• Communications of Mathematical Education
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• v.33 no.2
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• pp.47-66
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• 2019

The purpose of this study is followings. First, we develop and apply teaching and learning methods for conducting team projects in flipped calculus class. Second we collect data such as team reports, individual reviews, and surveys during class activities. Third we survey the impacts on participation in student team activities, advanced studying, communication and collaboration. A total of 120 engineering and science majoring students participated in the 16-week long class study administered in team project learning styles in Spring 2018. There were two characteristics of this class. First students studied concepts and examples with video in pre-class and did the team project learning in the classroom. Second we used Google Drive to record team project progress, and to make sure the instructor to intervene appropriately in team activities. We conducted a team project inside and outside the classroom. This could lead the instructor to advise students and so their participation in team activity increased. As a result, it not only had a good effect on communication and cooperation, but also had an effect on advanced learning.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.91-97
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• 2022

Recently, as per a representative education method to develop core capabilities (such as critical thinking, communication, collaboration, and creativity) problem based learning (PBL) has been widely adopted in universities. Two important features of PBL are 'collaboration between team members' and 'participation based self-directed learning'. These two features should be satisfied in online education, although it is difficult due to the limitation on space and time in the COVID-19 pandemic. This paper presents a new design of PBL class in Metaverse, based on improving the online PBL class operated in the previous semesters in the H university. In the proposed PBL class, students are able to display materials (e.g., image, pdf, video files) in 3D virtual space, that are related to problem solving. The 3D virtual space is called gallery in this paper. The concept of gallery allows for active participation of students. In addition, the gallery can be used as a tool for collaborative meeting or for final presentation. If possible, the new design of PBL class will be applied and its effectiveness will be analyzed.

• Journal of the Korean Applied Science and Technology
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• v.38 no.3
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• pp.735-749
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• 2021

There is true that the evaluation of non-face-to-face swimming classes currently offered by universities due to the COVID-19 outbreak is generally negative. For this reason, the quality of non-face-to-face swimming classes at universities is bound to depend on the expertise of the instructor. However, whether or not of students who lack of practices of swimming could experience exercise flow and could continuously last the swimming exercise after semester or even graduation is difficult to confirm. This is considered to be a significant threat in the future not only for swimming, but also for all liberal arts and lifestyle sports. This study aimed at 281 non-athletic college students with experience of taking both swimming classes, and the need for a study on the structural relationship between exercise flow and participation intention by university swimming class leaders' expertise in non-sports majoring college students. And the results were empirically analyzed. The research results derived in this process are summarized as follows. First, the effect of swimming class leader's expertise (personality, lecture skills, student management, practical skills, basic knowledge) perceived by non-athletic college students on exercise flow (cognitive flow, behavior flow) affects cognitive flow. As a factor influencing, it was found that lecture skills had a statistically positive (+) effect, and as factors influencing behavioral commitment, the positive (+) effect was statistically significant in personality, lecture skills, student management, and basic knowledge. Second, as for the effect of exercise commitment (cognitive commitment, behavior commitment) perceived by non-athletic college students on continuous participation intention, the behavioral commitment factor was found to have a statistically positive (+) effect.

• Journal of the Korea Convergence Society
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• v.9 no.4
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• pp.331-339
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• 2018

The purpose of this study was to know the effects of flow in line dance class on happiness and continuous participation intention in elementary student. By using purposive sampling 271 questionnaires had been used for practical analysis. Collected data were put to frequency analysis, exploratory factor analysis reliability analysis, correlation analysis, and multiple regression analysis using the SPSS Win Ver. 22.0 program. The results of these analyses were as follows. First, the autotelic experience, the concentration, the sense of control and the sense of achievement which are the subordinate variables of the flow, were all found to have significant effects on the confidence, the autotelic experience, the sense of control and the sense of achievement which are the subordinate variables of the flow, were found to have significant effects on the self-realization, the autotelic experience, the concentration, and the sense of achievement which are the subordinate variables of the flow, were found to have significant effects on the enjoyment. Second, the autotelic experience, the concentration, and the sense of achievement which are the subordinate variables of the flow, were found to have significant effects on the continuous participation intention. Third, the confidence and the enjoyment, which are the subordinate variables of the happiness, were found to have significant effects on the continuous participation intention.

• Korean journal of food and cookery science
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• v.32 no.4
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• pp.503-516
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• 2016

Purpose: The purpose of this study was to examine the current state of usage and education participation intention for Yaksun food according to demographic characteristics. Methods: The questionnaire for the survey was distributed to 300 students, who were enrolled in culinary education program at Seoul Institute of Technology and Education from September 5, 2014 to September 20, 2014, and 264 responses were used for analysis. Results: Awareness regarding Yaksun food was low, but the intention to participate in the Yaksun food class was high. The information searching route for Yaksun food was mainly television, radio or internet. Memil-jeonbyeong ssam was the most eaten menu item and Nokdu-Samgye tang was the most popular menu item. Among the different types of Yaksun food, vegetable dishes, steamed dishes, rice dishes and roasted dishes were preferred in this order. The most preferred educational institution for Yaksun food was the cultural center, and the most preferred educational period for Yaksun food was less than three months. The most important point in the Yaksun food class was practical application in real life. Also, the current state of usage for Yaksun food and the intent to participate in an education program for Yaksun food was statistically different according to demographic characteristics. With respect to the current state of usage for Yaksun food, the information searching route for Yaksun food was statistically different according to occupation, cooking career and lives and Yaksun cuisine type preference according to gender, occupation, income and households. Also, with respect to education program participation intention for Yaksun food, educational institution preference for Yaksun food was statistically different according to gender, age, occupation, cooking career, income and lives. Conclusion: Based on these results, this research concludes that for developing an educational program for Yaksun food, it is important to analyze the target customers' demographic characteristics and their needs. Furthermore, it shows that there is a need to develop various educational programs and menus for Yaksun food.

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.47-54
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• 2011

Purpose of this research is to study status of regional informatization of new information alienated women immigrants in concern of uplifting social activities of them under rapidly changing social environment onto the multi-cultural society, which would be used to propose educational courses and concepts aligned to women migrants. Based on the research of informative social activities, the most beloved activities are hobby or leisure related subjects, and places which has utilized information education well and in urban areas are high in social activities. Consequently, supporting fundamental courses of information education are mandatory to encourage social participation activities in area such as regions in Gyeongsangbuk-do and Gwangju, also more intense courses linked with informative tracks are needed in places with lively social participation activities such as in Seoul, Daejeon, and Jeju-do.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.61-77
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• 2016

This study was conducted on 2016 $1^{st}$ and $2^{nd}$ grade middle school students in order to investigate of their perceptions and needs on sewing practice class, which had been experienced during their $6^{th}$ grade elementary school year. Implications and improvement for sewing practice class to be drawn from this study. The findings are as follows: Firstly, the levels of satisfaction with the practice contents and teaching learning method were higher than the median value(3.00). Among the subareas of class evaluation, participation scored the highest average, followed by interest, difficulty, necessity, importance, and utilization. In the entire subareas, girl students have more positive perceptions on sewing practice classes than boy students. Secondly, satisfaction with the practice contents has an effect on all subareas of class evaluation. The satisfaction with the teaching learning method has an effect on participation, interest, importance and utilization. Lastly, as for the practice contents, they would prefer household items and ornament, and want to choose sizes freely. As for students' needs for a new teaching learning method through which students are allowed to freely make objects or create works through a group activity, it was higher than the median value. This study showed that practice contents and teaching learning method are important factors that affect class evaluation. This study suggested that sewing practice class should be conducted freely choosing of practice contents, making the group works, group or student-led activities. If sewing practice class is designed in consideration of the results and students' needs for class, students' perceptions on class is expected to change in a positive way.

• International Journal of Contents
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• v.12 no.4
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• pp.62-68
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• 2016

This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.20-25
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• 2024

The qualitative effect of class is influenced by the instructor's class design and operation method, but it comes from motivating students to actively participate in class and utilizing potential qualities that lead to student-centered learning. Students' activities and the quality development of class participation can be utilized in presentation-based classes. This could be confirmed through the presentation classes in English language curriculum applied to English major students in Korea. In other words, with presentations conducted in language-theoretic classes such as phonetics/phonology, and syntax, it turned out that immersion in learning, concentration on class, and motivation for learning can be improved, developing systematic self-directed learning ability and cooperative mutual communication ability. Instructors need to lead the direction and design of the classes, but the actual educational effect depends on how students accept the academic tasks, how well they understand the learning contents, and how well they can systematically transmit them to others. In this respect, this study aims to investigate that learner-centered presentation classes contribute to making learners develop their competencies in class design, data utilization, imparting knowledge, and communication, which would bring about the improvement of learning quality and educational effects.

• Journal of Engineering Education Research
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• v.27 no.4
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• pp.12-20
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• 2024

This study found that the use of the metaverse enabled two-way communication online, regardless of time and place, making it possible to achieve teaching and learning goals. As applied subject (Occupational ethics in science and engineering) that allow for curriculum activities using the metaverse, team activities, and Problem Based Learning (PBL) selected. This study selected the teaching method that combines team activities of in-class and metaverse depending on the team projects and applies them appropriately according to the class procedure. Basic theoretical content learning and team activities related to the class content were conducted during class time. Also In Gathertown, team projects were carried out through team activities. As a result, this study confirmed that the PBL-subjects curriculum are definitely possible through the progress of the metaverse activities. If the educational environment for metaverse activities and the instructor's preparation and participation are supported, a very high learning effect is expected.