• 한국응급구조학회지
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• 제18권2호
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• pp.73-94
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• 2014

Purpose: This study aims to provide suggestions for improving the liberal arts curriculum for the 3-year emergency medical technology course by conducting a comparative research on the liberal arts curricula across 10 colleges. Methods: Various aspects of liberal arts subjects, such as basic directions set out by the curriculum, credit scores, and distribution, were studied. Results: Of the 10 colleges, 9 did not stated purpose of liberal arts education. All 10 offered courses including foreign language, computer, and self-management, however each subjects did not have reflections of course visions. Findings revealed the credit score ratio of liberal arts subjects to be relatively lower than the major subjects. Students had limited opportunity to choose liberal arts subjects, with only a small proportion of the course available for elective subjects. Most liberal arts subjects were completed in the first year. Subjects' experience was not expanded and deepened gradually. Subject choices often overlapped, with limited variety of available subjects. Conclusion: For competent emergency medical technicians, the 3-year emergency medical technology course should improve the quality of its liberal arts offerings. The study of liberal arts provides the opportunity to develop broad perspectives and mature attitudes.

• 한국컴퓨터정보학회논문지
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• 제21권6호
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• pp.29-37
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• 2016

In this paper, we evaluated educational effects of H-STEAM group play contents(a course) and tried to suggest a convergent model for college liberal art curriculum. We opened a mixed course(math, art, engineering, and humanities) with team teaching for this purpose. For the test, we collected data from survey, K-W-L sheet, and reflection paper from 23 students who enrolled in this course. Students should do a team project during the course, propose a new group game, and write K-W-L sheet at the end of each session and reflection paper at the final stage. As a result, it is said that H-STEAM group contents had an effect on students' satisfaction and achievement. During the course, students made academic efforts and were able to construct convergent knowledge from the four fields. From this study, we are sure that H-STEAM contents can play a substitute role for the traditional liberal arts program and innovate the curriculum for the knowledge convergence society.

• 디지털산업정보학회논문지
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• 제17권4호
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• pp.197-207
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• 2021

The threat of COVID-19 pandemic put many universities in Korea to develop and implement various types of non-face-to-face on-line classes, such as on-line real time class and on-line recorded video class. Online education has been recognized as one of the effective educational methods because of its ubiquitous and flexible educational environments. Even though COVID-19 led to many problems such as faculty's burden and stress during the early stage of COVID-19, both students and faculties have gradually become familiar with on-line environment. As students have got accustomed to the online environment, on-line recorded lectures are shown to be more preferred rather than on-line real time class. Researches regarding the learner's satisfaction of on-line classes during the COVID-19 indicate that systematic and good quality contents and interaction by instructor are important factors. This study, therefore, investigate the learner's satisfaction of online classes in Liberal Arts course using recorded video contents in terms of contents and interaction. The results of empirical analysis reveal that systematic and good quality contents are likely to predict learner's satisfaction and interaction plays a great role in providing those contents. These findings provide insights that preparing systematic contents and interaction are key to enhancing learner's satisfaction of on-line classes in Liberal Arts course.

• 한국콘텐츠학회논문지
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• 제22권2호
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• pp.294-304
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• 2022

본 연구의 목적은 대학 교양강좌를 이용한 자기성찰 기반 인성교육 프로그램의 효과를 살펴보는 것이다. 이를 위하여 수강생 18명을 대상으로 학기 시작과 종료의 시점에 자료를 수집하는 단일 처치집단 사전·사후 설계를 진행하였다. 적은 표본 수에 적합한 통계적 추정을 위해 비모수 검증을 수행하여 자료의 유의미한 평균 변화를 살펴보았는데, 본 프로그램은 대학생들의 자기자비, 삶의 만족도, 정신적 웰빙의 수준을 유의하게 향상시키는 것으로 나타났다. 이상의 결과를 토대로, 자기성찰 기반의 인성교육 교양강좌가 대학생 인성교육으로 유용하게 기능할 수 있음이 논의되었으며 본 연구 결과가 함의하는 바와 제언이 제시되었다.

• 한국컴퓨터정보학회논문지
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• 제28권10호
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• pp.301-311
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• 2023

대학 교양 교육에서 학습자들의 성취 목표는 중요한 연구 주제이며, 이는 최근 보편화된 교양소프트웨어 교육에도 해당된다. 본 논문에서는 교양 소프트웨어 교과를 수강하는 학습자들의 학수 구분에 따른 학습 동기 변화를 3 × 2 성취목표모델을 이용해 분석하였다. 분석은 필수와 선택 등 서로 취지로 학점을 이수하는 학습자들이 함께 수강하는 토론 중심 교과를 대상으로 수행되었다. 분석 결과, 학습자들은 유사한 성취 목표로 학기를 시작하나, 선택으로 이수하는 학습자들의 회피 목표가 감소하여 학기 말에는 유의한 차이를 보였다. 이는 의무 수강을 학습 동기 결여의 원인으로 지목한 기존 교양 소프트웨어 교육 연구와 다른 결과이다. 또한, 선택으로 수강하는 학습자들은 상대적으로 경쟁보다는 성취에 학습 목적을 둔다는 것을 확인하였다.

• 공학교육연구
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• 제27권5호
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• pp.10-16
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• 2024

This paper examines the correlation between midterm and final evaluations using quantitative assessment data from an online liberal arts course titled "Software and Computational Thinking" over four semesters. The course was conducted through pre-recorded video lectures, and the same conditions were maintained throughout the four semesters. The study results showed that the course satisfaction rate in the final evaluations was lower than that in the midterm evaluations across all assessment items. This is likely because improvements based on student feedback from the midterm evaluations were not implemented within the same semester, and the rate of insincere responses increased in the final evaluations. Moreover, objective evaluation items such as "Adherence to Syllabus" and "Relevance of Lecture Content" showed a statistically significant correlation between midterm and final evaluations. However, for assessment items where subjective judgment, such as "Lecture Comprehension", is important, no significant consistency was observed between midterm and final evaluations over the four semesters. The evaluation of subjective assessment items is closely related to the perceived difficulty of the lectures by the students, and in engineering-related courses, this connection is even stronger. Therefore, in the case of liberal arts courses in engineering, where students from various majors are enrolled, it is natural that the perceived difficulty of the lectures differs among students as the course progresses, and that the change in perceived difficulty between the midterm and final evaluations also varies. As a result, it is understandable that there is a lack of consistency in subjective evaluation items between the midterm and final evaluations. These findings suggest that to enhance student satisfaction and maintain consistency in course evaluations throughout the semester in engineering liberal arts courses, it is necessary to design and operate the lectures with differentiated practical content tailored to the academic backgrounds of the students.

• 한국멀티미디어학회논문지
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• 제24권4호
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• pp.569-582
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• 2021

Education emphasizes problem-solving skills based on convergent thinking power in an era of rising uncertainty and rapid progress. This paper proactively designed e-Learning team teaching convergence liberal arts courses for prospective teachers by these social needs. It analyzed the empirical effects on the operation of the subjects to foster future talent who can converge and apply knowledge in various fields. The curriculum consisted of professors of mathematics, practical Arts, computer, and education, and was operated to convey convergent knowledge of information technology and humanities, and consisted of 15 liberal arts courses at J University. Besides, textbooks and teaching materials were also developed by the faculty. As a result of the primary research, prospective teachers who took the course generally showed high satisfaction with the class, especially for the faculty. The students' overall convergent thinking ability has increased to a statistically significant level (p<.01), and the students' major has been found to be irrelevant. On the other hand, it can be seen that communication, content convergence, and caring factors, excluding creativity factor, have all risen to a significant level.

• 대한지리학회지
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• 제42권1호
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• pp.82-95
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• 2007

전국 교육대학교 학생들의 최소한 과반수는 학부 4년 동안 지리 강좌를 전혀 이수하지 못한 채 학교 현장에 투입되며, 그 수준에서 사회교과서의 1/3을 차지하고 있는 지리 영역을 담당한다. 이 연구는 교육대학교 사회과 심화과정 지리 영역의 현상을 기술하고 그 문제점과 개선 방향을 도출하는 것에 목적을 두었다. 여기에 접근하기 위해 취한 관점은 심화과정의 편제를 교양과정 및 전공과정과의 관계의 측면에서 검토해야 한다는 것이고, 다른 한편으로는 국가 수준의 초등사회과 교육과정을 준거로 삼아야 한다는 것이다. 연구 결과, 전공과정과 심화과정의 사회과교육(공통) 강좌의 중복성, 교양과정과 심화과정 강좌의 비연동성, 심화과정 구성에 있어 특정 영역에 대한 편중성 등이 지리 영역의 취약성과 직결되어 있었다. 연구자는 국가 수준에서 규정한 초등사회과 교육과정, 교과내용학과 교과교육학의 조화, 그리고 지리, 역사, 일반사회 영역간의 형평성을 준거로 삼아 초등 지리 영역의 취약성을 만회할 수 있는 여섯 가지 개선 방향을 제언하였다.

• 한국학교수학회논문집
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• 제20권4호
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• pp.423-443
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• 2017

본 연구는 고등학교 인문계 수학과 대학 경상계열 전공학문 내용과의 연계성을 알아보기 위하여 M대학교 경영대학 경제학과, 경영학과와 금융보험학과에 재학 중인 대학생과 교수들을 대상으로 고등학교 인문계 수학 학습 내용과 대학 경상계열 전공학문과의 연계성에 대한 인식을 분석하였다. 그 결과 다음과 같은 결론을 얻었다. 첫째, 고등학교 인문계 수학과 대학 경상계열 전공학문의 연계성을 강화하기 위하여 고등학교 학생들이 수학적 개념과 원리에 대해 충분히 이해할 수 있는 수학교육이 이루어져야 한다. 둘째, 경상계열로 진학하고자 하는 인문계 고등학생들에게 수학이 전공학문을 공부하는데 필요한 교과목이라는 인식을 심어줄 필요가 있다.

• 한국응급구조학회지
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• 제13권2호
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• pp.17-59
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• 2009

Purpose : This study is to provide the basic data for developing the curriculum standardization of emergency medical technology by analyzing the three-year and four-year period curriculum and high-advanced major course to bring up highly qualified paramedics. Method : This study was analyzed, divided in 3 sections, majors, teaching profession subjects and liberal arts of 18 three-year curriculum universities and 7 four-year curriculum universities. Majors were analyzed, departmentalized in the national examination for license, the clinical and on-the-job training(OJT) and other major-related subjects. It is descriptive study, analyzed by dividing high-advanced major course into majors and liberal arts. Result : 1) The average number of subjects established in three-year-course college were 58.1. The completion credit was 130.1 in average. Also, the average number of established subjects at four-year-course were 61.1. The average completion credit was 141. 2) Three-year-course college professors give lecture in theory for 95.4 hours on average, which account for 59.9% of overall lecture, and 63.8 hours for practical training that takes 40.1% of the hours lectures are given. Meanwhile, four-year-course give lecture in theory for 111 hours on average, taking a part of 59.5%, and 76.5 hours for practical training, 40.5%. 3) In regard to liberal arts, at three-year-course college, the average credit was 16 but the proportion that liberal arts charge among the completion credit was 11.6. Meanwhile, at four-year-course universities, the average credit was 28.4 and the percentage that the liberal arts took part in the completion credit was 20.1. 4) Looking over national examination subjects among majors at three-year-course college, basic medicine's average credit was 17.2, introduction to advanced emergency care's average credit was 15.5, Special advanced emergency care's average credit was 28, emergency patient management's average credit was 9.2 and emergency medicine statute's average credit was 3.6. Meanwhile, in case of four-year-course universities, basic medicine's average credit was 14.3, introduction to advanced emergency care's average credit was 12.7, special advanced emergency care's average credit was 31, emergency patient management's average credit was 8.3 and emergency medicine statute's average credit was 2.9. 5) Among national examination subjects, in case of three-year-course, the range of basic medicine credits was 6 to 23, the average credit showed 17.2. The range of introduction to advanced emergency care credits was 9 to 21, the average credit showed 15.5. The range of special advanced emergency care credits was 19 to 36, the average credit showed 28. The range of emergency patient management credits was 5 to 12, the average credit was 9.2. The range of legal medicine credits was 3 to 6, the average was 3.6 credit. In case of four-year-course the range of basic medicine was 12 to 17, the average of the credit was 14.3. The range of introduction to advanced emergency care was 9 to 19, and the average of the credit was 12.7. The range of special advanced emergency care was 18 to 41, and the average of the credit was 31. The range of emergency patient management was 7 to 12, and the average of the credit was 8.3. The range of legal medicine was 3 to 4, and the average of the credit was 2.9. So except special advanced emergency care, all the other subjects had higher score in three-year-course than four-year-course. 6) About the other major-related subjects, the completion credit was 23 on average at three-year-course and 13.5 at four-year-course. 7) The clinical and on-the-job training(OJT), In the case of three-year-course, the average completion credit was 13.5 and 13.5 at four-year-course. 8) The teaching profession subject, In the case of three-year-course, the average credit was 3 and the percentage that the teaching profession subject took part in the completion credit was 2.3% on average. Four-year-course established the subject only at one university. 9) In high-advanced major process, the entire established subjects on average were 12.8 and the average completion credit was 36.3. In liberal arts, the average established subjects were 6.5 and the completion credit was 19.5. The number of majors were 9.5 on average and the credit was 26.5 Conclusion : According to the aforemention results, the curriculum for emergency medical technology needs to be developed and standardized.