• 공학교육연구
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• 제27권3호
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• pp.3-13
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• 2024

Since the launch of ChatGPT, many college students used it extensively in various ways in their curricular learning activities. This study investigates the utilization of ChatGPT in the curriculum of first and second-year engineering students, aiming to examine its influence from a learner perspective. We explored how ChatGPT is used in each subject and learning activity to understand how learners perceive the use of ChatGPT. From the survey data on engineering college students at E university, we examined students' perception on 'shortening time to perform tasks' through ChatGPT, 'dependence on ChatGPT', 'their contribution to individual capacity building', and 'their influence on academic grade'. The majority of students reported extensive use of ChatGPT for learning activities, particularly showing high dependency in liberal arts subjects and coding-related activities. While the use of ChatGPT in liberal arts was seen as not contributing to the enhancement of individual capacity, its use in coding was positively evaluated. Furthermore, the contribution of ChatGPT to the creativity in report writing tasks was highly rated. These findings offer several important implications for the use of AI tools like ChatGPT in engineering education. Firstly, the positive impact of ChatGPT's high usability and individual-capacity enhancement in coding should be expanded to other areas of learning. Secondly, as AI technology progresses, the contribution of AI tools compared to learners is expected to increase, suggesting that students should be encouraged to effectively use AI tools to achieve their learning objectives while maintaining a balanced approach to avoid overreliance on AI.

• 영어어문교육
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• 제11권4호
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• pp.365-389
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• 2005

The purpose of this study is to present the task model that is the most effective in English language methodology based on the investigation of task-based performance in Korean EFL classroom practice. The subjects were 538 high school students and 126 high school teachers, each of whom had common experiences using the materials of task-based activities for more than one year. To analyze the data, the program SPSS WIN 11.0 including frequency distribution and chi-square analysis was used. The results of the questionnaire analysis showed that both teachers and students had a comparatively high level of satisfaction in task rationale, but that they had some mixed responses in the fields of input data, settings, and activity types. To conclude, a few suggestions are made to provide some meaningful considerations for the EFL teachers and material developers: a) task goals and rationale that encourage the learner's positive motivation; b) authenticity of input data based on the real-world context; c) collaborative learning environment that enhances communicative interaction; d) proportional representation of the creative problem-solving activities related to discussions and decision-making processes; e) systematic introduction of integrated language skills. It also suggests that the multi-lateral task model, which has some positive assets compared to previous task models, be newly introduced and applied to the second language learning classrooms.

• 영어어문교육
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• 제12권4호
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• pp.253-276
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• 2006

The purpose of this study is to compare and analyze the aspects of task-based materials in high school English textbooks for first year students in Korea. Based on the theoretical backgrounds for designing communicative tasks and the basic contents of the 7th national curriculum for English, a total of six different qualitative evaluation categories of task-based materials are constructed. The six categories include input data, settings, activity types, language skills, activity themes, and communicative functions. The results of the data analysis showed that the regulations of the 7th national English curriculum, which were aimed at improving the students' communicative abilities, were properly reflected in the materials of task-based activities of all textbooks. On the other hand, a few problems were found in some textbooks: too many individual tasks; being out of proportion in presenting task types and themes; non-systematic introduction of language skills, etc. To conclude, a few suggestions are made to provide some meaningful considerations for the text material developers in order to produce better textbooks in the future: task goals and rationale that encourage the learner's positive motivation; authenticity of input data based on the real-world context; a collaborative learning environment that enhances communicative interaction; a proportional representation of the various activity types including creative problem-solving procedures; systematic introduction of integrated language skills, etc.

• 한국간호교육학회지
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• 제3권
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• pp.78-98
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• 1997

Health education, as the most fundamental concept for national health promotion, alms for developing the self-care ability of the general public. High school days are regarded as the period when most important physical, mental and social developments occur, and most health-related behaviors are formed. School health education is one of the major learning resources influencing health potential in the home and community as well as for the individual student. High school health education in Korea has a fundamental systemic flaw in that health-related subjects are divided and taught under various subjects areas at school. In order to achieve the goal of school health education, it is essential to make a systematic assessment of the learner's concerns connected with his health and life, and the factors affecting them. So far, most of the research projects that had been carried out for improving high school health education were limited in their concerns to a particular aspect of health. Even though some had been done in view of comprehensive school health education, they failed to Include a health assessment of the learner. Therefore, in this study the high school students' concerns related to health and life were investigated in the first place on the basis of the PRECEDE model, developed by Green and others for the purpose of a comprehensive diagnostic research on high school health education. This study was done in two steps : one was the basic study for developing research instrument and the other was the main one. The former was conducted at five high schools in Seoul and Cheongju for 2 months-beginning in March, 1996. The students were asked to respond to questions related to their health and lives in unstructured open-ended question forms. On the basis of analysis of the basic study, the diagnostic instruments for the quality of life, health problems, health behavior and educational factors were constructed to be used for the collection of data for main study. An expert panel and the pilot study were used to improve content validity and reliability of the instruments. The reliability of the instruments was measured at between .7697 and .9611 by the Cronbach $\alpha$. The data for this study were collected from the sample consisted of the junior and senior classes of twenty general and vocational high schools in Seoul and Cheongju for two months period beginning in July, 1996. In analyzing the data, both t-test and $X^2$-test were done by using SAS-$PC^+$ Program to compare data between the sexes of the high school students and the types of high school. A canonical correlation analysis was carried out to determine the relationships among the diagnostic variables, and a multivariate multiple regression analysis was conducted by using LISREL 8.03 to ascertain the influences of variables on the high school students' health and quality of life. The results were as follows : 1) The findings of the hypothesis tests (1) The canonical correlation between the educational diagnosis variables and behavioral, epidemiological, social diagnosis variables was .7221, which was significant at the level of p<.001. (2) The canonical correlation between the educational diagnosis variables and the behavior variables was .6851, which also was significant (p<.001). (3) The canonical correlation between the behavioral diagnosis variables and the epidemiological variables was 4295, which was significant (p<.001). (4) The canonical correlation between the epidemiological diagnosis variables and the social variables was .6005, which was also significant (p<.001). Therefore, the relationship between each diagnosis variable suggested by the PRECEDE model had been experimentally proven to be valid, supporting the conceptual framework of the study as appropriate for assessing the multi-dimensional factors affecting high school students' health and quality of life. Health behavior self-efficacy, the level of parents' interest and knowledge of health, and the level of the perception of school health education, all of which are the educational diagnostic variables, are the most influential variables in students' health and quality of life. In particular, health behavior self-efficacy, a causative factor, was one of the main influential variables in their health and quality of life. Other diagnostic variables suggested in the steps of the PRECEDE model were found to have reciprocal relations rather than a unidirectional causative relationship. The significance of this research is that it has diagnosed the needs of high school health education by the learner-centered assessment of variety of factors related to the health and the life of the students. This research findings suggest an integrated system of school health education to be contrived to enhance the effectiveness of the education by strengthening the influential factors such as self-efficacy to improve the health and quality of the lives of high school students.

• Journal of Information Technology Applications and Management
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• 제14권1호
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• pp.145-160
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• 2007

The knowledge based economy requires more and more people to learn new knowledge and skills in a timely and effective manner. These needs and new technology such as computer and Internet are fueling a transition in e-learning. We did the case study of K company, which is leading the business to business e-learning in Korea. We investigated prior studies about e-learning and deduced the major variables composed of learner, tutor, infrastructure, contents, and practice. And then we suggested the successful way of doing the operation for the company's e-learning. We hope that this research will help the companies that have introduced or consider the adoption of e-learning.

• 한국멀티미디어학회논문지
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• 제13권6호
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• pp.841-848
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• 2010

Conventional filters using email header and body information equally judge whether an incoming email is spam or not. However this is unrealistic in everyday life because each person has different criteria to judge what is spam or not. To resolve this problem, we consider user preference information as well as email category information derived from the email content. In this paper, we have developed a personalized anti-spam system using ontologies constructed from rules derived in a data mining process. The reason why traditional content-based filters are not applicable to the proposed experimental situation is described. In also, several experiments constructing classifiers to decide email category and comparing classification rule learners are performed. Especially, an ID3 decision tree algorithm improved the overall accuracy around 17% compared to a conventional SVM text miner on the decision of email category. Some discussions about the axioms generated from the experimental dataset are given too.

• 한국컴퓨터산업학회논문지
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• 제3권12호
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• pp.1737-1746
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• 2002

본 논문은 원격교육의 사용성을 위한 학생 만족도 요소를 분석하고자 한다. 이러한 원격교육의 사용성을 위하여 MLIS 프로그램을 수강하고 있는 학생들을 사례로 5가지 토론주제(전반적인 프로그램의 내용, 친과목의 내용, 상호작용 문제, 캠퍼스 워크샵의 내용, 기술공학적인 문제)를 기획하여 피드백을 통하여 얻은 내용을 분석하였다. 또한 온라인 학생들로부터의 피드백 요소 분석자료에 기초하여 온라인 코스의 교수와 개발을 위한 지침으로 제시한다.

• 영어어문교육
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• 제16권4호
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• pp.19-38
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• 2010

This study surveyed L2 learners' needs for different components of communicative competence. It aimed to determine what abilities the learners strongly need to achieve communicative competence in different learning contexts. It also examined gender differences in the learners' need for phonological competence. A total of 359 students participated in this study, divided into three learner groups: high school, vocational college, and university students. The data were collected via a questionnaire, which was based on Bachman's (1990) framework of language competence. The study drew some important findings: (a) The vocational trainees expressed a stronger need for illocutionary competence than the high school students and for sociolinguistic competence than the high school and the university groups; (b) The high school and the university groups equated grammatical, textual, illocutionary, and strategic competences in their needs with lesser attention to sociolinguistic competence; (c) To the high school and the university groups, pragmatic competence was assessed higher than organizational competence; (d) Female students showed greater sensitivity to pronunciation ability than did male students. On the basis of these results, pedagogical implications are discussed, along with some helpful suggestions.

• 농촌지도와개발
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• 제24권1호
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• pp.21-31
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• 2017

The purpose of this study was to analyze the structural relationships between adult educators' instructional leadership, learners' motivation and performance among those participants in education for urban-rural migration. The survey was conducted among 22 agricultural educational institutions in South Korea, and a total number of 1,109 learners responded to a questionnaire. In order to verify the hypothesized research model, the collected data were analyzed with structural equation modeling. The major findings of this study were as follows. First, adult educators' instructional leadership had a direct effect and an indirect effect on learners' performance. Second, adult educators' instructional leadership had a direct effect on learners' motivation. Third, learners' motivation had a direct effect on learners' performance.

• 아동학회지
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• 제25권4호
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• pp.163-175
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• 2004

In this study, 63 university seniors majoring Child Studies were in an 8-week Web Based Instruction (WBI) program. Student characteristics of learning motivation, self-regulatory learning strategy, and learning style (Kolb, 1985) were the independent variables. Learning effects as dependent variables were measured by paper test and work assessment. Spearman's $\rho$ was calculated and tests of rank order difference were used for the data analysis. Results showed that learning motivation and self-regulatory learning strategy had meaningful positive relations with learning effects on the paper test score. Learning effects showed differences by learning style. These findings indicated that the learner's characteristics should be considered in the design and development of more effective WBI environments.