visuals, the quality of textbooks should be upgraded by utilizing auxiliary and decorative functions in addition to essential functions.

• Journal of the Korean Society of Radiology
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• v.16 no.4
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• pp.453-462
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• 2022

In this paper, the artificial intelligence (AI) technology used in the medical image analysis field was analyzed through a literature review. Literature searches were conducted on PubMed, ResearchGate, Google and Cochrane Review using the key word. Through literature search, 114 abstracts were searched, and 98 abstracts were reviewed, excluding 16 duplicates. In the reviewed literature, AI is applied in classification, localization, disease detection, disease segmentation, and fit degree of registration images. In machine learning (ML), prior feature extraction and inputting the extracted feature values into the neural network have disappeared. Instead, it appears that the neural network is changing to a deep learning (DL) method with multiple hidden layers. The reason is thought to be that feature extraction is processed in the DL process due to the increase in the amount of memory of the computer, the improvement of the calculation speed, and the construction of big data. In order to apply the analysis of medical images using AI to medical care, the role of physicians is important. Physicians must be able to interpret and analyze the predictions of AI algorithms. Additional medical education and professional development for existing physicians is needed to understand AI. Also, it seems that a revised curriculum for learners in medical school is needed.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.893-910
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• 2013

The purpose of this study was to identify changes in mental models of students in the elementary school about causes of seasonal changes. During a total of eight sessions, eight sixth graders were asked to describe the causes of seasonal changes through pictures, writing and thinking aloud by using microgenetic research methods, and the changes in mental models were examined. When the research was conducted, linguistic and behavioral factors and contents of interviews of participants were recorded on video. Moreover, a variety of materials such as field observation chart were written by a researcher and mental models records were written by a student. The protocol was written by integration of collected results, and it was repeated to read and was inductively categorized. The results of this study were as follows: First, participants' mental models about causes of seasonal changes were changed in various paths within and across sessions. Participants' mental models that had been more changed in various ways were closer to the scientific model. In addition, like rotation and revolution, students who correctly established the preconceptions related to seasonal changes formed the mental models consistent with scientific concept based on new information. On the other hand, students who did not correctly establish the preconceptions did not deviate from non-scientific mental models. Second, prior knowledge, experience and information which participants held in advance, accuracy of prior knowledge, resolution of inconsistency between new knowledge and existing mental models, activation of mental models through operation of models and drawing an picture affected the changes of mental models. Teachers should provide to learners with sufficient experience which can be configured to various mental models in order to form the scientific concepts. And they need to let learners feel the doubt and resolve it through presentation of new teaching material which is inconsistent with the existing mental models.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.369-376
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• 2021

The purpose of this study is to develop a coaching model which can enhance teaching ability of lifelong educator. To achieve this purpose, this study verifies and analyzes several documentary records related with diverse teaching capabilities, operation reality and coaching method run by lifelong educator. Furthermore, an in-depth interview about teaching capability was undertaken for field experts who have worked at the institutions of lifelong education for more than 10 years. As a result, the study could develop a coaching model to identify teaching capability of lifelong educator by conducting matrix analysis. First, according to the documentary studies, the paradigm for lifelong education has been shifted to centralize learner's demand with the advent of 4th industrial revolution and it suggests coaching capability which could enhance educator's capability should come first. A lifelong educator should have capabilities including identification of vision and goal, creation of mission declaration, development of coaching skill and procedure, management of crisis and coaching capability as an expert in the lifelong education field. Second, a model which can centralize learners could be developed for lifelong teaching capability by adopting a teaching capability suggested by field experts, According to the experts, it is essential to develop a program model to acquire professional knowledge, communication capability, understanding of adult learner, personal relations capability. If there is a model which can develop such capabilities, it is able to strengthen lifelong teaching capability to focus on learner's demand, mainly adult learners, a major consumer of the field. Third, a coaching model to enhance teaching capability for an educator is to acquire and implement sufficient step-by-step teaching capability which has been suggested from a procedure comprised of entrance, progress, critique and return. This, present study suggests, after the critique, a lifelong educator oneself can newly develop and extend a teaching capability basis on pursuing teaching capability as a lifelong educator through the return process.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.5
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• pp.1838-1844
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• 2010

In distance education, contents are to convey what to learn to learners, and the efficient quality assurance of contents is the very first step to the enhancement of distance education. Most studies of the quality assurance of contents have mostly centered around the development of evaluation tools, and few studies have ever focused on analysis of the quality of contents itself, since it's not easy to do that due to difficulties in the selection of evaluatees or of contents to be analyzed. The purpose of this study was to analyze the quality of 58 distance education contents of on-the-job training and another training for the acquisition of qualifications. As a result, the contents of the learning contents segment ranked first. Among the components of each segment, there was room for improvement in the level of learning and learning elements in the learning contents segment. In terms of instructional design, the quality of interaction components should be taken to another level to boost the quality of contents in this segment. The findings of the study are expected to give some suggestions about which parts of contents should be improved in quality from a perspective of contents developers or suppliers to enhance the overall quality of contents.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.362-373
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• 2021

This study sought to explore the enhancement of the introduction of teaching and learning methods for Problem Based Learning (PBL) and the evaluation factors to evaluate them effectively through an understanding lecture in Cultural Content Planning. It was intended to incorporate a practical zero-volume education methodology of problem-oriented learning and sufficient leading learning to reflect storytelling in the entire process of completing a cultural content with culture, cultural content, and content planning. To this end, the role of teaching methods should be faithful to ensure that teamwork and cooperation can be done organically according to the educational field, practice and situation. Students who take classes were asked to meet demand, reflect it through surveys, apply real-world problems, and acquire the entire course. Learners had to cooperate with each other until planning cultural content and completing the results through classes, and they evaluated themselves and colleagues in teamwork until the last result was completed from creative ideas. The results were shared together and the students were able to investigate the necessary PBL evaluation factors for themselves, and the prior research and survey on the method of PBL evaluation was conducted to derive the factors of understanding of cultural content planning. The derived assessment elements were able to identify priorities between the assessment elements using basic statistics, word cloud analysis, and AHP analysis. The components of the assessment derived were communication skills, basic knowledge, reasoning process, expertise, and evaluation techniques. Through this article, I was able to lead the understanding of cultural content planning to problem-oriented learning classes and encourage students to be familiar and smooth.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.779-790
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• 2021

Film literacy comprises the process of producing a new creation through understanding the elements that make up a film, the content of a film, and a critical and creative thinking process. Film literacy is employed in fields such as composition, science, social studies, and geography, and, additionally, it is used to cultivate humanities literacy and critical thinking skills. Yet despite the large proportion of the film script in the movie, it is not easy to find literacy education cases that use film English as a teaching method. Film English is a practical and authentic material, and is suitable as an English learning material in an EFL context like Korea. However, the approach of using films to teach and learn differs according to the content and genre of a film. Thus, the teacher may have a difficult time organizing and preparing for class. This study suggests six class activities that can be commonly applied to English classes using films based on the areas of critical, cultural, and creative (3Cs) activities. Four hundred and five college students taking Movie English classes participated in the present study and frequency analysis was conducted to find out their preferences through a questionnaire survey. The results from conducting class activities in university liberal arts classes suggest that the most preferred activities of students are related to cultural, critical, and creative, in that order. Creative activities that are far beyond English instruction utilizing various digital tools or providing additional reading materials can be a burden on learners.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.5
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• pp.369-379
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• 2017

The purpose of this study was to improve an university tutoring program qualitatively, evaluating and analyzing the case of tutoring program that students attended in order to strengthen their learning competences through CIPP(Context-Input-Process-Product). To do this, a tutoring survey with satisfaction survey was carried out for 90 students who participated in the final reporting meeting among those who joined the tutoring program at the second semester of 2016 year at the B university. In addition, a tutor interim checking workshop was held for the 49 tutors and qualitative analyses were carried out on the reflection papers submitted by students who were involved in the tutoring program. Tutoring program assessments were carried out in terms of several steps and their view points. They were the necessity of tutoring program for the context evaluation, the appropriacy of human-material resources and program planning for the input evaluation, the teaching and learning activity for the process evaluation and the influence, effectiveness, sustainability, transferability for the product evaluation. Survey results showed that the average scores were presented 4.05 for the context evaluation, 3.88 for the input evaluation, 4.08 for the process evaluation and 3.92 for the product evaluation respectively. Similar analysis results were represented from the tutor workshops and the reflection paper analysis results. Learners were satisfied with all the evaluation items, scoring more than the average level. However, it was necessary for the evaluation items that were rated low range to improve the program through detail modification plans.