• 대한치과기공학회지
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• 제41권2호
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• pp.113-122
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• 2019

Purpose: This study analyzed the difference in participation motive, expectation for educational institution and educational satisfaction depending on participation level of students of advanced course for bachelor of dental technology. Methods: 81 students of advanced course for bachelor of dental technology from four university were selected by convenience sampling method. To analyzed influence of participation level depending on participation motive, expectation for educational institution and educational satisfaction, regression analysis was carried out. Results: The participation level of the students was found to be influenced by the educational satisfaction, participation motive and expectation for educational institution. Conclusion: Based on the results, it is important to understand the participation motive of the students and to offer satisfaction environment and administrative support for enhancing the expectation for education for educational institution.

• International Journal of Computer Science & Network Security
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• 제23권1호
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• pp.169-186
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• 2023

The research aimed to identify the effectiveness of an educational program using 3D glasses as a technological innovation on academic achievement and attitude towards elearning in science in the preparatory stage. The research relied on the analytical descriptive approach and the semi-experimental approach. The research tools were the achievement test and the scale of attitude towards e-learning. An educational program was designed and produced using 3D glasses. The study sample consisted of 60 students from the second grade in the preparatory stage at the Rural Jeddah School. The research concluded to the following results: There was a satistically sigificant difference at the level of sig. (0.05) among the -mean scores of the experiemtal and control group students in the post assessment atthe level of achievement in favor of the experiemental group and therewas a satistically sigificant difference at the level of sig. (0.05) among mean scores of the experiemtal and control group students in the post assessment at the level of attitude towards e-learning in favor of the experiemental group. And it was found that the positive effect of the 3D educational program for improving the level of achievement and the attitude towards e-learning for the students. The program allowed the experimental group students to practice self-learning, interaction, and achievement according to the individual differences among them.

• Advances in nano research
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• 제16권6호
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• pp.615-622
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• 2024

This study investigates the impact of educational management on the performance of scholars in the field of nano/micro-level composites. The objective is to understand how effective management strategies can enhance the academic achievements and research outcomes of students specializing in this advanced area of materials science. Through a combination of qualitative and quantitative methodologies, data was collected from various educational institutions renowned for their programs in nano/micro-level composites. Our results indicate that tailored educational management practices significantly improve student performance. Key strategies identified include personalized mentorship programs, interdisciplinary collaboration opportunities, and access to state-of-the-art laboratory facilities. Institutions that implemented these practices observed a marked increase in the quality and quantity of research outputs, higher student satisfaction rates, and improved post-graduation employment prospects in relevant industries. Furthermore, the study highlights the importance of continuous professional development for educators to stay abreast of the latest advancements in nano/micro-level composites. By fostering an environment of innovation and support, educational management can play a crucial role in shaping the next generation of researchers and professionals in this cutting-edge field. These findings underscore the necessity of strategic educational management in optimizing the academic and professional trajectories of scholars in nano/micro-level composites, ultimately contributing to advancements in technology and industry applications.

• 농촌계획
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• 제23권3호
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• pp.121-131
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• 2017

Although the educational facility are an important considerations on a social equity standpoint, educational environment in rural areas has been continuously deteriorated by numerous social problems such as decreasing birth rate and increasing of local school closing. The purpose of this study is to evaluate the accessibility of educational environment in rural areas on village level. First, we evaluate physical accessibility based on legally defined commuting distance. Second, the implication of village population of potential accessibility is analyzed. Lastly, the facility centrality index of each village is estimated for assessing the relations of educational accessibility. The main results of this study are as follows; (1) The accessibility of most villages in Pyeongchang-gun is vulnerable that 81.10% for elementary school, 73.17% for middle school, and 82.32% for high school, respectively; (2) The average commuting distance per student considering estimated number of students for each educational facilities indicated 2.75km for elementary school, 4.37km for middle school, and 5.79km for high school; (3) the facility centrality index is highly correlated to educational facilities but not to village population.

• 교육시설 논문지
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• 제19권4호
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• pp.11-19
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• 2012

The purpose of this study is to gauge the level of awareness of elementary, middle school, and highschool teachers regarding teaching-learning activities, learning space, and support for technology-based instruction in current and future school education, thereby providing essential data for seeking future improvements in the learning environment. Towards this end, a survey questionnaire (sectionalized into teaching-learning activities, learning space, and support for technology-based instruction) was developed. Subsequently the survey was administered to a random sampling of elementary, middle school, and highschool teachers in the Kyonggi, Kangwon, and Chonra Provinces. An in-depth analysis was conducted on the 797 questionnaire responses thus attained, focusing on the teachers' level of awareness regarding teaching-learning activities, learning space, and support for technology-based instruction, the correlation of the findings of the three areas in question, and the differences of the findings according to the circumstances of those surveyed. Based on the results, the authors of this study propose the following: First, that school administrators take into account the level of awareness of frontline teachers regarding teaching-learning activities, learning space, support for technology-based instruction. Second, efforts should be made to establish a safe and secure learning environment conducive to the synergic interplay of the three areas in question, by realizing true ICT in the classroom. Third, teachers in the classroom must endeavor to achieve a meaningful synthesis between educational programs and teaching-learning activities, as well as to serve as harbingers of improvements in the way we conduct the business of education.

• 한국가정과교육학회지
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• 제23권1호
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• pp.53-71
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• 2011

본 연구는 중학교 1학년 기술 가정 교과의 '청소년의 이해' 대단원에 속한 소단원별 하위 주제의 교과 내용에 대한 남녀 학생들의 흥미도와 유용성 인식을 파악하고 이들 간의 관계를 분석하는데 목적이 있다. 이를 위해 서울 및 경기, 인천에 거주하는 중학교 1학년 남녀 학생 521명을 대상으로 설문조사를 실시하였고 빈도분석, t-test, 일원분산분석, Pearson의 적률상관관계분석을 적용하여 자료를 분석하였다. '청소년의 이해' 대단원 내용에 대한 전반적인 흥미도와 유용성 인식 경향을 보면 가장 흥미도와 유용성 인식이 높은 소단원은 '청소년의 스트레스 관리'로 나타났다. 중학생의 '청소년의 이해' 대단원의 소단원별 하위내용에 대한 흥미도는 성별, 거주지역, 모의 연령, 부모 학력, 교과 선호도에 따라 차이가 나타났으며 유용성 인식은 성별, 거주지역, 모의 연령, 모의 학력, 교과 성적, 교과 선호도에 따라 차이가 나타났다. 소단원별 교과내용에 대한 흥미도와 유용성 인식과의 상관관계는 전반적으로 어느 소단원에 대해 흥미를 많이 가질 경우 그 해당 단원뿐만 아니라 해당 단원이 속해 있는 중단원 내의 다른 단원에 대하여도 유용성을 높게 인식하는 것으로 나타났다.

• 한국컴퓨터정보학회논문지
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• 제21권1호
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• pp.181-189
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• 2016

This study examined three elementary school computing curriculum - the CSTA K-12 computer science standards, the computing programme of the national curriculum in England, and the 2015 national curriculum in Korea - focusing on the educational objectives with the perspective of the revision of Bloom's Taxonomy of Educational Objectives. The CSTA K-12 computer science standards mainly addressed applying procedural knowledge and using digital technology is the main theme. The computing programme in England concentrated on understanding factual and conceptual knowledge of computer science, such as algorithms. The 2015 national curriculum also addressed applying procedural knowledge, but the main focus is making softwares and robots. The findings of this comparative analysis suggest that it is needed to set up concrete educational objectives for lower grade and make them related to the secondary education to make more coherent elementary-level learning objectives. And elementary-level computing learning objectives are needed to be organized with the perspective of knowledge and cognitive process level.

• Journal of Information Technology Applications and Management
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• 제9권1호
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• pp.111-126
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• 2002

The purpose of this research is to study the effectiveness of applying Information technology to education, so-called education informatization. Education informatiantion consists of building information infrastructure, educational course operation and improvement of the teacher's ICT ( Information and Communication Technology) ability to consolidate and teach educational information development and diffusion. In this study, we've studied the effects of the use of IT on the improvement of student's class Participation and understanding level, We set the hypotheses and tested them. A method of teaching and learning using IT influences the degree of class participation. Educational courses and a method of teaching and learning have been proved to affect the understanding of a lecture. Also, we validated the educational effectiveness on the educational course and class teaching by setting WIS (Weighted least square) on the IT utilization time.

• 농촌지도와개발
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• 제16권1호
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• pp.69-98
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• 2009

This study empirically studies the effects of Agricultural Technology Service Center's educational program for farmers on their incomes. The educational program for farmers has widely been managed in discourse and policy in Korea. In 2008, Agricultural Technology Service Center managed 88 educational program for farmers, where 6,409 farmers received a certificate. While there are important studies, most of them have concentrated on qualitative analysis and noneconomic effects to an educational program for farmers. This study tried to analyze whether or not there is an economic effect of an educational program for farmers, focusing on the relationship between the educational program for farmers and their income status. Multilevel models (or hierarchical linear models) were applied to this study. Multilevel model is a quantitative model of parameters that vary at more than one level and show hierarchical structures between levels. This study particularly accentuates that an educational program for farmers is more meaningful when it can raise farmers' incomes by region and by educational program for farmers.

• Educational Technology International
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• 제21권2호
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• pp.217-247
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• 2020

Many developing countries consider ICT as a key enabler to improve their educational systems and teachers are viewed as change agents. This paper aims to present policy suggestions concerning how to foster teachers' ICT competencies in developing countries based on the outcomes of an ODA project case in Peru. This study was conducted through three stages: Literature survey, site visit, and policy suggestions. To draw relevant policy suggestions, we employed the framework of the 'macro-meso-micro' level of teacher professional development. The following policy suggestions are discussed: (a) macro level: to develop the national framework of teacher ICT competencies and competency-based teacher training, (b) meso-level: to promote teacher communities of practices and school-based research programs, and (c) micro-level: to redesign teacher professional development programs to help teachers better understand the complex relationships between content, pedagogy, and technology, beyond learning about basic ICT literacy skills. This study contributes to the understanding of how ODA projects can approach the issue of teacher ICT capacity building at multiple levels.