• 의학교육논단
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• 제18권3호
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• pp.145-149
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• 2016

Outcome-based learning is a global trend in medical education. The Korean Association of Medical Colleges (KAMC) has been developing learning objectives for basic medical education (BME) in Korea. In 2012, KAMC published the 1st edition of "Learning outcomes of basic medical education: Clinical competency-centered" in order to promote outcome-based medical education. KAMC has recently revised and updated the learning outcomes of basic medical education in the clinical competency-centered 2nd edition to reflect the suggestions of all medical schools in Korea and improve application of the published learning outcomes for BME in the field of medical education. KAMC has been making efforts to integrate clinical competency-centered learning outcomes with scientific concepts and principle-centered learning outcomes in addition to basic clinical skills and performance in BME.

• 한국콘텐츠학회논문지
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• 제11권12호
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• pp.475-485
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• 2011

본 연구는 사이버대생과 일반대생의 사회복지 현장실습성과와 전문직 정체성에 영향을 미치는 요인을 비교하여 현장실습의 질을 제고하기 위한 각 학교의 개입지점을 찾고자 한다. 연구결과, 사이버대생의 현장 실습성과가 일반대생보다 유의미하게 더 높게 나타났으며, 사이버대생의 현장실습성과에는 수퍼비전, 학교 요인이, 일반대생은 전공만족도, 수퍼비전과 학교요인이 영향을 미치는 요인으로 나타났다. 전문직 정체성에는 사이버대생의 경우 전공만족도, 수퍼비전, 학교요인이, 일반대생은 전공만족도, 수퍼비전이 영향을 미쳤다. 이에 실습 수퍼바이저는 분명한 역할과 체계적인 지도를 제공하고, 학교는 학생들의 전공만족도를 높이기 위한 노력과 함께 예비사회복지사로서의 자질을 향상시킬 수 있는 사전 사후실습지도가 필요하다.

• 의학교육논단
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• 제18권3호
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• pp.125-131
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• 2016

Recent changes in educational paradigms that emphasize the performance or outcomes of education are redefining how learning objectives are being described as 'learning outcomes' in various academic disciplines. Medical education is not an exception to this trend. However, it has come to our attention that the key concepts and appropriate descriptions of learning outcomes have not been well understood among educators and that this lack of understanding has hindered our efforts to implement the practice in the field. This study aims to provide a direction to establish and describe learning outcomes by examining previous studies that have focused on setting learning objectives as well as learning outcomes. Setting and describing learning outcomes starts from reflection on the approach of behavioral learning objectives, which overemphasizes learner's acquired knowledge, skills, and attitude in each classroom rather than actual performance. On the other hand, the learning outcome approach focuses on what the learner is able to do as a result of a learning experience. This approach is more learner-friendly and encourages students to lead and be responsible for their learning process. Learning outcomes can best be described when the relevance of actual contexts and the hierarchy of learning objectives are considered. In addition, they should be in the form of context, task, performance, and level, as well as be planned with proper assessment and feedback procedures. When these conditions are met, the learning outcome approach is beneficial to students as it presents a curriculum that is more open to learners. Despite these advantages of the learning outcome approach, there is a possible concern that setting the learning outcomes and describing them can restrict evaluation to lower cognitive skills if the concept of learning outcome is narrowly interpreted or is set too low. To avoid such narrow applications, it is important for educators to understand the comprehensiveness of the learning outcome setting and to consider long-term outcomes embedded in an organizational vision rather than only short-term behavioral outcomes.

• 공학교육연구
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• 제24권6호
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• pp.30-39
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• 2021

The present study aims to demonstrate that it is possible to objectively evaluate the competency (referred to as graduate attributes or program outcomes) of graduates of engineering education programs. To strengthen the link between engineering education accreditation and the qualification/certification system of engineering professionals, referred to as K-Engineering Professional (K-EP), individually assuring the quality of accredited graduates using multiple-choice test as main assessment tool is proposed. Test questions related to the basic vocational skills of NCS are developed for seven of the 10 program outcomes of the ABEEK KEC2015. The three program outcomes, PO1, PO3, and PO5, which need to fully accommodate the characteristics of each disciplinary field, are excluded. A pilot test involving graduates of eight accredited programs is conducted. Applying on Rasch model based on Item Response Theory (IRT), the item difficulty, fit and discrimination of multiple choice test are demonstrated. The pilot study strongly suggests that individual competency evaluation is possible at a certain level for seven program outcomes tested. For PO1, PO3, and PO5, however, questions that address the characteristics of each disciplinary field need to be devised. If a suitable pool of questions is built, it can be used as a program outcomes assessment tool by the accredited programs.

• 공학교육연구
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• 제10권4호
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• pp.29-42
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• 2007

공학교육인증에 있어서 프로그램학습성과는 공학교육의 질적 향상 정도를 판가름하는 중요한 기준이며 가장 핵심이 되는 부분이다. 한국공학교육인증원은 프로그램학습성과를 공과대학 졸업생들이 졸업과 동시에 반드시 지녀야 하는 핵심 역량 12가지로 규정하고 있으며 인증을 받고자 하는 모든 공학교육프로그램은 전공 관련 지식을 포함하여 이를 달성하기 위한 교육과정을 구축하고 달성 및 지속적인 개선을 하고 있는지의 여부를 보이기를 요구하고 있다. 여기서 프로그램학습성과는 크게 두 가지를 만족시켜야만 하는데첫째, 공학프로그램은 졸업생이 12가지 능력과 자질에 대해 달성하고 졸업함을 보장할 것에 대한 요구와 둘째, 12가지 능력 및 자질을 교육시키는 프로그램의 교육 수준의 지속적인 개선이다. 따라서 본 연구의 목적은 이러한 한국공학교육인증원의 취지에 맞는 평가를 실시하기 위해 프로그램학습성과 평가의 CQI와 QC를 실현을 위해 갖추어야 할 체계인 구축 모형을 소개하고 한국공학교육인증원의 기준에 알맞은 실천전략을 제시하고자 한다.

• 공학교육연구
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• 제22권4호
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• pp.43-49
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• 2019

A case of course-embedded assesment in electronic engineering was studied. In particular, a realistic evaluation system was developed in consideration of characteristics of the major field and university realities. 10 program outcomes were mapped with all courses in the program. 5 probe courses were selected and their course learning objectives were defined. Measurements of the course learning objective were made by term project and written course test. With using course-embedded assesment, the measurement system of the program outcomes should be changed.

• 한국과학교육학회지
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• 제25권1호
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• pp.57-77
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• 2005

This review is aimed at the understanding of learning in field-trips relating to education in outdoor activities. The review specifically concerns what studies have been undertaken by seeking evidence from research published between 1950 and 2004. The review indicates three common arguments on learning during field-trips. First, the learning in an informal learning environment based on first-hand experiences is most significant when it has meaning for the learner from field-trips. Second, learning aims and strategies in field-trips have evolved along with world-wide concerns towards the environment. Third, the experiences from field-trips can impact significantly on students' cognitive and affective learning. However, the research of field-trip experiences from outdoor activities has focused on learning outcomes far more than on the learning characteristics which facilitate students' learning. Therefore, further study is required, which can provide clear evidence on how such learning characteristics through field-trips can help studentsto successfully attain educational goals.

• 공학교육연구
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• 제26권6호
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• pp.30-39
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• 2023

This study was conducted with analyzing the perceptions of universities and industry regarding need analysis, curriculum design-implementation-outcomes, and the educational environment of the university evaluation institution from an industry perspective. First, as a result of analyzing the importance and implementation level of needs analysis, universities and industries recognized 'industrial trends in related fields' as the most important, but both groups perceived the implementation level to be significantly low. Second, as a result of analyzing the importance of implementing a curriculum based on industry needs, there was a difference in that universities recognized the 'adequacy of curriculum implementation based on industrial needs' and industries recognized the 'field training participation rate' as the most important. Third, as a result of analyzing the importance of curriculum outcomes based on industrial needs, it was found that both groups recognized 'field connection of major curriculum' as the most important. Fourth, as a result of analyzing the importance of the industry-university cooperative educational environment, it was found that both groups recognized 'construction and operation of experimental.practice educational facilities and infrastructure' as the most important. In short, the results of this study are expected to resolve the problem of mismatch between universities and industry in terms of talent development and education, and contribute to the effective implementation of the university evaluation institution from an industry perspective.

• 디지털융복합연구
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• 제17권5호
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• pp.51-63
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• 2019

4차 산업혁명 이후 빠르게 변화하는 사회에서는 복잡한 문제를 해결할 수 있는 융합인재양성이 중요한 이슈로 대두되고 있다. 본 연구는 (사)한국공학교육인증원(이하, 공인원)에서 제시하고 있는 공학교육 인증기준인 융 복합분야의 프로그램 학습성과를 설정하기 위해 필요로 하는 핵심역량을 제안하는데 그 목적이 있다. 연구의 목적을 달성하기 위해 사례연구방법론을 적용하였다. 분석사례는 국내외 대학의 디자인과 소프트웨어 융합 전공이다. 선정된 전공의 교육목표 및 교과목의 강의계획서를 분석하였다. 연구결과 공인원에서 제시하고 있는 프로그램 학습성과 10개 외에 디자인 소프트웨어 융합전공에서 추가로 달성해야할 핵심역량 4가지가 도출되었다. 새로 추가된 핵심역량은 융합능력, 창의적 사고, 창업가능력, 디자인 능력이다. 이 연구의 결과는 향후 융합전공을 위한 공학교육인증 융 복합분야의 평가체계 개발에 기여할 수 있을 것으로 기대된다.

• International Journal of Computer Science & Network Security
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• 제21권12spc호
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• pp.629-635
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• 2021

In the spring, 2020, the pandemic caused quarantine and all educational institutions switched to distance learning, which led to significant changes in the field of education around the world. It has become necessary to build its capacity to provide distance learning to protect education and create opportunities for more individualized approaches to teaching and learning not only during future pandemics but also during other possible issues, such as natural disasters, when a developed flexible curricula could be taught face-to-face or online. The article presents an analysis of distance education in the world during a pandemic, analyzes significant changes, and implements measures in the field of education in Ukraine and around the world. The role of public and international organizations in the implementation of quarantine in the conditions of COVID-19, which partially took over the functions of state and local authorities, is emphasized. The closure of schools under COVID-19 has led to a de facto deterioration in learning outcomes, so we have analyzed the effects of distance learning and digital inequality in the world. It is shown how the COVID-19 pandemic affected access to public services in Ukraine.