• The Journal of the Korea Contents Association
• /
• v.22 no.10
• /
• pp.404-413
• /
• 2022

As non-face-to-face classes have been adopted as an essential class method in universities after COVID-19, interest in ways to encourage student engagement is increasing. Class engagement is a prerequisite for improving the quality of education, so it is inevitably an even more important requirement in non-face-to-face classes. Therefore, this study examined the efforts and concerns based on the teaching experiences of three professors of D University, which have been operated by mixing non-face-to-face or non-face-to-face classes since 2020. As a result, both professors and students went through trial and error in the early stages of non-face-to-face classes, but over time, it was confirmed that students not only actively expressed their opinions but also voluntarily expanded the class activity. This study is meaningful in that it found the possibility that professors-led classes can develop into learner-participating classes through appropriate harmony between face-to-face and non-face-to-face and the use of various media. Data were collected through an autobiographical method.

• Proceedings of the Korea Contents Association Conference
• /
• 2004.11a
• /
• pp.11-16
• /
• 2004

e-Learning has been expected as a new educational method and paradigm in knowledge information society. However e-Learning industry has not been in tremendous development on the contrary to people's expectations. Up to present time, collaborative learning is one of the learning approaches that promote active participation and engagement in learning. Learners can set up common goal, accomplish collaborative activity to solve the problem, and achieve individual and group goals while group work. In this paper, we present collaborative e-Learning environment to improve interactions among learners and identify the roles of collaborative learning agent to promote learner's learning activity.

• School Mathematics
• /
• v.19 no.1
• /
• pp.1-18
• /
• 2017

In this study we analyse the features of process of problem posing and explore the development of mathematical knowledge of primary preservice teachers as result of their engagement in problem posing activity. Data was collected through the preservice teachers' class discussions. Analysis of the data shows that preservice teachers developed their ability to understand connections among mathematical concepts.

• Animal cells and systems
• /
• v.8 no.1
• /
• pp.57-63
• /
• 2004

This study provides evidence that expression of EphA8 receptor in NG108-15 cells results in a substantial increase in the number of neurite-bearing cells. However, the EphA8-induced neurite outgrowth does not require either ephrin-A5 stimulation or ectopic expression of $p110{\gamma}$ PI-3 kinase. In contrast, co-expression of a lipid kinase-inactive $p110{\gamma}$ mutant together with EphA8 causes neurite retraction in the presence of ephrin-A5 stimulation. This effect was not observed in the absence of ephrin-A5 stimulation. Significantly, the tyrosine kinase activity of EphA8 is not important for either of these processes. Taken together, our results strongly suggest that $p110{\gamma}$ PI-3 kinase is critically involved in the regulatory process by which ephrin-A5 exerts effects on the EphA8-induced neurite outgrowth.

• Communications of Mathematical Education
• /
• v.16
• /
• pp.1-65
• /
• 2003

The focus of this article is on the process of cultivating students' interests so that they come to view mathematics as an activity worthy of their engagement. We first define and operationalize the notion of interests, in the process developing a perspective in which they are seen to be generative, to evolve, and to be deeply cultural. We concretize this perspective by presenting an analysis of a classroom design experiment that documents both the process by which the students' interests evolved and the means by which these developments were supported. We then frame the analysis as a case in which to tease out the implications for a nascent design theory of mathematical interests and in doing so give particular attention to the issue of equity in students' access to significant mathematical ideas

• Journal of the Korean Society of Industry Convergence
• /
• v.27 no.2_1
• /
• pp.287-295
• /
• 2024

Many first aiders suffer from the stress of working in uncertain disaster sites. The stress of responding to disasters leads to an increase in post-traumatic stress disorder (PTSD) and a decrease in psychological well-being. It also has many negative effects on the meaning in life for first aiders. Reduced meaning in life will result in many societal opportunity costs due to decreased health and work engagement. To address this issue, this study conducted a survey to analyze the level of meaning in life of first aiders. The results indicated that the overall level of meaning in life of first aiders is very low. This issue needs to be addressed sooner rather than later, given the increasing trend of emergency response. Based on the results of the study, measures were proposed to reduce PTSD and psychological stability by restoring the meaningfulness of first aiders' lives.

• Journal of Information Technology Services
• /
• v.23 no.3
• /
• pp.65-89
• /
• 2024

This study aims to enhance the continuous utilization of community mapping by structurally understanding the intentions behind its ongoing use and the impacts related to it, grounded in prior research. By analyzing existing community mapping cases through literature studies on community mapping, this research identifies the characteristics of community mapping that motivate its sustained use. Moreover, based on the Uses and Gratifications Theory and the Participatory Communication Model (PCM), this study proposes a research model to investigate the factors influencing the intention to continue using community mapping. Unlike previous studies, which primarily focused on developing and applying community mapping processes for case studies, this research not only develops and applies a community mapping process but also aims to apply the findings related to the intention of continued use in future community mapping activity processes for sustained engagement.

• Korean Journal of Gerontological Social Welfare
• /
• v.74 no.4
• /
• pp.125-155
• /
• 2019

This study used latent mean analysis and multi-group analysis to explore the differences in meaning in life and influencing factors based on Alderfer"s ERG theory by subjective social status. For this purpose, a survey was conducted on 998 older adults aged 65 and over using the welfare center and day care center in South Korea. The major findings are as follows. First, latent mean difference in subjective health by subjective social status was very large. In addition, the difference in the path coefficient of the meaning in life of subjective health by subjective social status was identified. Second, there was no significant difference in the belongingness between the subjective upper class and the middle class, whereas the subjective lower class was found to be significantly lower. On the other hand, belongingness was found to have a significant effect on the meaning in life at all levels. Third, there was no significant difference in engagement meaningful activity in all classes, and it had a positive effect on the improvement of meaning in life. Based on these results, this study suggests that practical and policy intervention plan to enhance meaning in life for older adults.

• The Journal of the Korea Contents Association
• /
• v.12 no.3
• /
• pp.498-508
• /
• 2012

The purpose of this study is to develop an e-PBL prototype using IMS Learning Design(IMS LD). The e-PBL prototype using IMS LD included 1) developing learning contents and learning activities together, 2) designing learning contents and learning activities which are appropriated to learning outcome and students' roles, and 3) designing the expected notification supporting learners' activity and lessening the engagement of instructors in a process of e-PBL. The implications of this prototype are to expand the boundary of e-learning design for contents-oriented design to activity-oriented design and to suggest the possibility of adaptive and collaborative e-learning.

• International Journal of Human Ecology
• /
• v.12 no.1
• /
• pp.1-14
• /
• 2011

This study examined the features of maternal involvement in Korean children's early education and their relation to contextual variables and three forms of parental cognition. For this study 333 Korean mothers with 5 to 7 year-old children completed questionnaires that covered aspects such as demographical characteristics, three forms of involvement in their children's education, and three forms of parental cognition. Descriptive analysis indicated that mothers who were more involved in monitoring homework paid more monthly activity fees for supplementary classes and engaged more in cognitively stimulating activities at home. Financial investment in supplementary classes for children was not associated with engagement in cognitively stimulating activities at home. Stepwise regression analysis found that mothers who were more involved in monitoring their young childrens homework expressed higher aspirations for their childrens future occupation. Korean mothers who paid more for their child's supplementary classes had higher family incomes. Korean mothers who engaged more often in cognitively stimulating activities at home expressed higher parental self-efficacy, had a higher educational level, had a younger child, and had an earlier birth order or only child.