• 대한공업교육학회지
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• v.40 no.1
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• pp.142-162
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• 2015

The purpose of this study are to provide the basic data materials and implementations for successful performance of electric-work field representatives of South Korean firms by identifying their roles and competency and examining their educational need. For this research purposes, three phased analysis was followed on: (1) the roles of electric-work field representatives, (2) competency of electric-work field representatives and (3) educational need for their competency. This research method was to conduct a focus group interview for 10 expert field representatives along with survey. The collected data materials were processed by MS Excel and SPSS 21.0 for statistical analysis including average, standard deviation and other basic statistics; the gap in awareness of field representatives; and need values. For the needs analysis, the difference between significance of field representatives' competency and current status was examined by t test. And the awareness gap between competency importance and current status was identified based on the Borich equation. The Locus for Focus model was employed herein to identify the kinds of competency with high importance and high inconsistency to prioritize. As a result, this research has found as follows: first, the roles of field representatives were found to be in 13 different kinds of roles. Second, electric-work field representatives were found to need to have 16 different skills. Third, regarding the 16 abilities, the gap between current status and significance was analyzed herein. The results showed statistically significant differences in all cases. The Borich needs analysis found the first required ability was communication ability followed by power of execution, conflict management ability, analytical thinking and time management ability. Also, the results of Locus for Focus model analysis displayed that the first quadrant(HH) included 7 highly-demanded abilities of communication ability, analytical thinking, decision making ability, specialty, time management ability, power of execution and drive for work implementation. The top-priority group was found to have 5 items of communication ability, analytical thinking, time management ability, power of execution and drive for work implementation which were commonly seen in the Locus for Focus model outcomes. Based on these findings, this research could identify the roles and competency of electric-work field representatives and provide the basic data materials applicable to future personal management of electricity companies including recruitment, division of work, job description, evaluation, etc. Also this research offered guidelines on demanded abilities in the field and where to place priority. The kinds of abilities with high educational demand as found in this research must be considered in designing educational programs for the competency building of field representatives. This research is expected to provide useful information in developing such educational programs for field representatives.

• Journal of the Korea Convergence Society
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• v.10 no.7
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• pp.39-45
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• 2019

The aim of this research is to find out how convergent operation of the learning coaching and compensation system affects the academic self-efficiency and learning performance of university students. In the second semester, a compensation system was prepared based on learning coaching and learning outcomes, made a notice in advance, and conducted a survey before and after operation to measure the academic self-efficacy. In addition, the MLST-II Learning Strategy Diagnosis Examination was conducted on G university students to diagnose the learning tendency. As a result, although G University students felt a reluctance by coaching the learning community and expected negative results during the course of participation in the learning community due to low motivation and low expectation of results, they showed a significant improvement in academic self-efficiency and learning outcomes. Therefore, even students with negative learning tendency will need to consider how to operate these programs in the educational field, as the expert's learning coaching and compensation systems produce positive results for students' academic self-efficiency and learning outcomes rather than leaving them to autonomy.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.3
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• pp.59-87
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• 2023

The aim of this study is to provide practical instances of implementing picture book reading sessions within school libraries to enhance language proficiency and foster emotional stability among lower-grade multicultural students hailing from foreign backgrounds. The research outlines the design and execution of a picture book reading program tailored for multicultural students, with analysis based on the outcomes of actual classroom implementations. In the course of the study, existing literature pertaining to the use of picture books for enhancing multicultural education and language skills was reviewed. This informed the development of a structured class procedure by extracting core components. Indeed, 43 multicultural students in five classes in the first and second grades of A Elementary School in Gyeonggi-do were given three pilot classes for each class for 20 weeks and a total of 100 picture book reading classes, each with 17 main lessons. This study establishes the positive impact of picture book reading classes on the Korean language comprehension of multicultural students. The results confirm positive improvements in students' ability to understand Korean, as evidenced by enhanced Korean expression and presentation skills, increased library usage, and a positive shift in classroom attitude. The procedure for reading picture books using school libraries proposed in this study was actually conceived and developed in the course of class operation in the school education field, reflecting the changes brought about by the increase of multicultural students and the need to improve the class environment. Through this practical investigation, important insights have been extracted regarding how picture book reading sessions designed for elementary school students from multicultural backgrounds can enhance the classroom environment and elevate learning outcomes.

• Convergence Security Journal
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• v.15 no.3_2
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• pp.53-58
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• 2015

The study of Security Martial Arts is classified into nine categories; philosophy, history, education, sociology, psychology, physiology, training science, movement dynamics, and guard practice. The study of the theory and practice of Security Martial Arts should be concerned at first, for the development and progress for the future of Martial Arts. First, theoretical research that can be utilized in the real field should be performed, and such research outcomes are needed to be published as teaching materials and to be shared through various channels. Second, collaborative research of the characteristics of martial arts should be carried out. The Security Martial Arts would achieve a further development if training methods are complemented, and strengths and weaknesses of the events are fully understood. Third, studies for the independence of disciplines should be performed. The study field is derived into nine areas, and each is needed to be developed scientifically and systematically. Accompanied by sustainable study, academic autonomy of Security Martial Arts will be achieved.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.1
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• pp.518-525
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• 2016

This study examined the relationships and characteristics between generic skills and individual variables. The data from 187 students at a Korean university that participated in the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study were utilized. The results indicated that there were no differences in generic skills according to gender, age, and grade point average (GPA). The field of study was the only variable showing a statistically significant difference in generic skills among the three groups. As a result of cluster analysis, four groups were formed based on the characteristics of generic skills. No differences in generic skills were observed among the four groups according to gender, age, and field of study. On the other hand, there was a statistically significant difference in generic skills among the four groups according to the GPA.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.620-633
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• 2014

This study was to examine elementary students' expectations on informal science learning in science museums which have characteristics of free choice learning. $5^{th}$ and $6^{th}$ grade students in two different elementary schools in Gyeonggi province participated in the survey and 330 samples were collected. Subcategories for the survey were categorized on the basis of review of the literature about the learning outcomes from science museums. The survey instruments were developed following the idea of each subcategory from the learning in science museums and a content validity of the survey instruments was checked. The results were as follows: Generally students' had high expectations of all subcategories and developing their interests in science through science museums was confirmed the most. Moreover, expectations on learning in science museums were differences between gender and grade. Finally, it was found that grade differences of expectations on learning in science museums were affected by intrinsic motivation, and empirical activity were affecting the gender differences of those. Based on the results of study, elementary students could confirm that the science museums had the important values and possibility as a field of informal science learning. And this study implied that the science museums could enhance more educational roles of informal science learning.

• Radiation Oncology Journal
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• v.37 no.1
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• pp.13-21
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• 2019

Purpose: Glioblastoma (GBM) carries a high propensity for in-field failure despite trimodality management. Past studies have failed to show outcome improvements with dose-escalation. Herein, we examined trends and outcomes associated with dose-escalation for GBM. Materials and Methods: The National Cancer Database was queried for GBM patients who underwent surgical resection and external-beam radiation with chemotherapy. Patients were excluded if doses were less than 59.4 Gy; dose-escalation referred to doses ≥66 Gy. Odds ratios identified predictors of dose-escalation. Univariable and multivariable Cox regressions determined potential predictors of overall survival (OS). Propensity-adjusted multivariable analysis better accounted for indication biases. Results: Of 33,991 patients, 1,223 patients received dose-escalation. Median dose in the escalation group was 70 Gy (range, 66 to 89.4 Gy). The use of dose-escalation decreased from 8% in 2004 to 2% in 2014. Predictors of escalated dose were African American race, lower comorbidity score, treatment at community centers, decreased income, and more remote treatment year. Median OS was 16.2 months and 15.8 months for the standard and dose-escalated cohorts, respectively (p = 0.35). On multivariable analysis, age >60 years, higher comorbidity score, treatment at community centers, decreased education, lower income, government insurance, Caucasian race, male gender, and more remote year of treatment predicted for worse OS. On propensity-adjusted multivariable analysis, age >60 years, distance from center >12 miles, decreased education, government insurance, and male gender predicted for worse outcome. Conclusion: Dose-escalated radiotherapy for GBM has decreased over time across the United States, in concordance with guidelines and the available evidence. Similarly, this large study did not discern survival improvements with dose-escalation.

• Journal of Information Science Theory and Practice
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• v.7 no.3
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• pp.6-20
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• 2019

Learning analytics, or educational data mining, is an emerging field that applies data mining methods and tools for the exploitation of data coming from educational environments. Learning management systems, like Moodle, offer large amounts of data concerning students' activity, performance, behavior, and interaction with their peers and their tutors. The analysis of these data can be elaborated to make decisions that will assist stakeholders (students, faculty, and administration) to elevate the learning process in higher education. In this work, the power of Excel is exploited to analyze data in Moodle, utilizing an e-learning course developed for enhancing the information computer technology skills of school teachers in primary and secondary education in Greece. Moodle log files are appropriately manipulated in order to trace daily and weekly activity of the learners concerning distribution of access to resources, forum participation, and quizzes and assignments submission. Learners' activity was visualized for every hour of the day and for every day of the week. The visualization of access to every activity or resource during the course is also obtained. In this fashion teachers can schedule online synchronous lectures or discussions more effectively in order to maximize the learners' participation. Results depict the interest of learners for each structural component, their dedication to the course, their participation in the fora, and how it affects the submission of quizzes and assignments. Instructional designers may take advice and redesign the course according to the popularity of the educational material and learners' dedication. Moreover, the final grade of the learners is predicted according to their previous grades using multiple linear regression and sensitivity analysis. These outcomes can be suitably exploited in order for instructors to improve the design of their courses, faculty to alter their educational methodology, and administration to make decisions that will improve the educational services provided.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.631-638
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• 2017

In the age of the Fourth Industrial Revolution, lifestyle and industrial structures are faced with evolution from IT-based automation to the intelligent stage, demanding talents with software capabilities in various fields. Reflecting these demands, the government has enhanced basic software education for non-majors in elementary and secondary schools as well as universities. In this study, the software convergence education of Non-Majors is proposed to improve the general problem solving ability based on computational thinking and the software convergence ability in the field of their own by developing robot activity. The subjects of this study were 91 students, who were composed of various majors. The class was designed with computing thinking, convergence elements, and creative robot activity. The study was conducted for 13 weeks. To examine the effects of software convergence education through the creative robot activity, this study observed changes in the students' learning outcomes, satisfaction with creative robot activities, and perceptions of other disciplines after class based on pre-diagnosis surveys. The survey asked 12 questions including an understanding of the learning contents, overall satisfaction with multidisciplinary collaborative learning, understanding of other disciplines, and self-evaluation of problem solving ability through creative robot activities, which were compared with that before the class. They answered that their ability was improved.

• Journal of Science Education
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• v.42 no.2
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• pp.132-147
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• 2018

The goal of this research is to suggest a theoretical process-centered assessment model based on Learning Progressions of key competencies in the context of STEAM instructions. The "Process-Products Combined Module-type (P2CM) STEAM Assessment Model (P2CM STEAM Assessment Model, hereafter) can be used both as an instructional model and as an assesment model, applicable for various STEAM topics and instructional types. consists of 3 axes. The first X axis stands for 4C competencies that should be emphasized through STEAM instruction. The second Y axis stands for the types and the hierarchy of STEAM instructions. The third Z axis stands for the assessment standards based on LP. We also exemplified an assessment module combined creativity competency with creativity-based instruction based on . Based on the research results, we suggested elaboration of assessment models based on Korean LP research outcomes, development and supply of formative assessment models through field-based in-depth research, modification of formative assessment models with the participation of teacher communities and in-service teachers, and the necessity of further research on assessment models for tracking LP.