• 대한기관윤리심의기구협의회지
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• 제3권2호
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• pp.19-27
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• 2021

Purpose: This study aimed to analyze the knowledge levels, attitudes, and factors affecting the choices on the education of the participants who completed their education of persons conducting clinical trial workers, and to assess the problems of the current education system for clinical trial workers, leading to improvements. Methods: Clinical trial workers (including principal investigators/subinvestigators, members of the Institutional Review Board [IRB], clinical research coordinators) who were affiliated to one of the 4 university hospitals running their own clinical trial center and IRB in Daegu and completed their education of persons conducting clinical trial workers were the subjects of this study. One hundred seven online questionnaires were answered from 2021-04-02 to 2021-04-17. Descriptive statistics and Pearson correlation analysis were used to analyze the acquired data. Independent t-test and 1-way analysis of variance were used to analyze the differences in the knowledge levels and attitudes following the characteristics of the education participants. Results: The baseline characteristics of the 107 participants were as follows: the majority of the participants were female (72.0%), were in their 30s (36.4%), had a nursing major (29.0%), were clinical research coordinators (63.6%), had never experienced a principal investigator (79.4%), had participated 3 or more educations (58.9%), had completed their maintenance course (55.1%), had 5 or more years of clinical trial experiences (34.6%). The fields on which participants had low levels of objective knowledge were "types and preparations on audits of clinical trials," "regulations on clinical trials (Pharmaceutical Affairs Act, Korea Good Clinical Practice)." The difficulties that the participants faced were on "annual educations" and "lack of information regarding the educations." Factors that showed significant differences in objective knowledge were sex (p=0.02), number of educations (p=0.004), the curriculum of 2020 (p=0.001). Age (p=0.004), having experienced a principal investigator (p=0.006), number of educations (p<0.001), the curriculum of 2020 (p<0.001), clinical trial career (p=0.001) were factors that significantly affected subjective knowledge. Attitudes toward the education were positively correlated with objective knowledge (r=0.20, p=0.04) and subjective knowledge (r=0.32, p=0.001). Major sources through which information on educations was acquired were "institutional notices," and major factors affecting the choices on the education were "when the education took place" and "where the education took place." "Within the affiliated institution," "Online classes (recorded)" and "IRB and review processes" were each the most preferred place, mode, and content of the education. Conclusion: Knowledge levels varied largely among participants who completed their education of persons conducting clinical trial workers, depending on their characteristics such as the number of educations. Participants also complained about their lack of information on educations. The quality of education may be improved if clinical trial organizations are designated as education facilities. Education programs must be developed considering the knowledge level and demand of the participants. Furthermore, as offline classes may be impossible due to pandemics such as the coronavirus disease 2019, the development of diverse and sophisticated online classes is looked forward to.

• 한국IT서비스학회지
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• 제17권4호
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• pp.119-137
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• 2018

Recently, the start-up firms have been under the spotlight because they can create many jobs and are regarded as the growth engine of a country in the fourth industrial revolution. Moreover, after the global financial debacle, many countries emphasize on an entrepreneurial spirit and venture firms. they also pay attention to the importance of educations to promote the start-up firms. In this work, based on technology acceptance model, we try to identify the main factors of accepting online start-up education system. We first defined this system as the online start-up education system which refers to a system to support learning for knowledge, experiences and overall process of start-up firms' tasks. This system also simulates tasks related with prep-entrepreneur so that can be regarded as a kind of decision support systems. As this system has some characteristics, we confirmed some factors of extended technology acceptance model. In our experiments, we find that the perceived ease of use and trust are main factors of acceptance for the online start-up education systems. These results mean that the system should be made to be easy and trustful for their users. Therefore, we expect that this work will be helpful to researchers and developers who consider start-up education systems and provide a way to activate founding start-up firms.

• 공학교육연구
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• 제18권6호
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• pp.18-23
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• 2015

Nowadays, IT that leads information era is closely connected to our lives. The importance of training human resources for global empowerment on IT is being emphasized all over the world. With the growth of international society, the cultivation of global human resources now includes the cultivation of future human resources and the educations related with the career development program. However, the programs that colleges are operating for the cultivation of global human resources have been limited only to supporting the participation in international training program, operating camp and conferences, etc. On the contrary, to give many learners chances of experiencing courses for global empowerment and employment capability, We are operating the Internet of Everything online education program with Cisco Networking Academy Korea. Based on the management cases of Internet of Everything online education program, this thesis is suggesting a career program on global empowerment that many learners can experience, different from the limitation of the existing program.

• 한국치위생학회지
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• 제20권5호
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• pp.561-569
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• 2020

Objectives: The purpose of this study is to investigate the interaction and satisfaction of with web-based lectures. In addition, it seeks identify their correlations as well as the factors that influence satisfaction. Methods: The study subjects consisted of 139 college students taking up dental hygiene from Suncheon. ANOVA, correlation analysis, and regression analysis were used on the data collected. The Cronbach's alpha for interaction and satisfaction were 0.949 and 0.921, respectively. Results: The interaction recorded was moderate compared to face-to-face lectures. In particular, interaction between students was higher among 3rd grade students compared to those in the 1st grade (p=0.002). Satisfaction with the appropriateness of lecture content and duration was high, but relatively low in terms of the quality of the lecture and the desire to broaden its scope. In particular, satisfaction was higher among students in higher grade levels than their more junior counterparts (p<0.05). It was also found to be positively correlated with interaction (p<0.01). Their respective presence on the educational platform had the greatest impact on satisfaction (β=0.495, p<0.001). Conclusions: Increased interaction results in greater levels of satisfaction. Furthermore, an improvement in the quality of the lectures and the students' perception of them would enable lectures to be conducted more effectively in situations wherein face-to-face lectures cannot be done.

• 대한공업교육학회지
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• 제30권1호
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• pp.106-119
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• 2005

Many problems with the offline class, which is the traditional education type in corporations or universities, were indicated and people hoped that e-learning, which is web-based instruction, would solve these problems. However, e-learning also has weak points in that it should be self-paced and media-based in many ways. Therefore, when considering the good and weak points of offline classes and e-learning, blended learning seems to be necessary. Until now, blended learning has usually been used in corporations, and there have been almost no studies on the effectiveness or management of blended learning in universities. Thus, in this study, I would like to design blended classes, manage them at the level of university classes, and verify the effectiveness of blended classes, by comparing academic achievement, student participation, and student satisfaction. The subject students who signed up for Computer & Technology at C University in 2005 were divided into three study groups: offline class, online class, and blended class. The offline class was taught using the traditional class teaching method. For the online class and the blended class, multimedia contents were developed and a different LMS was used. The results of 13 weeks of teaching are as follows. For the academic achievement in the offline, online and blended classes, there was no statistically significant difference (f=2.387, p=.096). But when comparing the average achievement, the average of the blended class was higher than that of the other classes, so that it can be said that the blended class has positive effects on academic achievement. Second, when comparing the learners' participation in the online class and the blended class, the total posts were 85 and 138 respectively, which shows a considerable difference. The hit counts for each post in the online class and the blended class are 10 and 20, respectively. Moreover, the login counts for subjects are 3 in the online class and 4 in the blended class. In the questionnaire for the students' academic satisfaction in the online class and the blended class, all of the 15 items showed higher satisfaction in the blended class. Considering all these results, if adequate media are properly combined, the blended class is better than either the pure online class or the pure offline class.

• 대한공업교육학회지
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• 제30권2호
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• pp.104-114
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• 2005

The purposes of this study were to examin instructor and students's responses and to explore the pros and cons and the possibility of the DVC(desktop video conferencing) instruction at a C university in Daejon. 6 males and 5 females took the course. 10 lived in Daejeon and 1, who accessed from other region, lived other province, Pusan. Students were surveyed and interviewed, instructor was interviewed and the online observation of the instruction was undertaken. Students' responses showed that the DVC instruction was very effective to generate student's learning motivation and interest and to deliver the learning contents. Instructor's variety roles different from conventional one were very important and instruction must be run to activate students' interactions.

• 대한공업교육학회지
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• 제31권1호
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• pp.170-184
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• 2006

인터넷의 발달과 함께, 많은 나라들이 웹을 기반으로 한 온라인 코스웨어(Courseware)를 개발하여 교육에 도입 활용하고 있다. 이렇게 웹 기반 코스웨어를 개발하여 교육적으로 활용하기 위해서는, 웹 기반 코스웨어를 구성하는 콘텐츠(Contents)에 대하여 그것을 구성하는 다양한 요소들이 교육학적인 측면에서 어떠한 특징을 가지고 있는지 다각도로 살펴보고 연구할 필요가 있다. 이에 따라, 본 연구는 웹 기반 온라인 코스웨어 상의 콘텐츠를 구성하는 여러 요소 중에 특히 자바 애플릿이란 요소를 살펴보고, 그것을 기술 교육의 온라인 교육에 활용하기 위한 시사점을 도출하기 위해, 자바 애플릿을 활용한 기술교육 웹 기반 온라인 코스웨어를 개발, 운영하여 자바애플릿에 대한 학습자의 인식 및 태도를 조사, 분석해 보고자 한다. 이를 알아보기 위하여, 대전 시내 C대학교에 재학중인 '전자기술'과목을 수강하는 학생 총94명을 대상으로 설문조사를 실시하였다. 학생들의 응답중 의미 있게 나타난 항목을 중심으로 분석한 결과는 다음과 같다. 첫째, 학생들은 자바 애플릿에 관하여 높은 흥미도를 가진 것으로 나타났다. 둘째, 자바애플릿의 장점으로는 자바애플릿의 반복성, 구체적인 학습설명, 상호 작용성 순서로 응답하였다. 그리고 학생들은 자바애플릿의 인터페이스 화면이나 학습내용 조직 및 구성 정도, 자바애플릿 실행시 걸리는 시간에 대해서 거의 균등하게 문제점을 느끼고 있었다. 셋째, 71.3%의 학생들이 자바애플릿은 교실수업에서 배운 원리와 개념을 이해하는데 도움을 주었다고 응답하였다. 넷째, 자바 애플릿이 기술교육 웹 기반 코스웨어에서 필요하다고 응답한 학생이 81.9%으로 나타나, 이 수업을 수강한 대부분 학생들의 전공이 기술 공업교육 계열인 점으로 미루어 볼 때, 시사하는 점이 있다고 사료된다.

• 컴퓨터교육학회논문지
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• 제18권1호
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• pp.69-79
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• 2015

본 연구는 인터넷 사용자를 대상으로 정보보호 활동을 유도할 수 있는 선행 요인들을 실증적으로 탐색하기 위하여 수행되었다. 본 연구에서 제시된 인과모형은 정보프라이버시에 대한 염려가 어떻게 자기효능감과 인지된 유용성을 거처 정보보호 활동으로 이어질 수 있는가에 대한 것이다. 282개의 표본 데이터를 이용하여 수행한 연구결과, 인터넷 사용자가 인지하는 정보프라이버시에 대한 염려는 자기효능감, 인지된 유용성, 그리고 정보보호 활동에 유의한 영향을 미치는 것으로 도출되었다. 또한 인지된 유용성과 정보보호활동은 자기효능감에 의해 유의한 영향을 받는 것으로 나타났다. 그러나 예상과는 달리, 인지된 유용성은 정보보호 활동에 통계적으로 유의한 영향력을 미치지 않았다. 본 연구의 결과는 온라인 기업과 인터넷 사용자들뿐만 아니라, 정보보호 교육을 제공하는 교육 관련자들에게 의미 있는 함의를 제공할 것이다.

• 대한공업교육학회지
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• 제32권1호
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• pp.73-92
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• 2007

이 연구의 목적은 이륜차 안전교육을 위한 ICT 교수-학습 자료를 개발하는데 있다. 이륜차 운전의 역동성과 관계되는 물리적인 주제는 기술과 과학의 결합과 같은 통합학습을 통해 중 고등학생들의 안전의식 증가를 위해 소개하였다. 본 연구는 결론은 다음과 같이 요약할 수 있다. (1) 기초 물리 이론을 사용하여 이륜차 ICT 교수-학습 과정안을 교수-학습 계획안과 수업 활동 안으로 나누어 개발하였다. (2) 플래쉬 애니매이션과 동영상은 물리지식을 이륜차의 운전기술에 적용하기 위해서 개발하였다. 이것은 중 고등학교 학생들의 이륜차 운전에 관한 태도를 향상하기 위한 것이다. (3) 웹에서 제공되는 이륜차 안전 운전 부록을 통해 중 고등학교 학생들이 이륜차 운전에 관한 인지적 영역 측면을 강화할 수 있도록 하였다. (4) 웹을 통한 이륜차 ICT 교수-학습 자료를 제공하여, 학습자와 교수자가 게시판을 통해 상호작용이 이루어지도록 하였다.

• 대한공업교육학회지
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• 제43권1호
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• pp.58-75
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• 2018

본 연구의 목적은 특성화고 전문교과 교사의 NCS 기반 교육과정 편성 운영 역량 보유도와 교육요구도를 분석하는 것이다. 연구의 목적을 달성하기 위하여 조사 도구로 설문지를 활용하였다. 설문지는 NCS 기반 교육과정 편성 운영 역량 요인을 바탕으로 초안을 개발하여, 직업교육 분야 전문가 4명의 검토를 통하여 수정 및 보완하였다. 설문 조사는 경기도 특성화고 전체 71개교를 대상으로 설문지(온라인)를 배부하여 433부를 회수하고 340부를 분석하였다. 연구 결과는 다음과 같다. 첫째, 특성화고 전문교과 교사의 NCS 기반 교육과정 편성 운영 역량 보유도 전체 평균은 3.63이다. 영역별 역량 보유도 평균은 '요구 및 환경 분석' 3.59, '교육과정 편성' 3.54, '교육과정 운영' 3.74, '교육과정 평가 및 피드백' 3.57이다. 둘째, 특성화고 전문교과 교사의 NCS 기반 교육과정 편성 운영 역량 보유도는 3.63, 중요도 4.00이고 교육요구도는 1.47이다.