• 교육공학연구
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• v.33 no.4
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• pp.1001-1024
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• 2017

Flipped classroom has used widely in university in that its unique structure can facilitate learners' higher-thinking skills and promote competencies. Learners are expected to extend knowledge through performing online and offline, but they have difficulty in understanding their roles and specific behaviors to achieve the learning goals in the flipped learning. Therefore, a guidance for students has been required to support learners' mastery learning. The purpose of this study is to identify successful learners' characteristics in terms of "competency". For this, three-phased competency modeling was employed. In Phase I, Behavioral Event Interviews were conducted with eight learners of the flipped classroom. In Phase II for identifying competencies and developing a competency model, the data was coded, followed by testing reliability of the coding. Based on the meaning codes, competencies and behavioral indexes were developed. The final competencies consist of learning orientation, learning management, feedback seeking, peer interaction, and knowledge extension. In Phase III, validation of the competency model was conducted by explanatory factor analysis. As last, competencies were aligned by the two-phase of the flipped classroom. The finding will be used as the guidance for the learners and instructors in the flipped classroom.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.1
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• pp.65-77
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• 2022

The purpose of this study is to develop a competency strengthen program with the aim of training designers who respond to changing national policies in the era of artificial intelligence. To this end, this study was conducted through a total of five steps. First, through literature research and analysis of prior research and literature related to the role of training designers and HRD managers was investigated and analyzed, and based on related prior research, theoretical and academic grounds for training designer competency modeling were prepared. In the second stage, a draft training program was developed to strengthen the competency of training designers based on the needs analysis of stakeholders and advice from education experts. In the third stage, a pilot program was conducted based on the draft training program. In step 4, the effectiveness verification was confuted and the deficiencies of the training program were derived from the pilot program. Finally, the final draft of the training program for strengthening the competency of training designers in the era of artificial intelligence was developed. The final training program consisted of 10 modules and was designed to run for three days. The details of specific training program are presented in the article.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.108-114
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• 2015

The purpose of this study is to find the relationships among communication competency, social network centrality(trust centrality and knowledge sharing centrality), discussion performance, and online boarding activity in the team based learning situation. For investigating this topic, 44 students are participated in the classes of educational technology. In order to find out the relationships among communication competency, social network centrality, discussion performance, and online boarding activity, compared t-test and path analysis are used. Followings are the results of the research: (a) Communication competency is improved significantly after team based learning. (b) Trust centrality effects significantly on the knowledge sharing centrality. (c) Knowledge sharing effects significantly on discussion performance. (d) Trust centrality effects on the online boarding activity in the team based learning.

• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.1-11
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• 2018

Factors and causal structures of pre-service elementary teachers about the critical thinking and the scientific literacy competency were investigated in this study. The third grade university students and the first grade university students in the metropolitan city participated in this study. The factor analysis method and the structural equation modeling method were used for the data analysis, and the following results were obtained. First, the third grade university students and the first grade university students recognized 'inquisitive thinking' factor and 'reflective thinking' factor as factors of the critical thinking, and 'scientific explanation' factor and 'evidence-based conclusion' factor as factors of the scientific literacy competency respectively. Second, the third grade university students showed more the influence from 'reflective thinking' factor to 'scientific explanation' factor and from 'reflective thinking' factor to 'evidence-based conclusion' factor than the first grade university students.

• East Asian mathematical journal
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• v.35 no.4
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• pp.407-427
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• 2019

The six core competencies included in the mathematics curriculum revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the problem solving is very important for students' enhancing much higher mathematical thinking. Based on this competency, this study selected the four elements of the problem solving such as problem solving process, cooperative problem solving, mathematical modeling, problem posing. And also this study selected the domain of function which is comprised of the content of the coordinate plane, the graph, proportionality in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the four elements of the problem solving competency were shown in each textbook.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.5
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• pp.133-150
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• 2022

The purpose of this study was to develop a female entrepreneurial competency model. For the purpose, two Focus Group Interviews (FGI) were conducted with seven outstanding female entrepreneurs, and three expert reviews were conducted. In addition, in order to verify the validity of the provisional female entrepreneur competency model derived from the FGI and competency modeling expert review, the female entrepreneur competency model was finally confirmed through a survey of 442 female entrepreneurs. The results were as follows. First, a female entrepreneur competency model consisting of 6 competency groups and 25 competencies of entrepreneurship, emotion, business management, relationship management, strategic management, and multitasking, and 75 behavioral indicators describing each competency was developed. Second, sensibility and multitasking are competencies that reflect the characteristics of female entrepreneurs. In particular, 'social sense', which is the ability to be considerate of others in the emotional competency group and the ability to respond well to subtle nuances, and the multitasking competency group's unique strengths are women's ability to perform various tasks at the same time. The 'work-family control ability' of a female entrepreneur who maintains a balance between 'multi-tasking' and work and family is a representative competency of only female entrepreneurs. Third, the developed female entrepreneurship competency model is meaningful in that it not only increases female entrepreneurial competency so that prospective female entrepreneurs can successfully run a business through entrepreneurship education, but it also makes it easy for existing female entrepreneurs to reflect and improve their competencies. If we provide appropriate training programs to female entrepreneurs based on their competency, it will be possible to effectively enhance the entrepreneurial competency, which is the key to strengthening the competitiveness of female entrepreneurs. The female entrepreneur competency model developed through this study can provide a basis for future research on competency diagnosis and education needs analysis.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.663-674
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• 2013

Purpose: This study was to scrutinize not merely the nomenclature of clinical competency suggested in nursing literature but also what core clinical competency nursing students should be focused on for improving competency-based curriculum. Methods: A comprehensive review on 69 domestic and 89 foreign related literature was conducted. After reviewing the full text of a total of 158 articles, only 23 articles with measurement tools were selected for scrutinizing while 135 articles with obscure definitions of clinical competency were excluded. Results: Clinical competencies including 120 concepts were identified. Those concepts were categorized as 30 clinical competencies according to their similarities. Seven core clinical competencies including 1)nursing knowledge, 2)nursing skill, 3)interpersonal skill/cooperation, 4)problem-solving, 5)professionalism, 6)nursing management/leadership and 7)research ability were derived from the 30 clinical competencies through the categorizing process. Conclusion: Teaching & learning strategies should focus on the integration of nursing theories and clinical practices based on competency-based curriculum considering the 7 core clinical competencies. Nonetheless, they include somewhat abstract concepts and some were not concrete enough to be applied to the nursing curriculum. Thus, further research is needed in order to develop consensus-driven clinical competencies and competency modeling which can suggest the interrelation between the core competencies.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.6
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• pp.71-88
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• 2022

The purpose of this study is to develop the competencies to help micro entrepreneurs who have experienced failure to successfully re-challenge. To this end, relevant literature published from 1977 to 2022 was analyzed, behavioral event interviews (BEI) were conducted with 7 successful micro entrepreneurs, and focus group interviews (FGI) were conducted three times by inviting competency development and HRD experts. Based on these research activities, the draft about competencies for micro entrepreneurs who had have failure was derived. And then inviting 12 experts in related field for Delphi Analysis, the final competency model that helps micro entrepreneurs successfully recover were developed as follows : Competency Groups(small business owners, recovery from failure), 8 detailed competencies(seize business opportunities, business planning, business differentiation, operation management, market exploration, research and development of products and services, positive self-regulation, overcoming and coping with failure experiences), 22 competency factors, and 72 behavioral indicators. This study has an academic significance in that it developed the competencies required for micro entrepreneurs recovering from failure. In addition, the results of this study can be used to develop a competency-based education program for micro entrepreneurs and to select suitable candidates for support programs.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.799-807
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• 2019

The study was conducted to identify if the first-year program of science-focused school improved students' scientific core competency and science learning motivation. The first-year program of the science-focused school consisted of basic education in scientific inquiry, investigation, advanced experiment, and basic education in small research. There were a total of 262 participants in the program, and 169 students took three survey tests. Through the analysis of a group-based trajectory modeling, students were differentiated based on similarity of score changes. This study showed that the first-year program of the science-focused school significantly improved students' scientific core competency and science learning motivation. A group-based trajectory modeling found that about 40~60% of students saw the effects of the program. The students who chose the humanity track showed effects, while some students who chose the science-focused track did not show effects. A group-based trajectory modeling showed the methodological effects of identifying the change process of individual students. This study identified the positive effects of science-focused school policy statistically and is a meaningful example for analyzing the effectiveness of science-focused school programs.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.187-210
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• 2017

The animated discussion about mathematical modeling that had studied consistently in Korea since 1990s has flourished, because mathematical modeling was involved in the teaching-learning method to improve problem solving competency on 2015 reformed mathematics curriculum. In an attempt to re-examine the educational value and necessity of application to school education field, this study was to review the literature of mathematical modeling in mathematical competencies perspective. As a result, mathematical modeling could not only be involved the components of problem solving competency, but also support other competencies; reasoning, creativity-amalgamation, data-processing, communication, and attitude -practice. In this regard, This paper suggested the necessity of the discussion about the position of mathematical modeling in mathematical competencies and the active use of mathematical modeling tasks in mathematics textbook or school classes.