• Journal of Integrative Natural Science
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• v.15 no.4
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• pp.163-169
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• 2022

Currently, many universities are implementing software-oriented universities and artificial intelligence-oriented universities to foster software-oriented manpower. We are educating students to design and produce computational thinking and coding directly with their major knowledge. However, computer education is not easy for non-majors, and there are many difficulties in coding. The results of responses from 104 students from the College of Health Sciences and College of Social Management who took the liberal arts computer at University H were analyzed using SPSS 26.0 version. In the liberal arts computer class for non-majors, a PJBL-based class plan was proposed. The effectiveness of PJBL-based classes was confirmed through a questionnaire for the improvement of artificial intelligence liberal arts courses. As a result, PJBL-based education showed statistically significant results in terms of satisfaction, effectiveness, and self-efficiency of classes regardless of major.

• Journal of Convergence for Information Technology
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• v.8 no.1
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• pp.153-160
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• 2018

This study suggests the development and the application of cognitive apprenticeship to instructional design for the 'computer and presentation skill' among the liberal arts computer courses in H university. The purpose of this paper is to show effects of instructional design on learning of the liberal arts computer courses employing cognitive apprenticeship, and examine earner's satisfaction of instructional planning, lecture contents, and teaching methods, which are evaluation elements of the content evaluation area. As a result of the study, cognitive apprenticeship theory has improved the satisfaction of the lesson plan, lecture contents and teaching method. Therefore, this study has significance in that it recognizes that cognitive apprentice theory is effective for general computer class. It is expected that it will be applied to effective teaching methods of liberal arts computer related subjects in the future.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.757-765
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• 2013

The purpose of this study is to examine the effects of peer tutoring on students' achievement and learning satisfaction in a liberal computer class at university level. Traditional teaching method was applied for the control group consisting 55 students for 8 weeks. The experimental group containing 44 students was instructed using both traditional teaching method and peer tutoring. According to the results of diagnosed test, the experimental group was divided into heterogeneous ability group of 3 or 4. The tutor training was provided a week in advance of the class and the students played a role of a tutor and tutee by taking turns. The results showed no significant differences between the two groups on academic achievement; however, in terms of students' learning satisfaction, it displayed a wider range of results. The learning satisfaction data from the experimental group showed a much higher level than that of the control group. It is predicted that the amount of class hours of a week, the quality of the lecture and the application of peer tutoring affect the students' academic achievement. It is suggested that subsequent research on peer tutoring will allow for more in-depth study in this field.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.253-261
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• 2022

In this study, the educational effect were sought to be identified after developing and applying project learning for the artificial intelligence based liberal arts education for the non-computer majors. A paired-sample t-test was performed within each group to determine the extent of improvement in the learning flow and artificial intelligence efficacy in the experimental and control groups. After class, an independent sample t-test was performed to examine the statistical effects of pre-test and post-test on the learning flow and artificial intelligence efficacy in the experimental and control groups. The experimental group and control group demonstrated significant improvements in the learning flow and artificial intelligence efficacy before and after class, each respectively. There was no statistically significant difference in the learning flow between the experimental group for which the project learning method was applied and the control group for which only theory and practice were conducted in the artificial intelligence class. It was also confirmed that the experimental group for which the project learning method was applied improved the efficacy of artificial intelligence to a significant level compared to the control group which only proceeded with theory and practice.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.271-281
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• 2022

The importance and necessity of software(SW) education as a liberal arts was fully recognized by society. However, according to the previous research results, learners' motivation to learn in SW liberal arts was kept low for various reasons. Therefore, understanding the learning motivation and its changeability in SW liberal arts is necessary, but the related studies are not sufficient. In this paper, we analyzed changes in achievement goals using a 3 × 2 achievement goal model to examine changeability of achievement goals in a SW liberal arts class during one semester. As a result, we confirmed that the achievement goals were stable at both the group level and the individual level, but the order of each achievement goal was different from that of the previous studies. We also confirmed that the mastery goal of the classroom goal structure had a higher correlation with most achievement goals, but the performance goals had a correlation with some avoidance goals only. This means that additional research is needed for each key classroom goal structure type in SW education because the learning motivation in SW liberal arts has different aspect from the other existing liberal arts classes.

• Proceedings of the Korean Society of Computer Information Conference
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• 2015.07a
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• pp.224-225
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• 2015

IT를 기반으로 한 플립러닝(Flipped Learning-온라인으로 선행학습을 한 뒤에 오프라인 수업을 통해 교사와 학생이 토론식으로 진행하는 수업방식) 학습법은 교수자가 아닌 학습자의 요구에 적극 부응할 수 있는 제도이다. 전공 수업뿐만 아니라 교양 수업에도 이에 대한 적극적인 도입이 필요하다. 본 논문에서는 대학 글쓰기 수업에 있어서 플립러닝 학습법을 적용한 사례를 통해 이를 입증하고자 하였다.

• Journal of the Korea Society of Computer and Information
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• v.15 no.6
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• pp.101-110
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• 2010

This study investigated the relation between the liberal arts education service and students' satisfaction. The results of the study show that students are satisfied with all of five service quality factors, students' intention of studying, full time instructors' teaching and high GPA in taking liberal arts classes. However, educational factors such as the quantity of home work, frequency of test and the size of class, which can influence the quality and contents of classes, do not impact the students' satisfaction of liberal arts education. The college students of Korea may tend to be more satisfied with the liberal arts classes which they feel easier to study and to get better grades.

• Journal of Korea Multimedia Society
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• v.24 no.4
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• pp.569-582
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• 2021

Education emphasizes problem-solving skills based on convergent thinking power in an era of rising uncertainty and rapid progress. This paper proactively designed e-Learning team teaching convergence liberal arts courses for prospective teachers by these social needs. It analyzed the empirical effects on the operation of the subjects to foster future talent who can converge and apply knowledge in various fields. The curriculum consisted of professors of mathematics, practical Arts, computer, and education, and was operated to convey convergent knowledge of information technology and humanities, and consisted of 15 liberal arts courses at J University. Besides, textbooks and teaching materials were also developed by the faculty. As a result of the primary research, prospective teachers who took the course generally showed high satisfaction with the class, especially for the faculty. The students' overall convergent thinking ability has increased to a statistically significant level (p<.01), and the students' major has been found to be irrelevant. On the other hand, it can be seen that communication, content convergence, and caring factors, excluding creativity factor, have all risen to a significant level.

• Journal of the Korea Society of Computer and Information
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• v.28 no.10
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• pp.301-311
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• 2023

In university liberal arts education, learners' achievement goals are an important research topic, and this also applies to liberal arts software education. In this paper, we analyzed changes in learning motivation of learners taking liberal arts software courses according to course classification using a 3 × 2 achievement goal model. The analysis was conducted on a discussion-oriented class taken together by learners receiving credits for different purposes, such as required and elective. As a result, it was confirmed that learners begin the semester with similar achievement goals. However, the avoidance goals of learners taking elective courses decreased, showing a significant difference at the end of the semester. It was a different result from the existing liberal arts software education studies that pointed to mandatory enrollment as the cause of lack of motivation to learn. In addition, it was confirmed that learners who take elective courses relatively focus on achievement rather than competition.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.2
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• pp.259-267
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• 2020

The purpose of this study is to analyze the effects of computational thinking class using ARCS model to increase students' learning motivation. Then, this study designed the detailed instruction strategy according to each motivation factor(Attention, Relevance, Confidence, Satisfaction) of ARCS through the previous study on computational thinking education and ARCS model. The results of the ARCS test were compared between the experimental group to which the ARCS model was applied and the control group to which the general class was conducted. As a result, students in the experimental group showed significantly higher motivation for learning about computational thinking. In particular, the learning motivation of computer-related majors was significantly higher than that of the control group. In addition, majors were found to have high relevance(R) and non-majors had high satisfaction(S). Therefore, based on these findings, this study suggests an improvement for effective computational thinking class in liberal arts education.