• 대한지역사회영양학회지
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• 제4권4호
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• pp.539-545
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• 1999

This study was intended to develop food and nutrition cyberclass contents for nonmajor students at university. We investigated universities which offered food and nutrition related courses in 1998 by a telephone survey in order to select the most appropriate lecture contents for the nonmajor university students. We investigated to select the most needed lecture contents for the students, 15 questions on evaluation of cyberclasses which they took. The number of subjects were 140 students of ‘C’university who registered for nonmajor food and nutrition course in 1998. Among 140 students, 80 were cyberclass students and 60 were non cyberclass students. The results of the survey were as following : Fifty-five universities out of 62 had curriculums on food and nutrition in 1998 and 36,802 students attended the non major food and nutrition lectures. 84.9% of the respondents had their own computes and the main application mostly used was word processing. Additionally, 33.3% of them used on-line communications and 81.4% of them used internet. The most interesting subject of the respondents was ‘disease and nutrition management’. The male respondents were concerned more about ‘alcohol and health’, whereas the females were concerned about ‘obesity and weight control’.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2014년도 춘계 종합학술대회 논문집
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• pp.413-414
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• 2014

• 한국식생활문화학회지
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• 제10권4호
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• pp.327-337
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• 1995

The purposes of this study were to: (a) identify college students' patronage behaviors, (b) develop an instrument measuring the attitudes of University Students towards university foodservices management practices, (c) determine university students' attitude towards the four types of university foodservices, and (d) provide recommendations on marketing strategies for university foodservice. Questionnaires were hand delivered to 600 Yonsei University students by designated coordinators. A total of 549 questionnaires were usable; resulting in an 93.3% response rate. The survey was conducted between November 28 to December 4, 1995. Statistical data analysis was completed using the SAS Programs for descriptive analysis, T-test, ${\chi}^2$ test, ANOVA, Factor Analysis and Stepwise Multiple Regression. Most (88.3%) of students were patronizing university foodservices for lunch. Underground student foodservice (40.1%) and Restaurants outside the campus (33.7%) were primarily used for lunch and dinner respectively. Eighty six percent of university students had 1 to 2 meals per day at university foodservices. The reasons given by students for patronizing university foodservices were as follows: location, time, price, menu, taste. Most of the respondents were least satisfied with hygiene, taste, menu and atmosphere. Data indicated strong support for eight priori dimensions in terms of food, menu, atmosphere, hygiene, employee attitude, facilities and convenience. After the factor analysis, price, fast service and foodservice location attributes were rearranged, combined and created a new dimension called as 'access'. Three dimensions in terms of menu, hygiene, convenience were important to students although performance was perceived as poor through importance-performance analysis. Most of students were not satisfied with all four types of university foodservices. In terms of food quality and price which university foodservices offer, most of respondents were moderately satisfied. According to multiple regression analysis, 93.31% of the variance respondents' satisfaction score could be explained by food, menu, price, atmosphere, hygiene, employee attitude, facilities, and convenience dimensions.

• 동서간호학연구지
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• 제20권1호
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• pp.48-56
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• 2014

Purpose: The purpose of this study was to examine the psychological variables related to sexual issues and sexual violence experiences by gender in university students. Methods: A self-report survey collected responses from 469 university students in three regions. The data were analysed using descriptive statistics, using descriptive statistics, independent t-test, ${\chi}^2$-test, and Pearson correlation coefficients. Results: While male students' scores on sexual assertiveness and sexual assault recognition were lower than female students', their scores on gender role stereotype and sexual violence permissiveness were higher. Female students' sexual violence victims were higher than male students', however, their scores on sexual violence perpetrations were lower than male students'. Sexual violence victims and perpetrations experiences were significantly related to sexual assault recognition and sexual violence permissiveness in male and female students. There were significant relationships between sexual violence perpetrations experiences and gender role stereotypes in male students, while there were significant relationships between sexual violence victims and inflictions experiences and sexual assertiveness in female students. Conclusion: The present study suggests that differentiated programs for preventing or arbitrating sexual violence should be developed and applied by gender because there were differences between male and female students in the level of psychological variables related to sexual issues and sexual violence experiences.

• Architectural research
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• 제24권4호
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• pp.105-111
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• 2022

During pandemic period, college students lost lots of such academic opportunities as extra-curriculum social activities, contact classes, and friendly socializing in university campus area, etc. Previous many studies have shown that physical environment has certain relevance on the well-being of human-beings. Recent public statistics on mental health had shown an increase in psychological distress and a decrease in college students and people's well-being during the lockdown in response to the Covid-19 pandemic. However, there were little evidence on what the college students in dormitory suffered from COVID-19 incident in relation with their physical environment. The purpose of this study is to investigate the relationship between environmental factors and psychological well-being of dormitory students in university campus. In order to explore the impact of physical environment on students' psychological well-being, survey instrumentation consisted of 25 indices were employed to measure the level of awareness to each index. A Chi-square analysis on individual characteristics of 200 students found that number of students living in single dwelling unit was statistically significant to maintain their psychological well-being, except for number of students living in each dwelling unit (χ² =128.92, p= .004). Pearson correlation analysis also found that there exists statistically significant relationship between psychological well-being of students and environmental factors. Further, stepwise multiple regression analysis revealed that the most prime predictor for psychological well-being of students residing in dorm was "use of furniture" (β= .281), implying careful design, lay-out and easy-access to interior furniture by facility planner. The study also demonstrated that as the level of positive perception of physical environmental features rose, overall psychological well-being of students also responded positively at specified rate. Finally, the findings reinforce a solid evidence that carefully well-coordinated physical environments play an important role in maintaining emotional stability of college students in dorm even in pandemic period.

• 공학교육연구
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• 제18권5호
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• pp.51-58
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• 2015

This research was conducted to assess the effects of an engineering education accreditation program devised by the University of Seoul on higher education outcomes by comparing and analyzing the evaluation results of engineering accredited students (31) and those who are not accredited (47) with the OECD AHELO (Assessment of Higher Education Learning Outcomes) in 2013. The AHELO assessment tool consisted of 25 multiple-choice questions which evaluated generic skill-learning outcomes, also using contextual surveys to establish the students' backgrounds. The results were evaluated statistically. In the results from the multiple-choice exam for generic skill learning outcomes, accredited students scored 1.35 points higher than non-accredited students. Secondly, according to the contextual survey related to students' university education experience, such as lectures, seminars, group projects, and online tutoring, it was found that accredited students were provided more activities in seminars and group projects. Moreover, for class activities, more of these were provided to accredited students, especially in the areas of assortment-structuralization and teamwork-based activities. Thirdly, according to the contextual survey results related to participation in class, specifically regarding asking questions and participating in discussions, interacting with the professor, and opportunities for study time, there were no recognizable differences between accredited and non-accredited students, However, while accredited students at least had opportunities to gain experience in most areas, there were some areas for which education resources were not provided to non-accredited students. Therefore, for the University of Seoul, our results imply that accredited students may show better performance in the areas of academic accomplishment and in their educational environment as compared to non-accredited students. These results demonstrate that the engineering education accreditation program positively contributes to employment competitiveness while also improving the necessary global standards of higher education outcomes.

• 동남아시아연구
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• 제23권3호
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• pp.135-179
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• 2013

This study explores the study experiences of Southeast Asian students at a reputable Korean private university in Seoul. In particular, this study focuses on difficulties and coping strategies of both non-native speaker of English and native-speakers of English who are working for their undergraduate or postgraduate degrees. Interviews of fourteen students from five Southeast Asian countries were collected and analyzed by NVivo 9. Thematic analysis result shows that many students, particularly non-native speakers of English, had much more difficulties than their counterparts, in contemporary Korean university context, where internationalization indices-driven strategies including expanding courses conducted in English language. Also, this study observes and documents contrasting patterns of different degree of difficulties experienced by students, depending on their degree levels and majors. Undergraduate students in science and engineering majors had the greatest degree of difficulties among all. In contrast, their graduate counterparts seem to have less difficulties. This might be related to the fact that graduate students in science and engineering majors are mostly working with their peers in their own labs, which provides institutional support. Coping strategies of students show that international students, facing unfavorable or unfriendly treatments by their Korean peers, developed innovative strategies, including using the internet technology to catch up with the classes that they could not fully understand. As a whole, adaptation process of international students do not seem to be passive or one-way. This study also provides policy implications for international students, particularly, who can be categorized as linguistic and ethnic minorities.

• Educational Technology International
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• 제6권1호
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• pp.41-63
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• 2005

E-Learning is widely introduced with cyber universities in Korea from 2001 whencyber universities were first authorized by the Ministry of Education and Human Resource Development. E-learning amplified by cyber university gave a big impact in the campus based university which became the cause for the educational paradigm shift. The changes of status of cyber university shows important trend in college education which was analyzed by enrollment rate, types of cyber university, demography, and study areas. The enrollment rate of cyber universities is ever since 2001 and variety of study areas gives popularity to students. The demography of students is as expected older than traditional students. Female students at the cyber university outnumbered that at campus based university in Korea. For analyzing the trend of e-learning in Korea, there were studies twice in 2001 May-June from 213 faculty members and staff, 630 students and in 2004 May-June with 401 students. Most of e-learning students tent to spend less time yet, students feel more burden with e-learning. Professors tend to load more materials for the e-learning in 2001but in 2004 study, the difference no longer exists. Professors and students feel the academic achievement through e-learning is not as good as from the traditional classes. Difficulties for e-learning in 2001 were the lack of administrative information but in 2004, boring contents and lack of instructional strategies for e-learning. Technical problems still do exist but less serious. Suggestions for e-learning are blended learning, online students prefer video streaming with their own lecturer, new definition of instructor is needed, professional development for content development and online instruction is needed, success story of online learning should be encouraged, guidance for online students needed. The cyber university experiencegave a positive impact on the traditional universities such as rethinking the roles of universities, the quality control of classes, professional development, student oriented educational service of e-learning pedagogy.

• 한국학교보건학회지
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• 제8권1호
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• pp.143-154
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• 1995

Korea has been recently reducing the quality of life as well as rising medical cost because of the increase of chronic diseases. But we can prevent those chronic diseases through the improvement of environment or life style. We evaluated the educational effectiveness of chronic diseases(hypertention, diabetes, cancer, stroke and other chronic diseases) designed to increase the knowledge, attitude and practice of chronic diseases among university students. Between August 1994 and November 1994, we implemented chronic diseases prevention instruction in intervention students; unmatched control students were selected in same university. We conducted pre- and post-intervention surveys both intervention and control students with self-reported questionnaires(50 items). We assigned score(0-4 points) to items and conducted a analysis of covariance(ANCOVA) with sex, grade and economic status as the covariate, using the SAS PC computer statistical package. And we culculated odds ratio with safety scores between intervention and control students. The results of this study were followed. 1. In demographic characteristics of subjects both pre- and post intervention, we found no significant differences in intervention and control students at religion, father's education, mother's education, mother's occupation and type of residence(p>0.05), but we found significant differences at sex(p<0.001), grade(p<0.001) and economic status(p<0.05). 2. The sex, grade and economic status-adjusted mean prevention knowledge scores for diabetes and stroke increased from the pre- to post-survey in the intervention students(p<0.001), but control students did not increased(p>0.05). As odds ratios in knowledge were below 1, the knowledge of intervention students were higher than control students. 3. The attitudes for general adult health increased from the pre- to post-survey in the intervention students(p<0.05), but control students did not increased(p>0.05). As odds ratios in attitudes were approximately 1, we can not say effectiveness in intervention students 4. The pratices for cancer and stroke increased from the pre- to post-survey in both the intervention and control students(p<0.001). Also odds ratio of hypertention was 0.91, and that of stroke was 1.14. 5. Health related behaviors did not increased from the pre- to post- survey in both the intervention and control students(p>0.05). But odds ratio of drinking was 0.76 and that of body weight was 1.21. 6. Health status did not increased from the pre- to post- survey in both the intervention and control students(p>0.05). As odds ratio of health status was 1.09, prevention education was not effect in intervention students We would like to recommend as follows; 1. University students must learn about prevention of chronic diseases. Because the knowledge of invetervention students was higher than that of control students. 2. The prevention education of chronic diseases should be taught from primary school. 3. Adult health education for university students must be practiced continuously. Education period(l5 weeks) in this study was not complete. 4. The evaluation of chronic diseases was conducted real measurement(such as BP check) as well as self reported-survey. 5. Educational materials(video tape, pamphlet) related the prevention of chronic diseases should be developed at national level. And we must easely use those materials. 6. The prevention education of chronic diseases should be made through mass media as well as school education.

• The Korean Journal of Physiology
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• 제11권2호
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• pp.41-43
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• 1977

In pulmonary function which is important place which national physical power, in maximal grade of physical power, and end growth and development whom aged 20 years old that whole members 74 students, and taken pulmonary functions examination records, and took as the following results. 1) Frequency of breathing: Pertaining of the frequency of breathing are about form 15, to 16 times per minute at male and female students. 2) Vital capacity: Measures of vital capacity are in case of male students, whom was about 4.3 liter, and female students was about 3.6, liter which different between male and female students was more low quantity at female students with comparison male students. 3) Tidal volume: Pertaining of the volume are in case of male students, whom was 521ml, and female students was 497m1, and was slightly low quantity at female students with comparison male students, 4) Breathing holding time: Breathing holding time are in case of male students, whom was 64 sec, and female students was 55 sec, and was sbout 10 sec more high quantity at male students than female students.