• Korean Journal of Community Nutrition
• /
• v.9 no.3
• /
• pp.326-332
• /
• 2004

The research objective was to identify the effect of various instruction media on improving students' foodservice management competencies and for increasing class satisfaction. The research involved a comparison of two student groups. One group consisted of students who attended a lecture-based food purchasing class (Group A). The other group was students who attended the same class, and who also used various media as well as receiving the lecture (Group B). The results were as follows: 1) After a 16 week program, Group B perceived their procurement management competencies to be higher than those of Group A, especially in setting up purchasing goals, marketing research, and using computer systems for procurement; 2) In terms of class satisfaction, it was also observed that Group B was more satisfied with food purchasing class than was Group A. Group B gave high scores, especially in effective utilization of media, increasing motivation, and understanding; 3) Group B perceived that various instruction media was helpful for developing their procurement management competencies. Respondents evaluated the usefulness of media in the following order: using Power Point watching videos, visiting web-sites for food purchasing class, and surfing the World Wide Web. The results of the research show that using various instruction media for food purchasing classes would improve students' foodservice management competencies. Therefore, instructors who teach foodservice management related courses should consider developing teaching strategies that apply various instruction media for students to enhance their foodservice management competencies and to increase class satisfaction.

• Journal of Korean Home Economics Education Association
• /
• v.2 no.1
• /
• pp.123-142
• /
• 1990

The aim of this study is to apply lesson design of high school home economics to model which consists of six steps of instructional procedure among various models for instructional design, Through thesis, central content of each step was written as follows; 1) At the step of establishment of terminal instructional objectives, educational objectives, terminal instructional objectives was analyzed and specific instructional objectives was extracted. 3) At the step of diagnosis of entering behavior, ability of prior learning and ability of preliminary learning were evaluated, which was used as establishing instructional strategy and doing individual guidance. 4)At the step of determining instructional strategy, instructional strategy should be extracted by considering instructional event which is adequate to content of instruction. Instructional strategy consists of five main factor, factors, those are, activity of introduction of instruction, presentation of content of instruction and information, participation of learner and learning activity, identification of learning result, and subsequent treatment after evaluation. 5)Specific activity at the step of selection and development of instructional media consists of reidentification of instructional objectives determination of learning type, drawing up instructional media analysis sheet, synthesis of selected media, and explanatory note of selected media. In order to increase efficiency of instruction at the step of determining instructional strategy, this step should be considered simultaneously. 6)The step of try-out and evaluation of instructional design should be efficient when designed instruction was inputted at class after evaluation of each step of instructional design.

• Journal of the Korean Institute of Educational Facilities
• /
• v.1 no.2
• /
• pp.33-46
• /
• 1994

This paper inquires into the most desirable measures which can diversify instruction-learning methodsand take advantage of educational facilities in order to carry out both education for the whole man and individualized instruction in a smallscale class primary school. For this purpose, this paper makes investigation into thirty primary schools at Pochon district(including one branch school) and analyzes the contents of investigation into as follows: 1) the general present status of primary schools at Pochon district educational facilities, 2) the educational environment and educational facilities, 3) the instructional systems design and instructional media, 4) the educational facilities for the scale of applying instructional media. And then, on the side of educational facilities, This paper makes proposal for eight accessible alternatives which diversify instruction learning methods and enforce individualized instruction (=open education) without expanding or reconstructing on alarge scale a building of the existing small-scaleprimary schools.

• The Mathematical Education
• /
• v.43 no.3
• /
• pp.291-307
• /
• 2004

This study focused on the developing a system of computer adaptive diagnosis and instruction(CADI). This system is a conceptual model that connected learning with assesment by using new media such as computers, multimedia, and new technologies. In this conceptual model, adaptive diagnosis means tailored or customized diagnostic evaluation, and adaptive instruction implies tailored or customized instruction. The connection between learning and assesment suggests that they are closely related to determine following learning contents and learning methods. CADI's expected effect are 1) it can contribute to real learning of core concept, 2) it can enlarge the educational opportunities, 3) it can help students study by student himself and learn media literacy, 4) information for evaluation functions more essential roles, 5) it is possible to work cooperatively with any other school subject.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.14 no.2
• /
• pp.83-95
• /
• 2003

This study investigated American school library media program standards. It then examined School Library Program Standards and Guidelines for Texas, thus demonstrating the adaptation of national standards for the state level. Also, to show its implementation at the building level, the study analysed the correlation between library instruction programs and national standards. After this investigation, several suggestions were made to develop Korean school library media program standards.

• The Journal of Korean Philosophical History
• /
• no.35
• /
• pp.415-443
• /
• 2012

The moral instruction expresses and conveys a abstract objects so called moral. And it pursues occurrence of moral meaning contained a emotion. In these respects, there is a resemblance between moral instruction and artistic symbolic language. Meanwhile, the poetry are a typical form of artistic symbolic language, and especially poetic symbolism is a representative and possible way that expresses accepting a meaning of abstract objects. Then a moral instruction needs to be poetic symbolism. The poetic symbolism that a moral instruction intends to resemble is a linguistic expression, but at the same time that is a expression beyond a linguistic limitation for conveying the metaphysical meaning. For this, the poetic symbolism reveals visible and concrete vehicles that imply invisible and metaphysical tenor. At this point, poetic symbolism is characterized with sameness, implicitness, polysemy, context, allness. The poetic symbolism having these characters appears personal symbol of poet as combined with creative imagination, and is experienced poetic meaning as combined with creative imagination of reader. The moral instruction as a poetic symbolism offers learning experience similar to poetic experience. The moral instruction as a poetic symbolism would be constructed not a logical or prosaic explain but symbolic form that can draw various moral meaning. For this construction, first, we might find a symbolic media for materialization of teaching contents. Second, moral teaching should be constructed to be searching moral meaning of symbolic media. Third, moral teaching should be constructed to be interpreting moral meaning of symbolic media. When teacher can construct moral instruction as possible as similar to poetic symbolism, student can learn moral meaning combined with emotion through their response and interpretation to the teaching. It is very similar to good poem that is sympathized and accommodated poet's theme by reader.

• Journal of the Korean Society for Library and Information Science
• /
• v.37 no.2
• /
• pp.27-56
• /
• 2003

The school library media specialists offer the users assistance in using information resources and instructional media by assessing, evaluating and selecting the most appropriate materials for the present educational situation in school. The format of the information media and the scope of the media center collection have constantly been changed by information technology. Media specialist has to know the selection criteria to be capable of providing any media format in the technological society, particularly of providing instruction software(courseware), multimedia, hypermedia and digital reference service to maintain the school library media center as one of the user oriented educational information centers. This paper presents the selection criteria for the instruction media by media format as one of the useful guidelines to the media specialist.

• Journal of Korean society of Dental Hygiene
• /
• v.15 no.5
• /
• pp.841-847
• /
• 2015

Objectives: The purpose of the study was to investigate the satisfaction with instruction medium according to learner attitude and lecture mode in the dental hygiene students. Methods: A web-based self-reported questionnaire was complected by 155 dental hygiene students in Cheonan from May 26 to June 5, 2015. The questionnaire consisted of general characteristics of the subjects, school adaptation, interest to learn, effort to learn, faculty centered lecture, learner centered lecture, self-directed learning, motivation to learn, characteristics of each subject, and satisfaction with lecture mode. The study was approved by institutional review board (IRB) by Baekseok University. Chi-square test and multivariate logistic regression were used to evaluate the satisfaction to medium of instruction according to explanation factors. Results: The lecture mode, opportunity and motivation to learn, interest to learn and effort to learn were the significant factors to satisfaction with instruction medium. In multivariate logistic regression model, the adjusted odds ratio was 6.28 for the opportunity to learn and 4.87 for the interesting to learn. Conclusions: The satisfaction with instruction medium is the most important factor that decides the lecture mode and learner attitude including opportunity to learn and concern to learn.

• Asia pacific journal of information systems
• /
• v.18 no.4
• /
• pp.83-103
• /
• 2008

In the new web based learning environment which has recently emerged, a variety of new learning objectives and teaching methods suited to this learning environment have been adopted. Recently, web based project-based learning methods have received a great deal of attention from those wishing to improve learning performance. The objective of this study is to identify the impact of characteristics of communication media and instruction behavior on collaborative interaction and project performance through web based group projects. The characteristics of communication media were divided into richness, flexibility, and ease of use, and the characteristics of instruction behavior were divided into support and expression, which are independent variables. Collaborative interaction as a mediate variable, was divided into information sharing and negotiation. Project performance was the dependent variable. To verify the proposed research model empirically, an experiment was conducted in which learners participated in on-line and off-line courses with group projects. The group project was conducted virtual product development(VPD), and designed a web-site about the VPD. At the end of the project, a survey was conducted. Of the 270 students, 239 responded. The students were assigned to groups of 3 or 4 members, and represented different genders and levels of computer competence. The reliability, validity, and correlation of research variables were analyzed using SPSS 14.0, and the measurement model and the structural goodness-of-fit of the research model were verified through SEM analysis using Lisrel 8.54. We found important results as follows; First, richness and ease of use has positive impacts on each of sharing information and negotiation. This suggests that richness and ease of use are useful in sharing information which is related to the task and agreeing in opinions among group members. However, flexibility has not positive impacts on sharing information and negotiation. This implies that there is no great difference in performance of PC and information literacy of user. Second, support and expression of instructor have positive impacts on sharing information and negotiation. This indicates that instructors play an important role in encouraging learners to participate in the project and communicating with them, sharing information related to the project, making a resonable decision and finally leading them to improve a project performance. Third, collaborative interaction has a positive impact on project performance. This result shows that if the ability to share information and negotiate among students was improved then a project performance would be improved as well. Recently, in the state of revitalized web based learning, it is opportune that web-based group project is practically conducted, and the impact of characteristics of communication media and characteristics of instruction behavior on sharing information, negotiating among group members and improving a project performance is verified. On the basis of these results, we propose that forms of learning, such as web based project, could be one of solution which is to enforce interaction among learners, and ultimately improve learning performance. Moreover web-based group project is able to make up for a weakness which makes it difficult to make interpersonal relations or friendship among learners in computer mediated communication or web based learning.

• Journal of Korea Multimedia Society
• /
• v.3 no.6
• /
• pp.611-616
• /
• 2000

By the most important media to deliver the contents on a remote instruction we commonly use audio and documents. A number of remote instruction system are trying to offer the video, but they did not acquire satisfiable results because of the limited network and width. Also, they use the general web browsers that have a lot of unspecific users access the contents. Also, they use the general web browsers that have a lot of unspecific users access the contents. Like this most systems that use the continuous media have not offer the satisfiable contents because of the network limitation. Moreover, because they use the web browser, they offer the contents having documents(web pages) only. In this paper, we propose a web-based remote instruction system on real-time using audio and documents which are the most important media for a information delivery. In addition to the system, we use a action synchronization mechanism between the web browsers. If the instructor uses web pages on his computer and explains the contents of them, the learners see the same web pages as the instructor's and listens to his voice.