• Journal of the Korea society of information convergence
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• v.5 no.2
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• pp.59-65
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• 2012

This study analyzed the websites of domestic college's Teaching and Learning Center of Quality. The title of "Teaching and Learning Center of Quality" was given to 9 colleges selected for 3 years since 2010 by Korean Council for College Education. The websites mostly consist of introduction, teaching support, learning support, e-learning support, service, media support, resources, community, and so on. This study also analyzes the similarities and differences of the websites by the degree of the webpage menu activation. This study suggests the direction of the websites functions which college's Teaching and Learning Center should have.

• Journal of the Korea society of information convergence
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• v.7 no.1
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• pp.17-24
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• 2014

This study analyzed on web services status of World Class College(WCC)'s Teaching and Learning Center. WCC refers to colleges equipped with educational environment which can accommodate the needs of industry and growth potential and vision. Web services of WCC's Teaching and Learning Center consist of center introduction, teaching support, learning support, service, and specialized menu. This study analyzed on menu and specialized web services from 9 colleges out of total 21 colleges. This study is to propose a way of Teaching and Learning Center's web services which college's Teaching and Learning Center aims at by analyzing on web services of World Class College's teaching and learning center.

• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.59-71
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• 2018

The purpose of this study is suggesting the direction for improving web accessibility by analyzing the state of abiding by the web accessibility by the centers for teaching and learning support at the education offices in cities and provinces which provide the learning and teaching materials to the K-12 members and the interested people. For this aim, nine centers for teaching and learning support were evaluated. The primary manual evaluation by two experts and the evaluation by 18 users were conducted. The users were comprised of hearing-impaired people, visually-impaired people, brain-disabled people, the elderly, various browser users, and a variety of operating system users. As a result of the analysis, not a single center for teaching and learning support had conformed to web accessibility in the expert evaluation and the user evaluation. As a result of the expert evaluation, the errors regarding web design improvement, HTML source error correction, and provision of alternative measures for the disabled were found. This study is meaningful in the sense that it provided various discussions with regard to the direction of the future web accessibility evaluation based on the improved web accessibility evaluation method.

• The Journal of the Korea Contents Association
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• v.11 no.3
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• pp.487-495
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• 2011

In this study, we analyzed student satisfaction and effectiveness regarding the Center for Teaching and Learning Support where students are using educational information. Based on the analysis, the purpose of this study was to identify the requirements for the improvement to enhance the educational support by the Center for Teaching and Learning Support. As a result, it was shown that satisfaction and effectiveness as well as requirement for improvement were different depending on school level. Therefore, it is necessary for the Center to enhance the services appropriate for each school level rather than unified services. In other words, the improvement is required to enhance the fun and interesting aspects for elementary and middle school students, and the effort is required to enhance the quality aspect of information for high school students when educational information is provided.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.05a
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• pp.1001-1004
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• 2005

인터넷을 통한 정보화의 영향으로 교육 방법에도 큰 변화를 가져왔다. 교수자와 학습자간 오프라인으로 이루어졌던 교육이 온라인상에서 이루어지게 되었고, 양질의 원격 교육을 실천하려는 노력 과정에서 LMS(Learning Management System)는 많은 발전을 하게 되었다[3]. 하지만 잘 개발된 LMS 라 할 지라도 온라인 교육에서는 오프라인 교육과 같이 교수자와 학습자의 직접적인 커뮤니케이션을 통한 상호 의견 수렴이 어렵다[4]. 따라서 본 논문에서는 LMS 기능에 확장성과 이식성을 갖는 설문 시스템을 추가 함으로써 교수자와 학습자간의 원활한 커뮤니케이션을 지원하고자 한다. 또한 강의 점검, 교수전략 수립, 연구, 정책수립 및 사업추진을 위한 각종 조사에 활용하고자 한다. 본 논문의 설문 조사 시스템은 오픈 소스로 전국 대학 및 교육기관을 대상으로 무상 배포 중이며 그 활용을 검증 중이다[5].

• Journal of the Korean Society for Library and Information Science
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• v.44 no.1
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• pp.29-51
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• 2010

A knowledge-based society values creative and independent individuals. This study depicts operational approaches to the effective utilization of school libraries as teaching/learning media center in order to support independent learning in relation to the way in which constructivist teaching-learning(CTL) improves learners' self-learning abilities. The result of this study seems to imply that self-learning based on constructivism is possible only when school libraries are managed as teaching/learning media centers and that the more variety there is in learning materials and when more direct interaction exists, there is more creativity and self-learning abilities are achieved in the learning process.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.51-77
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• 2023

This study analyzed the respective teaching and learning-related services offered by the Centers for Teaching and Learning and the academic libraries to find the proper roles of libraries regarding this type of service. We interviewed librarians to collect the data. The content analysis of the qualitative interview data enabled us to identify the librarians' perceptions of teaching and learning support, service provision method, strengthening relationships with other academic units, recognition of libraries' roles within the universities, and generating more investment for the libraries. Finally, the analysis led to six suggestions for libraries' teaching and learning support functions, such as advertising the availability of specific academic discipline or unit-oriented library services, strengthening librarian's capabilities as educators, bolstering digital information literacy of the faculty members and students, injecting libraries' views into the development and maintaining fundamental knowledge-related programs, emphasizing the notion of human-centered libraries, and finding new ways to utilize library space.

• The Journal of Economics, Marketing and Management
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• v.11 no.4
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• pp.31-39
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• 2023

Purpose: This study attempted to systematize a support system that can enhance teaching core competencies by establishing a scale for diagnosing teaching core competencies at University A. Research design, data and methodology : To this end, the first Delphi was conducted With six experts related to university core competency modeling research by extracting factors and designing structured questionnaires through a literature review process that collects and analyzes prior research related to domestic and foreign university teaching competency. The derived questions were diagnosed on 27 professors, and independent sample t-verification and ANOVA were conducted using SPSS 24.0 for analysis by key teaching competency factors. Result: What is the standard suitability of KMO. It was shown as 929 (KMO standard conformity value is close to 1), and Barlett's sphericity verification showed χ2=5773.295, df=1081, p<.It appeared as 001 and confirmed that it was suitable for conducting factor analysis. Conclusions: The core competencies of A University teachers were set based on the educational goals of A University, such as basic teaching competency, creative teaching competency, practical teaching competency, and communication teaching competency. This means that the concept and factors of the core competency of professors are likely to change, and in the end, continuous efforts to upgrade and apply research on core competency of professors are essential to quickly and organically respond to changes in competency required to increase the competitiveness of universities.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.1-12
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• 2020

This is a study on the direction of the teaching support program contents analysis and teaching support platform of the teaching and learning center. To this end, in April 2020, a literature study was conducted, an analysis of the current status of teaching support at other universities and K universities, an analysis of professor interviews, and expert verification were conducted. The main research results are as follows. First, as a result of examining the current status of teaching support programs at 24 universities, it was confirmed that special lectures on teaching methods, class consulting, teaching method research meetings, and educational resource rooms were operated as representative programs. Second, the basic structure of the platform is composed of a lecture case sharing bulletin board to enable active exchange of opinions on teaching methods among teachers, a teaching support program application bulletin board to enable application for a teaching method program, and Edu-tech to activate the platform, and a professor support menu. Third, the contents of the teaching support platform were implemented based on the basic structure of the teaching support platform. This study analyzed the contents of the teaching support program and conducted a study to suggest the direction of the teaching support platform to discuss the direction of establishing an effective teaching support platform.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.11-24
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• 2014

The purpose of this study is to develop a teaching-learning model of convergence project based on team teaching. Based on development research methodology which explored a university case, the teaching-learning model was developed including three phases such as preparation, planning, and implementation & evaluation. The preparation phase has three steps as follows: to organize team teaching faculty; to develop convergence projects cooperated by industry and university; and to design instructions based on supporting convergence projects. The last step of preparation phase consists of five design activities of: (1) instructions and teaching contents; (2) communication channel among faculty members; (3) feedback system on students' performance; (4) tools to support learners' activity; and (5) evaluation system. The planning phase has two steps to analyze learners and to introduce and modify instruction and themes of convergence projects. The implementation & evaluation phase includes five steps as bellow: (1) to organize project teams and match teams with faculty members; (2) to do team building and assign duties to students of a team; (3) to provide instruction and consulting to teams; (4) to help teams to conduct projects through creative problem solving; and (5) to design mid-term/final presentation and evaluation. Lastly, the research implications and limitations were discussed for future studies.