• Journal of Engineering Education Research
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• v.26 no.3
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• pp.3-11
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• 2023

This study introduces the peer class consulting program at K-Institute of Technology aimed at improving class quality through the diagnosis of professors' teaching methods, analysis of the pros and cons, and assessment of their class management ability. To carry out the program, 641 students taking classes with the professors were surveyed on their satisfaction and learning motivation levels. The class composition was analyzed by monitoring the professor's class. The effect of the consulting was verified by comparing students' class satisfaction scores before and after consulting. Additionally, 29 professors subject to the consulting were surveyed on their satisfaction with the program. According to the results, professors subject to the consulting recognized that the teaching methods and class management strategies presented through the consulting effectively improved student satisfaction and motivation and provided an opportunity to gain confidence through the class. Furthermore, professors subject to the consulting were able to acquire knowledge, skills, and attitudes related to class management, and they perceived the program positively, stating that it allowed them to quickly adapt to the university education environment through cooperative communication with senior professors serving as consultants.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.51-61
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• 2023

In this study, the effects of pre-learning attitude on learning participation and academic achievement was analyzed when applying the flipped learning methodology to engineering subject education. The modified PARTN teaching and learning model was applied, and pre-class survey, assessment on learning in pre-class, and post-class survey were conducted to analyze the effectiveness of flipped learning. The results were analyzed for 24 students who took the applied thermodynamics lecture. They were asked to take the course with the videos provided in the pre-class stage, and a pre-learning assessment was conducted to measure the completeness and understanding of the learning. As a result of the study, it was found that students with relatively excellent learning ability had excellent pre-learning evaluation results and excellent final academic achievement. In addition, the lower the pre-learning completion rate within the pre-learning period or the higher the learning rate using mobile devices, the more difficult it was to faithfully complete pre-learning, leading to poor pre-learning evaluation results. Meanwhile, the survey revealed that conducting pre-learning assessments were helpful in encouraging individual learning. In addition, cases reflecting pre-learning evaluation results to course grades showed higher pre-learning evaluation results than cases not reflecting pre-learning evaluation results to course grades, and in flipped learning classes, pre-learning evaluations act as a factor that promotes pre-class learning.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.243-262
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• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 7th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.

• School Mathematics
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• v.12 no.2
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• pp.193-217
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• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 8th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.

• Journal of the Korean Society of Clothing and Textiles
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• v.44 no.2
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• pp.369-383
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• 2020

This study proposes a method to effectively teaching technic for pattern development and virtual garment manufacturing by adopting the K-MOOC platform for the Apparel Pattern CAD curriculum. According to K-MOOC guidelines, Apparel Pattern CAD curriculum were developed and presented through the K-MOOC platform. A questionnaire survey was utilized to evaluate K-MOOC platform features in terms of learner satisfaction when adopting the 5-point Likert scale. Questionnaire survey participants included 52 college students. The result of the survey found that most of the attributes of the K-MOOC platform were highly rated in terms of interaction and learning effectiveness. The user interface of the K-MOOC platform were shown to be satisfactory in terms of usability. Participants gave a positive assessment of the benefits of online lectures when comparing online and offline lectures. In particular, the preference for online lectures in computer-related courses such as CAD was higher than the offline. It was concluded that the Apparel Pattern CAD curriculum based on the K-MOOC platform was effective and satisfactory for learners in various aspects.

• Journal of the Korean Society of School Health
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• v.25 no.1
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• pp.1-13
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• 2012

Purpose: This study was intended to identify the competency model for korean health teachers. In order to enhance job effectiveness and talent development of health teachers in schools, this study would provide policy makers and school administrators with a competency model to be used as a valid and reliable tool for selection, development, and appraisal of health teachers. Methods: This study used three-round Delphi technique, which was a series of surveys to obtain a consensus of experts in school health and health education. 31 experts were finally involved in Delphi panel, which consisted of professors, administrators, and school teachers. Results: This study found that the competency model of health teachers was composed of fourteen competencies and 75 performance indicators. The fourteen competencies were as follows: consulting and teaching competency, students understanding competency, health problem solving competency, health assessment competency, relationship building competency, information management competency, curriculum management competency, teaching activity competency, writing competency, professional expertise competency, health business management competency, self control competency, school commitment competency, and achievement orientation competency. Conclusion: Based on the results of this study, policy makers and school administrators would be able to use the competency model as a tool of new health teachers selection, existing health teachers appraisal, and new and existing teachers training and education. Future research needs to classify the levels of each performance indicator as a kind of behavior indices.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.439-450
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• 2012

This paper explores effectiveness of integrating Problem-Based Learning with Web 2.0 technologies in Computer subject matter education for improving quality of lessons and adapting of social needs for pre-service teachers. Students have studied about computer subject matter for 4 times. The process of leaning have recorded by Web 2.0 tools that is one of the cloud services. Also the students have written reflection journals about experiences of PBL process and results. The PBL process and reflection journals have been analyzed by qualitative data analysis. Conclusions are drawn as to potential for the use of Web 2.0 tools for PBL in computer subject matter. The results of the analyses showed the following: 1) Increasing the understanding of the computer subject matter education, 2) enhancing students' competence in using ICT potentially, 3) cultivating teaching and learning strategies on Web 2.0 environment and 4) enhancing competence of future teaching activities through experiencing e-portfolio as a performance-assessment tool.

• Journal of Trauma and Injury
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• v.29 no.3
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• pp.82-88
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• 2016

Purpose: Sonongraphic examinations such as extended Focused Assessment with Sonography in Trauma (eFAST) are widely used in Emergency Departments. This study is designed to determine student achievement by teaching medical college students through short training. Methods: 38 participants in their 3rd year of medical school were enrolled in this study. An Emergency Medicine physician trained the students to 2 hours of theoretical training followed by 2 hours of hands on training. Results: The average age of students was $28.1{\pm}3.4$, with 21 male students. The average of pre-educational test results were $60.4{\pm}8.9$ and post-educational exam results were $80.1{\pm}14.5$ (p<0.001). The average success rate of eFAST was 87.5%. But success rate of each items were lowest in checking the hepatorenal recess and the splenorenal recess, each success rate, 65.8% and 68.4%, consecutively. The questionnaires filled out after the study showed that the students were highly interested in this education and that they found the education easy to understand. They also answered that eFAST education is necessary in the medical college curriculum. Conclusion: This study shows that eFAST can be effectively taught to students through short training.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.386-400
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• 2003

This paper presents an analysis of the Developmental Approaches in Science, Health and Technology (DASH) program, a K-6 curriculum developed by the Curriculum Research & Development Group (CRDG) at the University of Hawaii employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the DASH design is based on the research on learning, teaching, and assessment now driving efforts to reform science education at the elementary level. DASH embraces the constructivist idea that learning is a personal and social process and the recapitulation model that new concepts are built out of theories previously learned. DASH provides an understandable, exciting, and memorable experience in the operations of science, health, and technology, and develops their capacity to use the skills and knowledge of science, health, and technology both in and outside school. A number of studies of DASH have examined its functionality, effectiveness of pedagogy and what students learn. The innovative nature of DASH necessitated a multidimensional assessment that included both quantitative and qualitative research techniques. Ongoing development of the DASH program in the research setting of a university laboratory school permits ever deeper connections with emerging curriculum theory and curriculum practice, and allows new linkages as ideas are tested in research classrooms.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.69-80
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• 2022

In this study, the application of flipped learning methodology to thermodynamics in mechanical engineering was examined, and how university students view flipped learning and the effects of flipped learning were analyzed. To analyze the effects of flipped learning, pre-class survey, assessment on learning in pre-class, team activities during class, and post-class survey were conducted. The analysis was also conducted on 33 students who took the thermodynamics course in mechanical engineering, and the PARTNER flipped learning model was applied to the class. The results of this study are as follows; In the preliminary survey, the students expected that the flip-learning class with team activities and teaching between team members would be helpful in improving their learning. In addition, students recognized that cooperative learning through a team was helpful for learning. The case reflecting the result of pre-learning evaluation to the subject grades showed higher pre-learning evaluation results than the case not reflecting the result of the pre-learning evaluation to the subject grades, and it was found that the pre-learning evaluation was acting as a factor to promote learning in pre-class. In post-class survey, the satisfaction with the flipped learning class was high, indicating that the effectiveness of the flipped learning class applied to the thermodynamics class was excellent.