• International Journal of Advanced Culture Technology
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• 제7권2호
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• pp.67-76
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• 2019

As the attracting foreign student has become a very important strategy, detailed researches on their college selection and their satisfaction with college life are needed. Especially it is necessary to distinguish ordinary international students and those who take classes in Local Education Centers (LEC) before coming to Korea. The central purpose of this study is to identify how the two types of students differ in their perception of college selection factors and what factors affect their satisfaction with college life. A total of 186 international students participated in the study. It was found that the most important college selection factor of the pre-educated LEC students was 'obtaining academic ability through online classes and transfer of credit hours'. Second, these students reported that the two influential factors for their satisfaction with college life were 'quality of education' and 'cultural experience program'. Third, it was found that the major college selection factors influencing ordinary international students' college life satisfaction were 'expertise of faculty', 'transfer of credit through curriculum links', and 'recommendation from teachers at home country'. Fourth, the major factors affecting the pre-educated LEC students' satisfaction with college life were 'KSL classes at LE's', 'expertise of faculty', and 'financial aid system'.

• 의학교육논단
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• 제16권3호
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• pp.156-166
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• 2014

The current study aimed to find the relationship between attention, relevance, confidence, and satisfaction (ARCS) learning motivation and class effectiveness inherent in problem-based learning (PBL) classes designed for dental and nursing students. Seventy-nine participants responded to survey items for motivation and class effectiveness after completion of their classes. The study findings were as follows. First, the differences among the $dental^{**}$, $clinical^{**}$, and $nursing^{**}$ PBL classes were identified in terms of class effectiveness (F=3.63, p<0.05) and academic achievement (F=13.9, p<0.01). Second, three learning motivation factors-satisfaction (t=4.07, p<0.01), confidence (t=2.84, p=0.01), and relevance (t=2.96, p<0.01)-appeared to determine class effectiveness in the abovementioned order. Only attention (t=2.02, p=0.05) was significantly related to academic achievement. Third, the relationship between hours of learner contribution to the PBL tasks and academic achievement was statistically significant. Therefore, we suggest the incorporation of ARCS motivation factors in PBL classes on the basis of the characteristics of each major and grade.

• 수산해양교육연구
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• 제28권6호
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• pp.1683-1694
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• 2016

This study aims to investigate perception of kindergarten directors regarding prerequisites for inclusive education and its improvement plans, and to establish basic data required for future implementation of inclusive education in kindergartens. This study was carried out oriented to 116 kindergarten directors and inquired into the differences in background characteristics of age, education level, operation career, major, special/inclusive education training and operation of inclusive classes, based on SPSS 1.5 for Window, independent sample t-test and Chi-square test. The research results of this study are as follows: Firstly, as for the perception of kindergarten directors as prerequisite of inclusive education, they show active supports for inclusive education and recognize that classes composed of the same age and same ability are the advisable forms of inclusive education. As for class operations, they perceive that inclusive classes based on small group activities and full inclusive classes are suitable. Moreover, as qualified teachers for inclusive classes, they manifest that teachers who completed special/inclusive education training are appropriate. Secondly, as for the perception of kindergarten directors regarding improvement plans for inclusive education, this study suggests that they prioritize the training operation regarding inclusive education oriented to general infants and parents. As for vitalization of inclusive education, they find that financial supports at the national level and administrative supports for facilities are indispensable.

• 한국IT서비스학회지
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• 제21권3호
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• pp.73-87
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• 2022

As the COVID-19 pandemic continues to prolong, non face-to-face, online classes has become the new normal in education. To examine the effect of course types and course delivery modes on student course satisfaction, the study analyzed survey data collected from 2,743 students enrolled in a 4-year university located in a metropolitan area. Basic Frequency analysis as well as keyword network analysis were used to analyze student survey data. The main results and implications of the study are as follows. First, the survey results indicated that students preferred asynchronous classes over synchronous online classes. This tendency was consistent regardless of student grades and majors as well as the course type. However, students majoring in more practice-oriented disciplines tend to prefer synchronous online classes and blended classes, and this tendency gets stronger with courses in major. Second, the keyword network analysis results further indicated that interactivity may play an important role in both synchronous and asynchronous online course satisfaction.

• Educational Technology International
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• 제25권1호
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• pp.67-92
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• 2024

This study aims to verify the practical effectiveness of learning management system (LMS) by introducing a LMS enhancing digital assessment utilizing automatic item generation in order to strengthen college student's mathematics performance. Teaching assisted with digital assessment in the LMS was applied to college mathematics classes, and the research question is whether or not students in the classes utilizing the LMS perform better than the regular classes. In particular, a calculus course, which is the foundation of important artificial intelligence technology in the future, was utilized in this study. The participants of this study were 248 freshmen in science and engineering who were taking calculus courses at a small to mid-size university. A total of 156 freshmen were selected after applying a propensity score matching method (PSMM), 78 from classes utilizing the LMS and 78 from regular classes without the LMS assisted with the digital assessment. As a result, it was found that there was a statistically significant difference in the math academic growth of students who used the LMS and those who did not. In other words, when LMS was used in calculus, students' academic growth was greater. The results of this study are meaningful in that they observed students' academic growth and confirmed that LMS enables a positive role in students' academic growth. In addition, if digital assessment is strengthened and LMS that enables individualized learning analysis is introduced and implemented in educational institutions, it is expected to play a major role in strengthening students' academic performance.

• 펄프종이기술
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• 제37권3호
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• pp.74-80
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• 2005

The compositions of residual extractives in woodmeal, unbleached and oxygen-delignified aspen kraft pulps were investigated with gas chromatography(GC) and gas chromatography-mass spectrometry (GC-MS) with focus on fate of extractives in kraft pulping and oxygen delignification. Steryl esters and shorter retention time (shorter than palmitic acid) extractives were main extractives in aspen woodmeal. Shorter retention time extractives were well removed in kraft pulping. Sterol esters were hydrolyzed to sterols and fatty acids. Sterols and fatty acids were two major extractives classes in unbleached kraft pulps. Linoleic acid was main fatty acids in unbleached pulps compared with palmitic acid which is generally found in aspen woodmeal. Sterolsand fatty acids were also two major extractives classes in oxygen-delignified kraft pulps. However, linoleic acid was well removed in oxygen delignification.

• International Journal of Advanced Culture Technology
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• 제10권1호
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• pp.42-46
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• 2022

To cultivate talented people with creative and convergent thinking skills to live in the era of the 4th industrial revolution, the national curriculum of Korea is gradually emphasizing convergence education and software education. To meet the demands of the times, this paper suggests subject-convergent teaching-learning materials for educating core principles of Support Vector Machines, especially targeting elementary learners. Based on analysis of the national curriculum, achievement standards of three subjects are integrated. After printable worksheets for traditional face-to-face classes had developed, they were transformed to online interactive worksheets for non-face-to-face classes. The teaching-learning materials are expected to promote the growth of the learners' academic motivation and knowledge.

• 융합정보논문지
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• 제11권7호
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• pp.253-263
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• 2021

본 연구는 이론수업보다 실습수업의 비중이 상대적으로 높은 뷰티전공 학생들을 대상으로, 코로나19 전·후로 이론 및 실습교과목의 대면수업, 비대면수업, 블렌디드수업과 같은 교수방법에 따른 수업만족도 변화에 대해 실증적으로 분석하여, 수업만족도 제고 방안 및 대학 교육의 질 개선을 위한 효율적인 교수학습방법을 제시하고자 하였다. 자료 분석을 위해 SPSS 18.0 통계 패키지를 활용하였으며, 코로나19 전·후 이론교과목에 대한 교수방법 만족도 차이 분석결과에서는 전체 20개 항목 중 10개 항목이 그리고, 실습교과목에 대해서는 전체 20개 항목 중 8개 항목이 통계적으로 유의한 차이가 있는 것으로 분석되었다. 이러한 이론 및 실습교과의 교수방법에 따른 수업만족도에 영향을 미치는 항목을 고려하여 효율적이고 실질적인 교수방법을 적용해 나감으로써 대학 교육의 질 향상을 견인할 것으로 기대한다.

• 대한화학회지
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• 제53권6호
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• pp.793-804
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• 2009

본 연구에서는 화학적으로 잘 정의되지 않은 ‘중금속’ 에 대해서 고등학생들의 인식을 설문지를 통해 조사하였다. 고등학교 2학년생 19개 반 (N=611)을 대상으로 '화학 I'을 이수한 이과 반 10개와 이수 하지 않은 문과 반 9개의 두 집단으로 나눠서 조사하였으며 서로 비교하였다. 중금속에 대한 학생들의 인식과 정의, 인식 형성에 미치는 요인과 화학적인 지식에 대한 세 가지 항목을 SPSS에 의해 분석하였다. 학생들 중 문 . 이과 전공에 상관없이 대다수가 중금속을 생물체 내에 축적을 일으키고 인체 유해한 금속으로 인식하고 있었다. 이러한 인식을 형성함에 있어서 대중매체와 학교 수업이 가장 많은 영향을 끼친 것으로 밝혀졌다. 특히 이과 반 학생들의 경우 문과 반에 비해 학교 수업에 의한 영향이 더 많은 것으로 나타나 중금속 정의를 금속의 종류와 인체에서의 함량에 관계없이 인체 유해한 물질 및 교과서의 잘 정의되지 않은 용어에 따라 물리적인 밀도와 관련된 것으로 오해하는 경향이 높았다. 흥미롭게도 이과 반 학생들이 중금속의 유해성과 화학적인 구조에 대한 이해도가 높았던 반면 금속의 독성학적 성질에 관한 질문에서 문과 반 학생들의 정답률이 높았다.

• 한국방사선학회논문지
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• 제15권4호
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• pp.519-524
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• 2021

코로나19 상황이 국내 유입으로 인한 확산과 함께 지역사회로까지 감염이 계속되어 대학들 마다 전면 온라인 수업 및 부분적으로 온라인 수업을 진행 해야 하는 상황이 발생했다. 코로나19 상황에서 수업환경 변화에 따른 온라인 비대면 수업에 주목하여 콘텐츠 및 수업내용에 대한 학습자들의 수업에 대한 만족도를 알아보고자 하였다. 2021년 6월 1일부터 6월 11일까지 대구시 소재 S대학교 방사선과 재학생 2, 3학년을 대상으로 설문지를 이용하여 온라인 비대면 수업 전공 교과목에 대한 만족도 조사를 분석하였다. 연구결과 콘텐츠 및 수업 내용 만족도는 평균 3.78 ± 0.75점으로 나타났으며, 학습 만족도는 평균 3.00 ± 1.14점으로 나타났다. 또한, 온라인 비대면 수업 수강 시 학생의 수업 태도와 콘텐츠 및 수업 내용 만족도 간 상관성이 가장 높게 나타났으며(r=0.555, p<0.01), 콘텐츠 및 수업 내용 만족도와 학습 만족도 간에도 상관성이 있음을 알 수 있었다(r=0.331, p<0.01). 비대면 온라인 전공 수업 시 콘텐츠의 질적 향상과 함께 학생들과 교수자의 상호작용이 좀 더 활발하게 이루어진다면 비대면 온라인 수업에 대한 만족도가 향상 될 수 있을 것으로 생각한다.