• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.268-276
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• 2022

This study examined whether K-pop dance is qualified as an academic subject and how university students perceive K-pop dance as a liberal art subject. The survey was conducted with 138 students. Among the total of 138, 40 participants were male, and 53 participants were female. Fourteen(14) participants had experience with K-pop classes, and 124 participants did not have any experience with K-pop dance classes. According to the study, K-pop is a form of Korean culture that adds unique cultural and social characteristics to Koreans. It is in the cultural and art education category. In addition, K-pop dance is a socio-cultural phenomenon characterized by dance. However, K-pop dance is not qualified as an academic subject because it lacks theoretical foundations. The survey result also revealed that the students did not perceive that K-pop dance had personal, aesthetic, social, or educational value. They did not want to take a class if K-pop dance is offered as an academic subject in liberal art class. When analyzing the data by gender and experiences with dance classes, there was a difference based on gender in the two questions. In the case of females, they responded to having fun and joy from K-pop dance, while male respondents did not. Regarding the learners' interest in Kpop dance class, female respondents were more optimistic about the learner interest than male respondents. In conclusion, K-pop dance is a sociocultural phenomenon, and many informal online courses are created daily, spreading everywhere. However, the status of K-pop dance as an academic area is not set up yet.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.291-300
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• 2010

Group-based learning is known to be an effective means to improve scholastic achievement in online learning. Therefore, there are some previous researches for the group-based learning. A lot of previous researches define factors for grouping from the characteristics of classes, teacher's decision and students' preferences and then generate a group based on the defined factors. However, many algorithms proposed by previous researches depend on a specific class and is not a general approach since there exist several differences in terms of the need of courses, learners, and teachers. Moreover it is hard to find a automatic system for group generation. This paper proposes a grouping system which automatically generate a learner group according to characteristics of various classes. the proposed system automatically generates a learner group by using basic information for a class or additional factors inputted from a user. The proposed system defines a set of rules for learner grouping which enables automatic selection of a learner grouping algorithm tailored to the characteristics of a given class. This rule based approach allows the proposed system to accommodate various learner grouping algorithms for a later use. Also we show the usability of our system by serviceability evaluation.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2006.05a
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• pp.855-858
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• 2006

First of all, Developing information technology makes it possible to change a paradigm of all kinds of areas, including an education. Students can choose learning goals and objects themselves and acquire not the accumulation of knowledge but the method of their learning. Moreover, Teachers get to be adviser, and students play a key role in teaming. That is, the subject of leaning is students. Constructivism emphasizes the student-oriented environment of education, which corresponds to the characteristics of hypeimedia. In addition, Internet allows us to make a practical plan for constructivism. Web Based Internet provides us with a proper environment to make constructivism practice md causes an education system to change. Sure Web Based Instruction makes them motivated to learn more, they can gain plenty of information regardless of places or time. Besides, they are able to consult more up-to-date information regarding their learning use hypermedia such as an image, audio, video, and test, and effectively communicate with their instructor through a board, an e-mail, a chatting etc. A school and instructors have been making effort to develop a new model of a teaching method to cope with a new environment change. In this thesis, with 'Design and Implementation of Web Based Instruction Based on Constructivism', providing online learner-oriented and indexed video lesson, learners can get chance of self-oriented learning. In addition, learners doesn't have to cover all contents of a lesson but can choose contents they want to have from a indexed list of a lesson, and they ran search contents they want to have with a 'Keyword Search' on a main page, which can make learners improve learner's achievement.

• Journal of Christian Education in Korea
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• v.74
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• pp.107-134
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• 2023

The purpose of this study is to provide a foundation for establishing the correct direction of education that utilizes artificial intelligence, a key technology of the Fourth Industrial Revolution, in the context of Christian education. To achieve this, theoretical and literature research was conducted. First, the research analyzed the historical development of artificial intelligence to understand its characteristics. Second, the research analyzed the use of artificial intelligence in convergence education from an educational perspective and examined the current policy direction in South Korea. Through this analysis, the research examined the direction of Christian education in the era of artificial intelligence. In particular, the research critically examined the perspectives of continuity and change in the context of Christian education in the era of artificial intelligence. The research reflected upon the fundamental educational purposes of Christian education that should remain unchanged despite the changing times. Furthermore, the research deliberated on the educational curriculum and teaching methods that should adapt to the changing dynamics of the era. In conclusion, this research emphasizes that even in the era of artificial intelligence, the fundamental objectives of Christian education should not be compromised. The utilization of artificial intelligence in education should serve as a tool that fulfills the mission permitted by God. Therefore, Christian education should remain centered around God, rooted in the principles of the Bible. Moreover, Christian education should aim to foster creative and convergent Christian nurturing. To achieve this, it is crucial to provide learners with an educational environment that actively utilizes AI-based hybrid learning environments and metaverse educational platforms, combining online and offline learning spaces. Moreover, to enhance learners' engagement and effectiveness in education, it is essential to actively utilize AI-based edutech that reflects the aforementioned educational environments. Lastly, in order to cultivate Christian learners with dynamic knowledge, it is crucial to employ a variety of teaching and learning methods grounded in constructivist theories, which emphasize active learner participation, collaboration, inquiry, and reflection. These approaches seek to align knowledge with life experiences, promoting a holistic convergence of faith and learning.

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.21-29
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• 2018

The purpose of this study is to explore supporting strategies for teaching and learning based on students' effect recognition and continuous intention in college flipped learning. It was analyzed 426 data by multivariate analysis of variance (MANOVA) by examining student's effect recognition and continuous intention on 15 flipped learning classes of K-university in Chungnam. The characteristics of learners were male, senior students, students who knew flipped learning, students who did not have previous experience, and students who were learning video at anytime. As a teaching strategy, it was found that effect recognition and continuous intention were high in the supplementary deepening flipped learning class and natural science or engineering area. As a teaching and learning supporting strategies, First, the university should develop and operate flipped class learning strategy program for females and low-grade students. Second, it should support the development of good flipped learning design and operation model of instructor. Third, it should support the development of high quality online learning contents that students can learn from time to time. Fourth, it should support the strengthening of teaching competency to develop and operate flipped learning classes. This study can be used as basic data to support and spread the effective flipped learning classes of the university in the future.

• Journal of the Korean Applied Science and Technology
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• v.38 no.6
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• pp.1445-1454
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• 2021

In this study, based on the expectation that beauty education based on VR experience of beauty majors will have on expertise and practical ability, it was attempted to develop VR-based beauty subjects and secure an educational environment. A total of 106 learners participated in the study, and the online questionnaire consisted of questions about the development of VR-based beauty subjects, recognition of expertisee and practical skills, and general characteristics. The collected data were verified at the significance level of .05 using the SPSS 21.0 statistical program. As a result of frequency analysis, factor analysis, correlation, and linear regression analysis, the higher the grade, the higher the perception of VR-based beauty subjects development (p<.01). The perception of VR-based beauty subject development was related to VR-based expertise and practical skills for each sub-factor of the recognition of expertise (r=.683, p<.001), practical skills (r=.676, p<.001), and industry-related awareness (r=.543, p<.001). It was found that there was a statistically significant positive (+) correlation with related perception. In addition, it was found that the higher the awareness of VR-based beauty subjects development, the higher the expectation that expertise, practical ability, and industry-related awareness would be improved. As a result, the necessity of developing VR-based beauty subjects and expectations for course operation of majors in the beauty subjects environment were confirmed. In follow-up studies, it is necessary to expand the scope of the sample.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.187-195
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• 2022

Recently, with interest in metaverse, attempts are being made to utilize the metaverse platform in various forms. In this paper, we focused on the educational application potential of metaverse, and developed and applied a metaverse STEAM program to provide an effective learning experience to learners in non-face-to-face educational situations. The developed program utilizes Minecraft and ZEPETO, familiar to students, as metaverse learning platforms, and consists of a total of 16 lessons of 5 modules in the form of modules so that alternative classes can take place in the educational field. Through this, the learner's change in STEAM attitude and learning satisfaction were measured, and through the developed STEAM program, the learner's interest, consideration, communication, usefulness, self-concept, self-efficacy, and career choice areas significantly increased. In addition, positive results were confirmed in all areas of the learner satisfaction test related to satisfaction, interest, and overall class. In the future, considering the characteristics of the metaverse, it is necessary to break free from the constraints of time and space to communicate anew, and various learner-centered educational approaches based on a high degree of freedom and immersion should be implemented.

• Korean Journal of Heritage: History & Science
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• v.55 no.2
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• pp.82-100
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• 2022

With the crisis of the COVID-19 pandemic and the era of the 4th industrial revolution, archaeological heritage education has entered a new phase. This article responds to the trends in the post-COVID-19 era, seeking ways to develop archaeological heritage education and sustainable strategies necessary in the era of the 4th industrial revolution. The program of archaeological heritage education required in the era of the 4th industrial revolution must cultivate creative talent, solve problems, and improve self-efficacy. It should also draw attention to archaeological heritage maker education. Such maker education should be delivered based on constructivism and be designed by setting specific learning goals in consideration of various age-specific characteristics. Moreover, various ICT-based contents applying VR, AR, cloud, and drone imaging technologies should be developed and expanded, and, above all, ontact digital education(real-time virtual learning) should seek ways to revitalize communities capable of interactive communication in non-face-to-face situations. The development of such ancient heritage content needs to add AI functions that consider learners' interests, learning abilities, and learning purposes while producing various convergent contents from the standpoint of "cultural collage." Online archaeological heritage content education should be delivered following prior learning or with supplementary learning in consideration of motivation or field learning to access the real thing in the future. Ultimately, archaeological ontact education will be delivered using cutting-edge technologies that reflect the current trends. In conjunction with this, continuous efforts are needed for constructive learning that enables discovery and question-exploration.