• Journal of Engineering Education Research
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• v.6 no.1
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• pp.42-55
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• 2003

The goal of this study lies in analyzing the realities of the educational courses in the colleges of environment-related science and engineering and proposing plans for their improvement. In this regard, curriculums of each college were analyzed and the subsequent problems and implications were drawn out. In addition, it is suggested that the courses be directed toward job site-centered reform through conducting job analysis with experts in the environmental industry, serving new courses demanded by industries in practice and providing training programs for industries.

• Journal of Korean Biological Nursing Science
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• v.5 no.1
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• pp.13-22
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• 2003

The purpose of this study was to investigate and analyze current educational requirements related to genetics curriculum(from June 2002 to September 2002) established at nursing institutions and to provide the basic data for the development of genetics science program at the undergraduate. Subjects of this study were comprised of twenty-three colleges of nursing in 4-year baccalaureate and thirty colleges in 3-year diploma programs. The results of this study were as follows : 1) 32 colleges offer courses related to genetics. 29 among 32 colleges have that integrated. Three schools have established completely independent courses of genetics. 21 colleges do not have any courses dealing with genetics. 2) The contents of courses related to genetics include: Congenital abnormalities, chromosomal aberrations, congenital metabolic disease, prenatal diagnosis and genetic counseling, genes and chromosomes, immune genetics, blood type and genetics, rule of genetics, variation in gene expression, the map of the human gene, gene linkage genetics, interaction of genes, single inheritance in order and genetic biochemistry. 3) For course credit, 14colleges(48.3%) offered at most 1 credit per course. The grade of student who can take the course, 51.7% were in their second year while 37.9% were in their third year. The majors of nursing faculty who taught the course were nursing(51.7%) and basic nursing science(17.2%). 4) As far as the need of opening the courses related to genetics, 36 colleges(67.0%) have made a 'need', 12 schools(22.6%) state 'dose not need'. 711e reason for need were the following development of bio engineering, increase number of patients who are related to genetics, recognition of the need in clinical nursing. 7 schools(13.2%) agreed to offer independent course in genetics but 39 schools(73.6%) are in disagreement with that. When the school offers the course with other courses, 27 schools(50.0%) are opening basic nursing science and 14 schools(26.4%) are opening nursing as an integrated courses. If the name of course was either genetic nursing(34.0%) or genetics(28.3%), the credits for the course was one or 2 credits. 33 schools(62.3%) students were in the first or second years. 41 schools(84.9%), the majors of the faculty who had taught the course were either basic nursing science(35.8%), nursing(28.3%) or basic medicine(24.5%). The contents of the course should include in that order: Chromosome aberrations, prenatal diagnosis and genetic counseling, congenital metabolic disease, congenital abnormalities, genes and chromosomes, the rules of genetics, immune genetics, interaction of genes, variation in gene expression, etc. The results and discussions of the study indicate that the entire curriculums need to be investigated with respect to contents of education, nursing curriculums and name of courses because of the increasing need of knowledge related to genetics in the clinical practice.

• Archives of design research
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• v.15 no.2
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• pp.37-46
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• 2002

As the use of computer has become popular it is now essential also in designing tools that the common design tools we have been using are now disappearing. The educational institutions have long started using computers as teaching materials to help students adjust to the real world. Let us introduce a new educational method in drawing, one of the basic courses, using imputer application softwares together with application of the conventional drawing instruments.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.5
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• pp.35-42
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• 2013

It has already been four years as of 2013 since the Departmentalized Classroom System was first introduced following the Korean government's policy. However, no investigation had been made yet on whether the system is properly being managed in practice according to the presented standards, guidelines, and policy direction. Hence, an in-depth investigation and analysis were called for. In line with this, documents were researched, deliberation meetings of experts were held, and the system pilot was tested to develop indices to investigate the state of block-scheduled classes and classes for each student's academic level for the educational classes field. For the school management field, we developed indices to investigate the teachers' organization and their division of labor, administrative officers and work reduction, improvement of teachers' expertise, and the guidance of the students' school life. Based on the indices, we investigated the state of 24 schools, which manage an advanced school system, nationwide. The results showed that the Departmentalized Classroom System has now reached the settling stage, which is beyond the introductory stage, and that it needs to be systematically supplemented for it to be settled in a stable manner.

• Journal of the Korean Institute of Educational Facilities
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• v.27 no.2
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• pp.57-68
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• 2020

This research aims analyze the current situation and problems of cultural heritage education, and propose the methodology of cultural heritage education and the model of the curriculum for each education subject. This study consists of three parts. First, the current status of education related to cultural heritage was examined separately by general public, university and graduate students, and practitioners. Second, we reviewed the National Competency Standard(NCS) and the UNESCO World Heritage Competency Framework(CF) as a way to solve the problem of cultural heritage education for each education subject. By examining the methodology and curriculum model of cultural heritage education, we tried to find the future direction of cultural heritage education. Third, the education model of the cultural heritage curriculum for each educational subject was proposed by reflecting the direction and the cyclical education model of sustainable cultural heritage education. In future studies, we intend to use the education model presented in this study to specifically propose basic guidelines for the cultural heritage convergence curriculum.

• Journal of Korean Biological Nursing Science
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• v.24 no.3
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• pp.150-160
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• 2022

Purpose: The current study investigated how clinical microbiology courses are conducted at the undergraduate nursing level in South Korea to identify the perceptions of clinical nurses regarding their knowledge and the clinical importance of microbiology and further assess their educational needs. Methods: Curricula presented on the websites of 202 undergraduate nursing institutions were reviewed. In addition, a survey assessing the knowledge and importance of clinical microbiology perceived by nurses was conducted online. A total of 150 nurses participated in the survey. Data were analyzed using descriptive statistics, correlation coefficients, t-tests, analysis of variance, Borich Needs Assessment Model, and Locus for Focus Model. Results: The results indicated that 90% of undergraduate nursing institutions offer clinical microbiology courses under various subject names. The perceived knowledge and importance of clinical microbiology were correlated; however, knowledge was consistently lower than the perceived importance of clinical biology among nurses. The structure and proliferation of novel viruses ranked highest in the educational needs of nurses based on both the Borich Needs Assessment Model and Locus for Focus Model. Conclusion: Based on the findings, this study suggests educational opportunities for clinical microbiology in hospital settings to reduce discrepancies between knowledge and the importance of clinical microbiology faced by nurses.

• Educational Technology International
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• v.24 no.2
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• pp.203-236
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• 2023

The purpose of this study is to explore the structural relationship between COVID-19-induced sub-dimensions of Online Self-Regulated Learning (OSRL) and satisfaction in online courses conducted in the 'post-COVID-19 era,' as well as to investigate the moderating effects of situational variables such as 'course planning,' 'device type,' and 'course repetition.' To achieve this, the study constructs a measurement model with sub-dimensions of Environment Structuring, Learning Strategy, Help Seeking, and Self-Evaluation as components of OSRL. Participants in this study were selected from university students who enrolled in online courses offered by the Department of Education at University A in the metropolitan area. The research findings reveal several key insights. First, among the sub-dimensions of Online Self-Regulated Learning, Environment Structuring, Learning Strategy, and Self-Evaluation significantly influence satisfaction with online courses. Second, students' satisfaction with online courses significantly influences their intention to continue participating in such courses. Third, 'course planning' during online course hours and 'course repetition' play a moderating role in the relationship between sub-dimensions of Online Self-Regulated Learning and satisfaction. Based on the discussion of these research results, this study concludes by suggesting some future implications and challenges of online courses.

• Journal of Technologic Dentistry
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• v.20 no.1
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• pp.27-35
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• 1998

There is not yet 4 years college education coursed for producing dental technicians in Korea. At present only 3 years college courses are provided for producing dental technicians. This is undesirable in that lots of professional vacations have been more and more speciallized by establishing 4 years college courses. To improve and elevate the ability of dental technicians. the establishment of more advanced educational courses, for example promoting present 3 years college courses to 4 years college courses, is urgently needed. This necessity become more evident when we take into account the ever increasing social demand for dental technicians.

• 대한공업교육학회지
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• v.45 no.1
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• pp.42-62
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• 2020

The Ministry of Education has been quick to apply National Competency Standars (NCS) to industrial sites and educational·training institutions in order to resolve discrepancies between practical affairs in industrial sites and vocational education, training & requirements. Full implementation of NCS-based curriculum in vocational education of vocational high schools has been mandatory since 2018. This research used a region-stratified sample of 350 from teachers in 'machinery' and 'machine·metal' majors in mechanical departments of vocational high schools to investigate the awareness of practical courses for metal machining among the teachers. The research results are as follows. First, a majority of the respondents indicated the availability of turning process, milling process, computer integrated manufacturing and measuring courses in mechanical departments. Second, capabilities required by the industry are considered most in selecting practical courses and competence units. Third, positive changes with the introduction of practical courses in the school education are students' practical skills improvement and satisfaction of industrial requirements. Fourth, negative changes with the introduction of practical courses in the school education are too difficult learning modules used in practical courses for students and students' difficulty in learning because of the difference between equipment in schools and industrial equipment in learning modules. Fifth, teachers' satisfaction with practical courses classes and overall conditions is above the average, and their satisfaction with the level of practical courses and bookbinding or purchase of rearranged textbooks of practical courses is below the average. Therefore, application conditions of above-mentioned representative 4 practical courses should be examined and taken care of for consistent improvement to stabilize NCS-based educational courses in mechanical departments.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.1
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• pp.29-53
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• 2012

This study analyzed the changes in Library and Information Science (LIS) courses by investigating the LIS curriculum of Korea in the past 20 years (1991-2011). Results showed that the total number of courses increased as a whole. As the Korean educational system moved forward to the faculty system (Hakbuje), the number of basic courses increased while the number of core courses decreased. But the opposite phenomenon appeared as universities returned to the department system (Hakgwaje). Also, we investigated the domain-specific distribution of each department by separating the courses of 34 Korean LIS Departments into these seven domains: General Library and Information Science; Information Organization; Library and Information Center Management; Information Services; Information Science; Bibliography; and Archival Science. The results showed that the number of courses reduced in most domains over the past 20 years, except for the Library Service and Information Science areas. This study also explored the following phenomena: disappeared courses, changed course's names, courses that integrated into a single course, courses that separated into various other courses, and newly emerging courses with the developing age.