• Journal of the Korea Society of Computer and Information
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• v.23 no.6
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• pp.15-21
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• 2018

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content-based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content-based teaching method in Korean language education. It also suggests standards and principles of composition in Contents-based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content-based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher-centered teaching methods and lecture-teaching methods which are the dominant of present classroom environment.

• Journal of the Korea Fashion and Costume Design Association
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• v.25 no.3
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• pp.41-52
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• 2023

This study developed and taught VR content to be used in clothing design and composition practice, which are practical subjects for home education students at the College of Education, and examined the learning effects on students who participated in VR experiences. First, after experiencing classes using VR content, students' perceptions of classes were examined considering participation, class level, expectations, and satisfaction through a survey. As a result of examining the experience of learning sewing machines in classes using VR content and changes in perception of classes, it was found that the class level, class expectations, and satisfaction were affected. As a result of comparative analysis of VR experiences and the perception of VR classes prior to experiencing VR content related to sewing machines developed for practical subjects, VR experiences affected class participation, class level, expectations, but satisfaction was not affected. The advantages of the VR class that students mentioned in the subjective evaluation included interest in the class, the degree of participation, the VR experience, and the use of VR. As for the disadvantages, difficulties in using the device, dizziness, frustration when using the device, and limitations of the program were mentioned.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.169-177
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• 2020

In this study, the satisfaction level of the class between 'Content utilization and task performance class' and 'real-time interactive class' was compared and analyzed among the types of online classes conducted in elementary schools. The researchers conducted a study to compare and analyze the satisfaction level of classes in 'Content utilization and task performance class' and 'Real-time interactive class', and the research group selected 98 elementary school students in Hwaseong. As a result of the analysis, the satisfaction level of classes for "real-time interactive classes" was high. The satisfaction level of students' characteristics was analyzed, students who were not good at performing their task and those who were not good at concentrating on their classes were more satisfied with 'content utilization and task performance classes.'

• Journal for History of Mathematics
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• v.20 no.1
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• pp.83-102
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• 2007

A math class in Korean university was taught in English for one semester and the students' improvement was measured in math content and English proficiency. Pre and post test in 9 week intervals showed that math content loaming in the immersion class was superior to the non-immersed class. Especially, the immersion class showed remarkable improvement in difficult problems among math content test problems. The immersion class improved in math-related English, but not in general English. It is discussed that the particular English expressions for math are hardly separable from the math content knowledge in English because understanding and using those expressions correctly means the students' understanding of math concept in English and thus the math concept itself.

• Cross-Cultural Studies
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• v.39
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• pp.407-432
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• 2015

This study focuses on the flow of story and content or related context when using movies as learning materials in a class. A great advantage of using movies is that they have a consistent story and detailed content development. Most teachers, however, tend to concentrate on practical expressions totally unrelated to the story or context of the movie they are using. This way might be efficient in the short run but it is certain that the expressions are unlikely to be retained in long-term memory. This study examines how a story-centered class influences learning of practical expressions and how efficient this approach to learning is. Learning and teaching with focus only on the expressions in a movie shades the meaning of the use of the movie a little. In this study the movie, Cars 2, was used in a course of general education with 150 students enrolled. Various group activities were suggested to immerse students into the story and contents of Cars 2. It was found that a story-centered class is helpful for students to acquire practical expressions and that students' satisfaction level with the class was high.

• Korean Journal of Medicinal Crop Science
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• v.20 no.3
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• pp.177-183
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• 2012

To develop the practical cultivation for paddy field, we investigated the properties of paddy soil, growth characteristics and ginsenoside content of 6-year-old ginseng, Cheonpung variety between poor drainage class (PDC) and imperfect drainage class (IDC). Groundwater level in PDC showed monthly small changes of 20~30 cm, while IDC showed monthly great changes of 28~71 cm depending on rainfall. Soil moisture content in PDC and IDC was 17.2%, 22.5%, respectively. Air temperature in IDC was lower than $0.3^{\circ}C$, while soil temperature was higher than $0.8^{\circ}C$ compare to PDC, respectively. Main soil color of PDC was grayish olive, while IDC was brownish olive. PDC showed yellowish mottles only at underground of 20~40 cm, while IDC showed that at underground of 30~90 cm. IDC showed lower pH, EC, potassium, calcium and magnesium content, but higher organic matter, phosphate, and iron content than that of PDC, respectively. All of EC, organic matter, potassium, calcium, and magnesium content were decreased, but iron content was increased at the subsoil layers of PDC. All of EC, organic matter, phosphorus, and potassium content were decreased, but calcium and magnesium content were increased at the subsoil layers of IDC. Root yield in IDC was more increased by 33% than that of PDC. The moisture content and rusty ratio of ginseng root in IDC were lower than that of PDC. Ginsenoside content in IDC was higher than that of PDC because the ratio of lateral and fine root showing relatively high content of ginsenoside was higher in IDC than that of PDC.

• ETRI Journal
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• v.31 no.2
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• pp.140-150
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• 2009

Although mutation testing is potentially powerful, it is a computationally expensive testing method. To investigate how we can reduce the cost of object-oriented mutation testing, we have conducted empirical studies on class mutation operators. We applied class mutation operators to 866 classes contained in six open-source programs. An analysis of the number and the distribution of class mutants generated and preliminary data on the effectiveness of some operators are provided. Our study shows that the overall number of class mutants is smaller than for traditional mutants, which offers the possibility that class mutation can be made practically affordable.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.9 no.8
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• pp.2894-2909
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• 2015

As the number of mobile devices such as smart phones and tablets explodes, the need for new services or applications is also rapidly increasing. Smart class application is one of the emerging applications, in which most of contents are distributed to all members of a class simultaneously. It is highly required to select relay nodes to cover shadow area of radio as well as extend coverage, but existing algorithms in a smart class environment suffer from high control packet overhead and delay for exchanging topology information among all pairs of nodes to select relay nodes. In addition, the relay selection procedure should be repeated in order to adapt to the dynamic topology changes caused by link status changes or device's movement. This paper proposes the learning based relay selection algorithm to overcome aforementioned problems. The key idea is that every node keeps track of its relay quality in a fully distributed manner, where RQI (Relay Quality Indicator) is newly defined to measure both the ability of receiving packets from content source and the ability of successfully relaying them to successors. The RQI of each node is updated whenever it receives or relays broadcast packet, and the node having the higher RQI is selected as a relay node in a distributed and run-time manner. Thus, the proposed algorithm not only removes the overhead for obtaining prior knowledge to select relay nodes, but also provides the adaptability to the dynamic topology changes. The network simulation and experimental results prove that the proposed algorithm provides efficient and reliable content distribution to all members in a smart class as well adaptability against network dynamics.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.173-178
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• 2021

This study aimed to understand and analyze the learners' class satisfaction and the effectiveness of synchronous online classes after COVID-19. A total of 188 learners participated in the survey conducted at the end of the Fall Semester 2020 at C University located Gyeongsangnam-do. Findings revealed that learners' satisfaction with the synchronous online classes was relatively low, and the learners had negative perception of that. Learning content have the biggest effect on the learners' class satisfaction. Next came class management and the online learning platform. Therefore, instructors need to organize learning content effectively and enhance learners' understanding considering the most influential variable, learning content so that learners are satisfied with the synchronous online classes. Also, instructors should make it possible for learners to get familiar with the online learning platform and use it without any problems through systematic and faithful class design for effective learning in unfamiliar online learning environment. In addition, instructors need to know learners' needs and difficulties and plan their synchronous online classes. This study has limitations in that it was conducted only at one college and the limited number of variables was measured.

• Journal of the Korean Society of Radiology
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• v.15 no.4
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• pp.519-524
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• 2021

As the COVID-19 situation continued to spread to the local community along with the spread due to influx, each university had to conduct all online classes and partially online classes. The purpose of this study was to investigate the satisfaction of learners with the content and lecture contents by paying attention to online non-face-to-face classes according to the change of the class environment in the Corona 19 situation. Satisfaction survey on online non-face-to-face class major subjects was analyzed using questionnaires from June 1 to June 11, 2021, targeting 2nd and 3rd year students in the Department of Radiology at S University in Daegu. As a result of the study, satisfaction with content and class content was found to be an average of 3.78 ± 0.75 points, and learning satisfaction was found to be an average of 3.00 ± 1.14 points. In addition, when taking online non-face-to-face classes, the correlation between students' class attitude and content and class content satisfaction was the highest (r=0.555, p<0.01), and it was found that there was also a correlation between content and class content satisfaction and learning satisfaction. (r=0.331, p<0.01). I think that satisfaction with non-face-to-face online classes can be improved if the quality of content is improved during non-face-to-face online major classes as well as more active interactions between students and professors.