• Journal of Industrial Convergence
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• v.19 no.6
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• pp.123-129
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• 2021

This Study is to identify factors that affect the interaction between professors and university students and their satisfaction with non-face-to-face lectures. The subjects were 348 university student who attended from October 5 to October 23, 2020. The statistics program was SPSS win 22.o. Among the expected benefits of non-face-to-face classes, the temporal benefit was 3.69 points, the expected benefit of the learning effect was 3.46 points, and the technical familiarity was 3.47 points. Satisfaction with non-face-to-face classes was found to be 3.58 points. Factors affecting the satisfaction of lectures in non-face-to-face classes were expected benefits of learning effect, university satisfaction, technical familiarity, expected benefits over time, and the number of non-face-to-face classes desired for the next semester. Learning effect The higher the expected benefit, the higher the university satisfaction, the higher the technical familiarity, the higher the expected temporal benefit, the higher the number of non-face-to-face classes desired for the next semester, the higher the satisfaction with the non-face-to-face class lectures. Therefore, it was confirmed that the role of the instructor was important in the interaction between the instructor and university students in the non-face-to-face class and the satisfaction of the lecture.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.110-125
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• 2018

The purpose of the study was to explore the effect of using discussions and debates in science laboratory classes on science learning motivation, science process skills, and science academic achievement. Participants in this study were 6th grade students at an elementary school. Students in the experimental group participated in science laboratory classes using discussions and debates while students in the comparative group participated in common laboratory classes with a teacher-directed approach. The results of this study are as follows: by using discussions and debates in science laboratory classes, there were statistically positive effects on the students' science learning motivation and science process skills. However, there was no statistically significant difference in science academic achievement by using discussions and debates. Even so, in the narrative survey of the students'reactions after the class, students in the experimental group responded that it was much easier to understand the meaning of the scientific concepts when they used discussions and debates. Therefore, there is a need to investigate how to use discussions and debates effectively by introducing them at different time or in different ways, rather than considering that discussions and debates have no effect on science achievement. These findings provide science teachers and researchers pedagogical implications about utilizing discussions and debates in science classes.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.36 no.4
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• pp.402-408
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• 2003

A quantitative method was suggested for estimating damages in fishery production due to the diffusion and deposition of suspended silt and clay by various construction processes in tidal flat fishing grounds. Marine populations are maintained through the process of spawning, growth, recruitment, natural death and death by fishing each year. All of the year classes of the population in a fishery ground could be affected when damages occur by human activities such as land filling or reclamation. The propose of this study is to calculate damages in terms of fishery production using a quantitative population dynamic method. If the maximum age in the population is $X_\lambda,$ the starting year of damage is $t_s,$ and the ending year of damage is $t_e,$ the number of year classes damaged is $t_{s-n\lambda}-t_e,$ Many year classes present in the year $t_s,$ and so if damages occur, they Influence all the year classes which are present in the population. Damaged year classes in year $t_e$ would still be in the population until the year $t_{e+n\lambda}$, where $n_{\lambda}$ is the oldest age class. If the expected yield of a year class is constant, the total yield from year classes in the fishing ground during the construction periods can be calculated as follows: $Y_\Phi=[(t_e-t_s+1)+n_c]{\cdot}Y_E+\sum\limits^{n_\lambda-n_c}_{l=1}\;\sum\limits^{n_\lambda-n_c}_{l=i}\;Y_{n_c+i}$ This method was applied for damage estimation in the production of Ruditapes philippinarum in a tidal flat fishing ground.

• Human Ecology Research
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• v.54 no.4
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• pp.365-384
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• 2016

The purpose of this research is to apprehend what the power of professional learning community (PLC) to make home economics teachers participate is and how PLC activity contributes to reflective practice and change of participating home economics teachers by experiencing reflective practices. For this, self-reflective action research of Kemmis and McTaggart was conducted. Six home economics teachers participated voluntarily and totally 18 PLC sessions from May 31, 2013 to May 19, 2014 were held. Two themes of 'looking in classes' as a main practice theme and 'designing classes together' as a supporting theme were carried. Findings and conclusions of this study are as following. First, participants of PLC to get data and information on teaching and to solve problems with fellow teachers for better classes at first. However, they have become to comfort and sympathize each other about difficulties in school as home economics teachers. Second, through the PLC activity, they found they had uncomfortable belief about teaching and tried to practice solutions by critical and reflective thinking. Third, they put efforts in finding alternative framework of looking inside their classes for the fundamental improvement in teaching. For this, they formulated questionnaire to describe their own reflective practice through the alternative framework from a critical perspective in teaching, a view of student's learning, and a teacher's inner view for improvement of practice. Fourth, PLC activity for a year allowed them to combine theory and reality though reflective process by designing classes together and reflectively practicing them in classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.180-189
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• 2020

The purpose of this study is to demonstrate the subjective structure of classes for college students. This study was conducted using the Q-methodology, and 33 various items were selected through a comprehensive review and revision process. Forty college students were selected for the P sample. The results showed four types of perception regarding college classes: Type 1 (Substantial Class-Focused Type) includes those who want to be a mature person through college classes; Type 2 ( Practical Class-Focused Type) includes those who have an interest in college classes to develop their work skills; Type 3 (Educational Environment-Focused Type) includes those who feel class size, communication with teachers, and the educational system itself are important; and Type 4 (Personal Competence-Focused Type), which includes those who feel that the right to take classes in order to increase their competence without mandatory classes is very important. Therefore, this study aims to investigate the types of individuals in terms of college class perception, as well as to provide reference materials to improve educational innovation for college students.

• Journal of Science Education
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• v.42 no.2
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• pp.230-241
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• 2018

This study was conducted to see how science classes using astronomical observations software could affect elementary students' scientific learning motivations and academic achievements. For this, 24 sixth graders of G Elementary School were designated as experimental groups to provide classes in which astronomical observation software was used. The experimental treatment period was 4 weeks and the results were as follows. First, elementary science classes that used astronomical observation software were effective in boosting scientific learning motivation. Second, elementary science classes that used astronomical observation software were effective in enhancing academic achievements. From these study results, we could confirm that elementary science classes that used astronomical observation software were effective for elementary school students' motivation and academic achievements.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.75-84
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• 2022

Currently, education is being conducted through face-to-face classes and instructional design using blended learning, an integrated online and offline model that utilizes online characteristics. As the paradigm of education has changed from face-to-face classes to non-face-to-face classes since COVID-19, teaching methods to respond to changes are required in the educational field. In this paper, as a instructional design model using online, we proposed a instructional design model that conducts online classes in non-real time and then conducts online face-to-face classes using virtual classrooms in real time. In addition, a teaching strategy that can apply the online face-to-face teaching design model using the proposed virtual class room to software classes was presented. The proposed instructional design model will be able to prepare for a paradigm shift in education with a teaching design that can accommodate the characteristics of face-to-face education online.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.111-117
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• 2023

The aim of this study is to present a practical teaching plan for liberal arts English classes that target foreign students. Foreign learners who do not have Korean language proficiency at the university level may struggle to understand the contents of liberal arts classes conducted by Korean language professors. In this study, six topics were selected (K-culture, Online game, Harry Potter, Disney, Marvel, DC) and topic-centered participatory class activities using various media were developed. A questionnaire was conducted to analyze learners' attitudes toward and perceptions regarding topic-oriented classes. It showed that learners' satisfaction with topic-based classes was high (75%), and the reasons for this high level of satisfaction were the instructors' caring attitudes, the comfortable class atmosphere, and the fun learners had in class. Learners also reported high satisfaction with various participatory class activities (81.9%), citing the learning benefits, their increased interest and motivation, and the efficiency of participatory classes. As globalization continues to increase the number of foreign students in South Korea, the need to develop realistic class plans and various class activities that are suitable for them is becoming more and more urgent.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.406-425
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• 2019

The purpose of this study is to analyze The Effect of Teacher Participation-oriented Education Program (TPEP) centered on Multi-Faceted Analysis of Elementary Science Classes on the Class Expertise of novice teacher. First, in order to develop the TPEP, lectures and exploratory science classes were analyzed using imaging and eye-tracking techniques. In this study, the TPEP was developed in five stages: image analysis, eye analysis, teaching language analysis, gesture analysis, and class development. Participants directly analyzed the classes of experienced and novice teachers at each stage. The TPEP developed in this study is different from the existing teacher education program in that it reflected the human performance technology aspects. The participants analyzed actual elementary science classes in a multi-faceted way and developed better classes based on them. The results of this study are as follows. First, at the teacher training institutions and the school sites, pre-service teachers and novice teachers should be provided with various experiences in class analysis and multi-faceted analysis of their own classes. Second, through this study, we were able to identify the limitations of existing class observations and video analysis. Third, the TPEP should be developed to improve the novice teachers' class expertise. Finally, we hope that the results of this study are used as basic data in developing programs to improve teachers' class expertise in teacher training institutions and education policy institutions.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.597-606
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• 2020

Recently, as students' programming classes are being conducted online, interest in factors that can lead to the success of online programming classes is also increasing. Therefore, in this study, online programming classes were conducted for specialized high school students using a web-based simulation programming tool through TinkerCad. In these online programming classes, students' self-regulation ability and learning flow were set as variables that influence both learning engagement and teaching presence, and the predictive power of each was analyzed. As a result, it was found that both self-regulation ability and learning flow were predictive variables for learning engagement and teaching presence, and that learning flow played a mediating role between self-regulation ability, learning engagement, and teaching presence. This study is meaningful in that it suggested that self-regulation ability and learning flow should be considered more meaningfully in online programming classes, and a practical strategy for this is presented.