• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.123-144
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• 2017

The purpose of the study was to analyze American teacher quality management system and provide it's implications. For this, the study analyzed the main traits of American teacher policy, Pennsylvania State University's teacher cultivation system, Pennsylvania State's teacher certification, selection, and recruit system, the master teacher system of New Jersey and New York State. The main results are as the followings. First, American teacher policy is variously operated by state government and school district based on variety and autonomy. Second, for teacher cultivation in American teacher policy, the evaluation on the teacher cultivation program of teacher cultivation institute(mainly university) is strictly administrated. Third, for teacher certification, various tests for gaining teacher certificate are administered and standardized tests are used for the tests. Fourth, for teacher selection and recruit, there is no special test for selection and teacher recruit is done by contract. Fifth, for quality management using excellent teacher, America is administering master teacher that is similar with master teacher system in Korea. Finally, the innovation of teacher cultivation institute by introducing Every Student Succeeds Act(ESSA) is anticipated. Based on these results, the implications for Korean teacher policy were provided.

• Journal of vocational education research
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• v.35 no.4
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• pp.109-129
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• 2016

Korea has recently invested much of its effort in fostering talents in scientific fields to establish a foundation for sustainable future growth. From this perspective, the ministry of education has come up with a special rule aimed at achieving the substantiality of engineering schools in universities. The ministry has been providing educational support by providing a tech-innovation center, industry-oriented education, and policies such as PRIME. Despite this support, most students in the natural science field end up being hired in fields not related to their majors. There has been a growing opinion regarding the need for career education for these students. In this research, based on a social cognitive career theory (SCCT) model that provides a comprehensive understanding of career development, this research would like to practically examine the relationship among college students' career preparation behaviors and influencing variables, such as grit, career decision-making self-efficacy, outcome expectation, and major interest. Data from 153 natural-science majors at A college in Korea were collected and analyzed using path analysis. The result was that the data strongly supported the model explaining the relationship between career preparation behaviors and influencing variables. Based on this result, we propose that career education that can promote grit, career decision-making self-efficacy, outcome expectation, and major interest is required to encourage students in the field of the natural sciences to pursue career preparation behaviors related to their majors.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.214-223
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• 2019

This study is a meta-analysis based on results of empirical studies related to work-life balance(WLB), and the relationships between WLB and other variables. In order to achieve this objective, articles published in domestic journals prior to December 2018 were collected. Data was collected using an online database provided by the Korea Educational and Scientific Information Service, and a total of 27 studies and 126 sub data were coded. Data was analyzed using CMA (comprehensive meta-analysis) 3.0 program. Results of this study are as follows. First, the overall mean effect size of WLB was 0.365, indicating a small effect size. Second, the effect sizes of dependent variables influenced by WLB included immersion, innovation, and performance in order. Third, the effect size of organizational focus variables was more than twice as big as that of individual focus variables. Fourth, the negative theoretical background dependent variables of WLB, such as sacrifice, job stress, and turnover showed -0.254 effect size, and the positive theoretical background dependent variables, such as job satisfaction and emotional commitment have mid-size effect (0.576). Fifth, the effect size of independent variables were in the order of work-development balance, work-home balance, and work-leisure balance.

• Journal of Service Research and Studies
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• v.8 no.3
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• pp.51-62
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• 2018

This study examines several evolutionary and alternative aspects of the system of existing education and suggests a more specific approach to the development of recent education that has evolved to the recent service economy era and a new approach to the human capacity of the World Economic Forum (WEF). We propose a stage of education system. We will change the meaning and choice of the job according to the rapid development of the 4th Industrial Revolution. Future occupational education also needs to be changed according to the expectation that job movement will happen frequently. The new education requires a model to prepare for the phenomenon of various convergence as technology collapses with the existing culture. And a higher-level educational philosophy is needed for human competence and the environment to actually connect industrial and social issues. The purpose of this study is to show the necessity of introduction of New Service Learning as a new system of education for super mobility. New Service Learning can be divided into five concepts: Innovation, Modernity, Sustainability, Humanity, and Technology. In future research, it is necessary to complement the research by empirically analyzing the concept of New Service Learning.

• Journal of Practical Engineering Education
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• v.11 no.1
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• pp.75-86
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• 2019

Globally, the change in higher education is gradually moving toward a trend that seeks a change in innovative higher education through the revitalization of digital-based education. Accordingly, this study designed a customized education model based on e-learning that can be used in undergraduate education and development of lifelong vocational skills. The use of online learning platforms and the expansion of education are major factors that change the overall higher education system as the form and content of curriculum changes around the world. In order to establish a customized education model using online learning platform, this study analyzed major overseas advanced education cases and selected the basic direction of customized learning as personalized learning, competency based learning, and training for talents leading the 4th Industrial Revolution. Then, FGI was conducted for undergraduate and lifelong vocational ability development experts. As a result, a customized education model using an online learning platform was derived from a degree-type model available in undergraduate education and a non-degree-type model available in the field of lifelong vocational ability development, and each operation strategy was suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.372-379
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• 2019

This study analyzed the thoughts of college life of students enrolled in each admission process to determine the level of academic competency. The satisfaction level of university life was analyzed among university students who studied at Dongguk University in 2012-2017 and the results were compared with the difference in importance and concentration of university life. Finally, the differences in scholastic ability around GPA were analyzed and compared. The results showed that students with pre-school grades were more satisfied with their college life than those with regular admissions. Although satisfaction with education is high during college life, it has been shown to be unsatisfactory regarding scholarships that are closely related to life. In terms of the difference between importance and concentration of college life, the greatest concern was with finding employment after graduation, but in reality the students could not focus on the current situation, but focused only on the current situation of grades and teamwork. The final admission GPA also showed that pre-school students were higher than regular students, and were able to adjust quickly to their school life and affect their satisfaction. Overall, education policies and programs are needed to understand the overall thoughts of university life and supplement them.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.37 no.1
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• pp.68-75
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• 2019

This study aims to look at the application methods of landscape architecture in response to the 4th Industrial Revolution. The results of the analysis of trends in the 4th Industrial Revolution and the subsequent search for application methods to the field of landscape architecture are as follows. First, the 4th Industrial Revolution means innovative change based on digital technology and seeks to create value based on intelligent information technology, and continuous growth is being made through innovation. This requires expertise to collect large amounts of information and creatively rework it, and a strategy to flexibly cope with changes in the times. Second, the status of technological use in response to the 4th Industrial Revolution in the field of landscape architecture is generalizing the establishment of precise analysis results such as survey technology and global mapping using drones, three-dimensional design simulation, and VR. In the field of traditional landscape architecture, efforts are made to obtain accurate fact-finding data on landscape site components. Third, the application methods in the field of landscape science according to the 4th Industrial Revolution in the future are required to supply precision technology and supply programs in the technology sector, and to provide a shared platform. In addition, a systemically standardized process will need to be established for this. In addition, educational efforts should be continued to professional manpower training and provide economic support for the development of technologies.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.101-116
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• 2022

This study aims to apply the problem-based learning method to a college course on 'Consumer Studies' in a teacher education program. The participants of this study were 27 undergraduate students who were enrolled in the course. The PBL class was implemented for seven weeks using two problems: proposing special lectures on economic concepts and financial consulting. The effectiveness of PBL was analyzed through self-reflective journals, self-assessment, and a learning satisfaction survey of students. The result of this study was as follows. Students achieved the learning objectives and strengthened their collaboration and communication skills with team members during the PBL process. Moreover, students improved their self-directed learning and problem-solving ability through the PBL class. The results of self-assessment, in terms of learning task performance, active interaction, and self-directed learning were generally high at 4.63 points. In addition, the overall learning satisfaction level was very high, with a score of 4.75. The results will provide effective information on PBL classes to instructors and prospective teachers and will be used as data for learner-centered PBL classes.

• Informatization Policy
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• v.29 no.4
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• pp.26-42
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• 2022

In order to evaluate the usefulness of metaverse learning from the learner's point of view, this study 1) evaluated whether the expectancy-value of the class was satisfied before and after the learner used the metaverse learning platform and 2) verified factors affecting metaverse learning satisfaction with regard to the self-efficacy and expectancy-value of learners. Expectancy-value was evaluated by the learning effect, communication, class involvement, and learning attitude, whereas self-efficacy was evaluated by preference for task difficulty, self-regulation efficacy, and self-confidence. As a result of a study targeting 70 college students who applied for a few courses using the metaverse platform at a university in the northeastern part of Seoul, learners were found to have high expectations and values for learning before using the metaverse platform, but both were not statistically satisfied after use. In addition, the higher the self-efficacy of the learner, the higher the satisfaction with the metaverse learning, and statistically significant results were found in the task-difficulty preference and self-regulatory efficacy among the sub-factors of self-efficacy. There is a negative causal relationship between expectancy-value factors and satisfaction with metaverse learning. This study implies that it is a learner-centered evaluation of metaverse learning, revealing the expectancy-value effect and factors influencing the satisfaction with metaverse learning.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.310-321
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• 2022

This study aimed to find out how creative education programs using AR/VR affect student's creative problem-solving skills and class satisfaction. For this purpose, a total of 179 students in 7 classes of the first grade of J High school located in the chungbuk region were the subjects of this study. The data were analyzed by performing two-dependent samples (t-test) based on the difference between the pre- and post-scores of creative problem-solving ability test, and the value of class satisfaction was analyzed and interpret using descriptive statistics and interview. The results of this study are as follows. First, except for 'execution', 'problem discovery and analysis', 'idea generation', 'execution plan', 'conviction and communication', and 'innovation tendency' showed statistically significant results. Second, in terms of class satisfaction of the creative education program, it was an average of 3.75 and it was difficult for learners to derive creative ideas, outputs, and results through groups within a given time in regular class, but generally showed a positive response. Therefore, it was confirmed that the creative education program using AR/VR increased student's learning motivation and interest in the process of generation or expanding ideas to solve problems like educational effect of STEAM.