• PNF and Movement
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• v.12 no.2
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• pp.81-88
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• 2014

Purpose: The purpose of this study is to examine the needs of prior field learning and the academic achievement of field experience learning in a college. Methods: This study was performed from May 1 to October 30, and students were given questionnaire. The research questionnaire as follows: (1) to investigate the academic achievement after field experience learning, (2) to verify the needs of field experience learning. A statistical analysis was performed using SPSS 17.0 for window version. Results: The results was as follows : First, satisfaction of field learning had scored good(47.2%) in lesson goal, good(51.8%) in acquisition of knowledge and techniques, good(51.0%) in preparation of study and good(45.9%) in association. Second, curriculum of field learning had scored normal(35.5%) in prior education, good(47.4%) in composition, good(50.8%) in guidance and good(47.2%) in contents. Third, curriculum of field learning had scored good(44.6%) in duration, good(46.1%) in numbers, good(51.3%) in convenience and normal(38.1%) in means of transportation. Forth, needs of field learning had scored good(46.6%) in field learning of practicum, good(48.2%) in field learning of theory subject, 3-4 times(42.0%) in frequency of field learning and 2hours(57.3%) in a field learning hour. Conclusion: These findings suggest that college student's thinking of field experience learning is positive. Field experience learning provided that college students have directly an opportunity of gaining valuable experience to feel the field.

• The Journal of the Korea Contents Association
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• v.22 no.3
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• pp.121-133
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• 2022

The main purpose of this paper is to examine the efficacy and future potential of a newly-emerging concept of a metaverse in online education environment. In order to achieve this goal, this paper showcases various scenes that happened in the metaverse classes using the ifland app. Through an in-depth analysis of theoretical grounds and preliminary survey findings of 32 university students, this study suggests that as students in a metaverse space are engaged in the interactive learning process and environment with an avatar that projects oneself, it can be an effective educational platform coming from the benefits of gamification and edutainment. In addition, a metaverse space provides existential encounters and hands-on experiences, which in turn increases the level of 3D learning immersion. It may overcome the shortcomings of online live streaming platforms such as Zoom or Webex that provide 2D experiences. Based on the findings, this paper further suggests a blueprint for online education suitable for the transition to a digital society.

• Journal of the Korea Society of Computer and Information
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• v.27 no.9
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• pp.279-286
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• 2022

The purpose of this study is to present a case of the development and application of a one-time special lecture program that requires the use of computers in frontline elementary and secondary schools. For this purpose, the researcher developed an Arduino-based special lecture program that works as a teaching tool to help with the functions of a student PC with a Raspberry Pi. This special lecture program was applied at three elementary and middle schools near K-University, and then the program was evaluated. The results of this study are as follows. First, the researcher developed a teaching aid for PC functions to be used in special lectures. Second, teaching and learning materials for visiting special lecture education programs using Arduino were developed. Third, in the special lecture, a teaching-learning method was used to guide a small number of students individually. Fourth, the special lecture program resulted in high satisfaction. The results of this study can be a useful reference for teachers who plan one-time special lecture programs requiring computers or for those who want to apply physical computing-related devices in an educational field.

• The Journal of Sustainable Design and Educational Environment Research
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• v.22 no.4
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• pp.1-8
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• 2023

The downsizing of schools is accelerating due to a rapid decline in the school-age population, and as the crisis over regional and school disappearance increases, the need for smaller schools to respond to future educational needs is increasing. Through flexible curricula and digital/artificial intelligence-based classroom teaching improvements, students' satisfaction with school life, student creativity and character development, improved academic achievement, and strengthened cooperative communication capabilities will be observed, and teachers' teaching and learning methods will change. Educational effects such as these are important, and transforming school facilities into future-oriented spaces, including school space innovation, is required to accomplish them. This study examined the future of education systems in small schools, focusing on analyzing the educational effects and awareness of the sustainability of spatial innovation, in terms of school space changes, school education correlation, and smart environment, to develop innovation projects in small schools. A desirable direction for implementation is presented.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• Journal of the Korea Society of Computer and Information
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• v.27 no.10
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• pp.255-265
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• 2022

We compared and analyzed the factors affecting the lecture evaluation of IT subjects, which are mandatory for all students of H University. The purpose of this study is to determine whether lecture satisfaction has a significant correlation with academic achievement, attendance rate, and categories of courses. In this study, we check whether the lecture satisfaction of IT liberal arts subjects that require a lot of computer-based practice differs from that of other liberal arts subjects. We used the 2,149 evaluation data of 12 lectures submitted by 2,322 students in the first and second semesters of year 2019 at University H. As for the lecture evaluation results, in addition to the evaluation scores of the multiple choice questions, the subjective questions were also quantified by classifying the statements submitted by the students into positive and negative types to make the results of the lecture evaluation objective. Our research results show that student group who have the higher attendance rates and academic achievements have higher level of lecture satisfaction and they also use more positive words than negative words in subjective evaluation questions. Students with the lower score use the more negative words, but the ratio between positive and negative words does not differ between groups. Higher attendance rates groups in the basic programming courses and software applications courses have higher lecture satisfaction ratio. But in the intermediate programming courses, the higher attendances rate and the lecture satisfaction do not have any significant relationship. Also students in the intermediate programming courses use more negative words than those in the basic programming courses.

• Culinary science and hospitality research
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• v.19 no.5
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• pp.280-295
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• 2013

This study analyzes the differences to examine which education is more effective for practical cooking skills. A survey was conducted on the 4 year university students majoring in culinary arts to examine the recognition levels of culinary practice education for the purpose of searching for an improvement plan for culinary education. The results are as follows. Seniors recognize the importance of learning theory, while the classes offered now are focusing on getting cooking certificates. The students approach cooking not only for eating food but also for the arts, showing increased interests in 'creative food' and 'fusion food.' In class, they feel the necessity of establishing a standard for a fair assessment and English skills for the globalization of food service. Hereupon this study recognizes the current state of culinary education service, draws factors which decide the quality of culinary arts education, and examines student satisfaction with theoretical education, practical education, assessment, and external education by using a factor analysis of twenty quality attributes. Through the development and application of various programs, operation of open practice classes and culinary organization reflecting social changes in learning courses, the culinary arts education is considered to be more vitalized. In this respect, this study introduces four measures which were designed to facilitate the education of highly-skilled human resources in the culinary field.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.133-148
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• 2006

The purpose of this study was to acquire the better and more correct information on the school uniforms with which middle or high school students may be satisfied. We investigated clothing interest, school uniform satisfaction, school uniform modification behavior and the relationship anions those factors. The data were collected from 472 questionnaires of middle and high school students who lived in Gyeonggi-do and analyzed statistically. We found that adolescents felt a great interest in appearance, fashion, brand orientation of clothing, and they spent most of personal expenses in buying clothes. However, the extent of adolescents' satisfaction on school uniform was low. Especially, the satisfaction on status symbolism, fashion, washing & management, body comfort and economical efficiency of school uniform was found low. Three hundred fifty three students (74.8%) agreed to modify the school uniform for personality and in chase of fashion. Two hundred eighty four students (58.1%) needed partially and variously modified school uniform, and these modifications showed a tendency of tightness to the body. We also found that the higher adolescents' clothing interests in appearance, conformity, modesty and brand orientation were. the more satisfied adolescents were with the status symbolism and the washing & management of school uniform and the more affected the school uniform modification behaviors of students were. There were. however. no significant difference between the extent of school uniform satisfaction and the school uniform modification behavior, Another research of school uniform will be necessary in order to reduce the discrepancy between clothing needs for representing the appearance, personality and fashion in the present adolescents and those for representing the worthy and modest images of a student and pursuing the economic value through school uniform in the older generation. We suggest that students should consider these results when they choose school uniform and furthermore both the person in charge of schools and school uniform makers should refer to those when they design and make school uniform.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.193-202
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• 2018

The purpose of this study was to examine the effects of creative product performance on scientific attitude, scientific self efficacy and creative problem solving ability of science-gifted elementary students. The subjects of the study were 20 students who were enrolled in science-gifted class of G elementary school. 8 period lessons of the creative product performance were given to the students after simulated creative product performance lessons. Pre and post tests were done before and after executing lessons to assess the change of students' scientific attitude, scientific self efficacy and creative problem solving ability. The findings and results of this study can be summarized as follows: First, creative product performance had meaningful effect in improving scientific attitude of science-gifted students. Second, creative product performance had meaningful effect in improving scientific self efficacy of science-gifted students. Third, creative product performance had meaningful effect in improving creative problem solving ability of science-gifted students. From questionnaire interview, we could know that subject students had difficulties in carrying out the performance at first but after the performance they came to have favorable impression and high satisfaction level about the performance.

• Korean Journal of Comparative Education
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• v.19 no.1
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• pp.25-58
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• 2009

This study aimed to establish a conceptual scheme of the quality of university and to develop a set of structured indicators for assessing the quality of university based on the result of comparative analysis of major approaches in foreign countries. Reviewing extensive literatures regarding the quality of higher education, a conceptual scheme of the quality of university, in which three representative approaches such as a goal-accomplishment approach, a customer-satisfaction approach, and a value-added approach were emphasized, was proposed and the quality of university was defined as a function of harmonization of input-process-output elements of universities. To develop indicators for assessing the quality of university, four types of approaches including university accreditation system, commercially-producted university ranking system, college student survey, and direct assessment of students' learning outcomes were reviewed. Finally thirteen sets of evaluation indicators out of six countries were comparatively analyzed. The analyses focused on the format, the content, and the primary concept of the quality in each instrument and a draft of the assessment indicators were structured. The draft of the assessment indicators were verified through a panel of professionals. The final indicators assessing the quality of university consist of three dimensions and seven areas. The input dimension comprised institutional goals, human resources, and physical resources. In the process dimension, curriculum and learning process areas were included. And, finally, the output dimension consists of educational outputs and research outputs. Based on the outcomes of the study, the recommendations were suggested for improving and utilizing the assessment indicators of the quality of university.