• 과학교육연구지
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• 제33권1호
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• pp.152-163
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• 2009

이 연구는 대학 강의 상황에서 두 예비 과학 교사들의 코티칭을 활용한 수업이 계획 준비되고, 실행되며, 평가 반성되는 과정을 자세히 기술하고 설명하며 이해하려는 목적을 가진다. 예비 과학 교사들은 수업에 대한 관점을 교환하며 코티칭 수업 모형과 내용을 선정하고 수업 자료를 공동으로 준비하였다. 강의실의 공간을 두 예비 과학 교사들이 효율적으로 활용하고, 수업을 이끌어가는 역할을 주고받으면서 코티칭 수업을 함께 진행하였다. 코티칭 수업에 직접적 간접적으로 참여하는 지도교수와 다른 예비 과학 교사들은 학생 또는 수업 비평가의 역할을 맡아 코티칭 수업을 도왔으며, 수업 후 평가와 반성을 공유하였다. 코티칭 수업이 중등 교육 현장, 과학 교사 교육, 과학 교육 등에서 가지는 의미와 시사점을 논의하였다.

• 설비공학논문집
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• 제17권8호
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• pp.736-745
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• 2005

This study is undertaken to evaluate the relationship between the indoor $CO_2$ concentration and the local mean air-age in the lecture room with the occupants. We conducted the experiments to examine the indoor $CO_2$ concentration and the local mean air-age with respect to the supply airflow of the ventilation system and the discharge angle and air-flow of the system air conditioner. Through the experiments, we found out that indoor $CO_2$ concentrations calculated by the prediction equation of Seidel are about 350 ppm lower than those measured by the experiments. The indoor $CO_2$ concentration is not related with the air-flow and the discharge angle of the system air-conditioner, but with the ventilation airflow. From the numerical calculation, the indoor $CO_2$ concentration is not related with the ventilation effectiveness, but strongly with the local mean air-age. In case of our model, the indoor $CO_2$ concentration is likely to fall within the acceptable air quality when the local mean air-age is averagely predicted under 400 seconds.

• 대한안전경영과학회지
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• 제16권2호
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• pp.167-174
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• 2014

Heating and air conditioning system is changing rapidly from the traditional HVAC central supply system to the individual supply system with electrical heat pump system (EHP) in Korean school buildings. The individual supply system has advantages to turn on and off individually and to adjust the thermal comfort separately, but energy is wasted in the unoccupied classroom when the last leaving occupant does not turn off the controller. If the controller is to be off automatically while the classroom is not in use, energy consumption would decrease dramatically. This project aims to cease the unnecessary EHP supply in vacant classroom by inputting the class schedule from the central control room to reduce the energy-spending. Experimental measurements were carried out between the controlled classroom that is turned off when not in use and the uncontrolled room that is turned on continually. Occupant's comfort and energy consumption were measured and compared between the controlled case and the uncontrolled case. The energy consumption of controlled classroom case is 30-60% less than that of the uncontrolled classroom case. This result shows that controlling the cooling supply for the unoccupied classroom using the class schedule can decrease the energy consumption remarkably. This supply control system can be used to conserve energy in school structures like universities.

• The Journal of the Acoustical Society of Korea
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• 제28권2E호
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• pp.60-65
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• 2009

The present study aims to investigate the effects of sound diffusers and absorbers on the sound clarity in classrooms. In order to do this, computer simulations were carried out to find the effective area of treatment which could enhance the sound clarity in the room. Acoustic measurements were undertaken in a lecture room with several conditions changing the surface of walls and ceilings with diffusers and absorbers. Diffusion and absorption treatments were applied to the side walls, rear wall and the ceiling of the classroom. SPL, RT, D50, RASTI were measured at 9 measurement points with one sound source and MLS was used as the sound source signal. The results show that higher sound clarity was obtained when diffusers were applied to rear walls and ceiling rather than side walls. Also, it was confirmed that absorption increased sound clarity more effectively with smaller amount in comparison with diffusers. It was also concluded that the effects of sound diffusers and absorbers on the sound clarity could be obtained distinctly at the rear area of the classroom.

• 한국임상보건과학회지
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• 제4권2호
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• pp.566-570
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• 2016

Purpose. The purpose of this study was to determine the using state of computers and internet in university students. Method. This research conducts a survey of 50 university students. Researcher personally visited lecture room to explain the purpose of research. The questionnaire was made by the researcher and consists of seven questions. Result. In this study, university students of 74% using computer more than one hour per day. The most of purpose of internet use was internet surfing and writing a document. University students of 42% were play games with internet. Conclusion. The continuous tracking is need of computer and internet use and need to be healthy for the use of guidance of university students.

• 한국간호교육학회지
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• 제3권
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• pp.99-116
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• 1997

In response of the increasing demand for professional degree in nursing, some university in Korea offers RN-BSN program for R. N. from diploma in nursing. However, RN-BSN program in Korea is in formative period. Therefore, the purpose of this survey study is for the comparative analysis of RN-BSN curriculum in Korea and U.S.A. In this study, subjects consisted of 18 department of nursing in university and 5 RN-BSN programs in Korea and 18 department of nursing in university and 12 RN-BSN programs in U.S.A. For earn the degree of Bachelor of Science in Nursing, the student earns 134 of mean credits in U.S.A., whereas 150.3 of mean credits in Korea. The mean credit for clinical pratice is 30.1 in U.S.A., whereas 23.9 in Korea. Students are assigned to individually planned clinical experiences under the direction of a preceptor in U.S.A. In RN-BSN program, total mean credits through lecture and clinical practice for earn the degree of BSN is 35.5(lecture : 27.7, practice ; 7.8)in U.S.A., whereas,48.1 (lecture;42.1, practice;6.0) in Korea. RN-BSN program can be taken on a full-or-part time basis in U.S.A., whereas didn't in Korea. Especially, emphasis is place on the advanced nursing practicum that focus on the role of the professional nurse in providing health care to individuals, families, and groups in community setting in U.S.A. 27.7 of mean credits was earned through lecture in U.S.A., whereas 42.1 of mean credits in Korea. It means that RN-BSN program in Korea is the lesser development in teaching method and appraisal method than in U.S.A. Students of RN-BSN program in U.S.A. can earns credit through CLEP, NLN achievement test, portfolio review session etc as well as lecture. Therefore, the authors suggests some recommendations for the development of curriculum of RN-BSN program in Korea based on comparative analysis of RN-BSN curricula in U.S.A. and Korea. 1. The curriculum of RN-BSN Program in nursing was required to do some alterations. Nursing care, today, is complex and ever changing. According to change of public need, RN-BSN curriculum intensified primary care program in community setting, geriatric nursing, marketing skill, computer language. 2. The various and new methods of earning credit should be developed. That is, the students will earn credits through the transfer of previous nursing college credits, accredited examination of university, advanced placement examination, portfolio review session, case study, report, self-directed learning and so on. Flexible teaching place should ile offered. 3. Flexible teaching place should be offered. The RN-BSN curriculum should accommodate each RN student's geographical needs and school/work schedule. Therefore, the university should search a variety of teaching places and the RN students can obtain their degrees comfortably throughout the teaching place such as lecture room inside the health care agency and establishment of the branch school in each student's residence area. 4. The RN-BSN program should offer a long distance education to place-bound RN student in many parts of Korea. That is, from the main office of university, the RN-BSN courses are delivered to many areas by Internet, EdNet (satellite telecommunication) and other non-traditional methods. 5. For allowing RN student to take nursing courses, program length should be various, depending upon the student's study/work schedule. That is, the various term systems such as semester, three terms, quarter systems and the student's status like full time or part time should be considered. Therefore, the student can take advantage of the many other educational and professional opportunities, making them available during the school year.

• 정보교육학회논문지
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• 제9권2호
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• pp.349-358
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• 2005

프로그래밍 실습은 반드시 프로그램이 설치된 곳에서 교육을 해야하며 교사중심의 강의식 수업만으로는 충분한 학습이 어려운 단점이 있다. 이에 본 연구에서는 제7차 교육과정의 이론적 토대가 되는 구성주의 교육관(자기주도적학습, 문제중심학습)에 입각하여 Visual Basic 프로그램 학습을 교수자와 학습자 모두에게 효율적이고 긍정적 효과를 얻을 수 있는 수준별 학습 모형으로, 웹이 가지는 긍정적인 효과를 상호보완 하여 설계하였다. 웹 코스웨어는 튜터 시스템과 ActiveX를 이용하여 Visual Basic프로그램을 웹에서도 가능하도록 구현 하였다. 코스웨어를 적용 결과 학생 개개인의 능력 수준에 맞는 수준별 교육과정의 학습방법으로 학습자에 게 다양한 학습 기회를 제공하며, 성취도와 학습의욕을 높일 수 있었다. 또한 오류 수정 학습의 제공으로 문제해결 능력과 논리적 사고 능력을 신장시킬 수 있었다.

• 교육녹색환경연구
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• 제19권4호
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• pp.40-49
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• 2020

교육의 기본적인 형태는 지식의 전달, 즉 음성 전달을 통해 교수가 교육수요자에게 지식을 전달하는 방식이므로 쾌적한 학습 환경 조성에 있어 음환경은 필수적인 고려 요소이다. 실내 음환경은 재실자의 정신적 스트레스와 매우 밀접한 연관성을 가지고 있으므로 적절한 음환경의 조성 여부에 따라 교육의 질적 수준 또한 크게 변화할 것이다. 따라서 본 연구에서는 선행연구에서 제시한 물리적 음향성능 자료를 바탕으로 가청화 기법을 활용한 청감실험을 실시하였으며 이를 통해 강의전용 공간의 물리적 음향성능 개선에 따른 주관적 음향성능의 만족도 변화를 분석하였다. 연구는 강의전용 공간에서 주로 사용되는 음원 6개를 선정하여 8개의 어휘로 평가를 진행하였다. 연구 결과, 음향성능의 개선에 따라 주관적 음향성능도 개선되었으며 소공연장을 강의전용 공간으로 리모델링한 후 "음악"에 대한 주관적 반응보다 "음성"에 대한 주관적 반응이 긍정적으로 나타나 음성 전달에 보다 적합한 공간으로 개선되었음을 확인하였다. 따라서 본 연구를 통해 교육시설의 음환경 개선 시 물리적 음향성능 뿐만 아니라 청감실험을 통한 주관적 음향성능 검증의 필요성을 강조하고자 하였다.

• 공학교육연구
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• 제22권2호
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• pp.3-15
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• 2019

This study analyzed the evaluations of instructors and experts on flipped learning-based engineering in order to suggest improvement strategies. This study was conducted with 8 engineering courses which participated in the flipped learning course development project of C university from 2017-2018. As a result of the analysis, the instructors and experts pointed out that the pre-learning was not performed and checked effectively. In this regard, the instructors suggested the students' burden of pre-learning, the lack of understanding about flipped learning, and the experts suggested the lack of instructional strategies to facilitate pre-learning. In addition, the instructors and the experts pointed out that the courses were still instructor-centered. The instructors evaluated that they operated the instructor-led course by themselves. In addition, the experts suggested that there was not enough instructional strategies to activate the learner-centered activities. The number of the students and the lecture room environment that were not appropriate for the learner- centered class were the evaluation opinions of both the instructors and the experts. In addition, the professor suggested the lack of understanding and preparation of the flipped learning of the instructors and the learner as the main opinion, and the experts pointed out that the online learning system and classroom was not linked for pre-learning, classroom learning, and the post-learning. Based on these results, suggestions for improvement of flip learning based engineering course were suggested.

• 복식문화연구
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• 제30권5호
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• pp.717-731
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• 2022

The purpose of this study is to suggest effective online pedagogical strategies for a fashion design CAD course to enhance student learning and satisfaction. The study investigated student experience of online learning and compared online learning with a face-to-face learning experience. Student concentration, participation, perceptions of effectiveness of teaching, utilization of learning materials, and satisfaction were analyzed using a 5-point Likert scale. Advantages and disadvantages of online learning as well as advantages of face-to-face learning were also analyzed both quantitatively and qualitatively. Student concentration, participation, and perception of effectiveness of teaching were greater for face-to-face learning with significantly higher concentration on individual practice. Students utilized video recording of synchronous online lectures more actively than PDF lecture notes. The advantages of face-to-face learning were plentiful communication and feedback and easy questioning process as well as high levels of understanding and concentration. Meanwhile, major disadvantages of online learning were the speed of the lecture, lower levels of understanding and concentration, limited peer interaction, and technical problems. Major advantages of online learning were flexibility and convenience, repetitive learning through videos, and instant communication and feedback. Students preferred a blended learning approach for the fashion design CAD course. For effective online learning, it is suggested that instructors frequently question and check student practice through screen share in a private online meeting room and engage activities that are demanding of student interaction. The video recording of synchronous online lectures is also suggested as a supplemental learning material for repetitive learning.