• Title, Summary, Keyword: 교수학습지원센터

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Study of the Priority of Baby Boomer Policy: Emotional Psychology through Analytic Hierarchy (AHP 분석방법을 통한 감성심리 기반의 베이비부머 정책 우선순위 결정)

  • Kang, Ju-Ree;Lee, Chung-Real;Hwang, Du-Kyung
    • Science of Emotion and Sensibility
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    • v.22 no.1
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    • pp.77-88
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    • 2019
  • As the social interest of the Baby Boomer generation is increasing, this study derives implications for lifelong education policy through identification of the need and support for lifelong education among baby boomers lifelong learning, taking into account such aspects of quality of life as emotional psychology-based self-development and self-realization. To optimally explore support for lifelong learning for the baby-boomer generation, first-tier (top-level), sixth-tier (bottom-level), and five-other evaluation criteria were available. For the first layer, we examined whether potentiality or realizability was more desirable, and for the second layer, detailed criteria for realizability were set up, dividing them into financial, legal, and administrative feasibility. A study conducted by experts on the policy priority analysis of Baby Boomers showed that their support for lifelong learning places a greater priority on its feasibility (the more feasible alternative) than desire (the more desirable option). Among the six criteria, lifestyle activities had high priority, and the relative importance of the five assessment alternatives for lifetime learning activities was shown to be higher for employment skills education (0.377), civil participation education (0.181), lifestyle activities (0.200), and 'lifetime activities' (06.11). These results are meaningful: they can help shape and refine the needs of lifelong education, assess their relative importance, and prepare basic data for lifelong learning policies for baby boomers who are about to enter their old age.

Instructional Study Design of the Application of BPBL in Engineering College in Mongolia (몽골 공과대학교에서의 BPBL을 적용하기 위한 교수설계 방안 연구)

  • Natsagdorj, Bayarmaa;Lee, Keunsoo
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.12
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    • pp.504-510
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    • 2016
  • This study presents a model for blended problem-based learning (BPBL) for engineering colleges in Mongolia in order to efficiently train talented Mongolian specialists "With problem-solving skills for the current information technology era. BPBL is learner-centered teaching method that promotes learning. Moreover, current teaching methods in the engineering colleges of Mongolia should change to novel and flexible teaching environments and methods that meet learners' needs. Thus, using BPBL for engineering education development in Mongolia will provide more teaching possibilities, which will assist the professors. Over the past few years, universities in Mongolia have established the Center for Teacher Development, which provides training and gives advice to staff about teaching methods, although the majority of lectures are still fragmentary and anecdotal. Therefore, many professors teach the way they learned, and most teaching methods used up till now have been teacher-centered. However, modern college instructors and modem society demand different engineering teaching methods from teachers who are more familiar with old-fashioned methods. Furthermore, the methods should meet the needs of individuals and groups who prefer to apply technology in the engineering learning process. Using an effective engineering strategy in the development of a new engineering teaching method will lead to its success.

Learner's Evaluation Criteria of Effectiveness of Web-based Instruction (웹기반교육의 효과성 제고를 위한 학습자 평가준거 개발)

  • Ahn, Sang-Hee;Suh, Soon-Shik;Lee, Myung-Geun
    • Journal of The Korean Association of Information Education
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    • v.8 no.1
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    • pp.27-35
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    • 2004
  • In Web-based instruction, learners are the subjects. learners differently accept web-based instruction that educational experts and system developers should think effectively that. This study was researched evaluation criteria that learners should think web-based instruction successively. research method process was following. driving 35 criteria in literary review about effectiveness web-bases instruction strategies and the questionnaire was marked up by learners and the questionnaire was conducted by factor analysis, driving 4 factors 28 criteria. By study findings learners think important component for effective web-based instruction to instructional strategis, system facility, tutor to help learning course, screen design. finally, for impletation effective web-based instruction consider implementation process by ISD.

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Analysis on Learners' Satisfactions of Video Conferencing in Global Engineering Education (글로벌 공학교육의 원격화상강의에 대한 학습자 만족도 분석)

  • Lim, Cheol-Il;Kim, Hye-Kyung;Kim, Dong-Ho
    • Journal of Engineering Education Research
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    • v.15 no.4
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    • pp.66-75
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    • 2012
  • The purpose of this study is to analyze the learners' satisfactions of the video conferencing for global engineering education and provide the implications for effective video conferencing. This study analyzed the learners' satisfactions on their participation in the video conferencing. We conducted a questionnaire survey with 132 subjects who studied in the video conferencing universities, and performed interviews with 27 learners. The results include learners wanted to have more practical themes to satisfy their interests; faculty roles among domestic professors and abroad professors should be specified: distance learners should be guided to have diverse interactions among themselves. The implications are explored for the future study and video conferencing practices.

A Study on the Effects of Accreditation on Curriculum in Engineering Education (공학교육인증평가가 교육과정에 미친 영향 연구)

  • Cho, Sung-Hee;Kang, So-Yeon
    • Journal of Engineering Education Research
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    • v.15 no.4
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    • pp.58-65
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    • 2012
  • The purpose of this study was to analyze the effects of accreditation on curriculum in Korean engineering education. To analyze the curriculum, bulletins of three colleges accredited programs and three colleges non-accredited programs from 2002 to 2010 were compared. The conclusions of this study are as follows. First, the accreditation for engineering education has a considerable influence on curriculum by strengthening the concentration areas, setting general education directions to fit engineering needs, and reinforcing major and MSC(math, science and computer) subjects. Secondly, the accreditation for engineering education causes significant changes in the educational objectives and contents. Lastly, it has an indirect influence on the curricula of non-accredited programs, such as increasing the number of MSC credits and accepting engineering design courses. Thus, the process of curriculum improvement is revealed in more global standardized engineering curricula.

A Comparative Analysis of the Academic Achievements, Learning Attitudes, and Career Compromising Processes of the Undergraduate Students in the Colleges of Engineering According to Their Levels of Major-Career Connection : Focusing on the Engineering Students in Seoul National University (공과대학 학생의 전공-진로 일치 여부에 따른 학업 성취, 태도 및 진로타협 양상 비교 분석: 서울대학교 공과대학 사례를 중심으로)

  • Choi, Jung-Ah;Lee, Hee-Won
    • Journal of Engineering Education Research
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    • v.15 no.2
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    • pp.20-29
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    • 2012
  • The purpose of this study was to explore the academic achievements, learning attitudes, and career compromising processes for successful undergraduate students in the College of Engineering. To achieve this goal, research was conducted to analyze whether there was a strong major-career connection among Engineering students of Seoul National University. Afterwards, differences in levels of academic achievement, learning attitude, and academic aspiration were analyzed between students who had achieved a major-career match and students who had not. As a result, it was found that the level of major-career connection was highly correlated to the level of academic achievement; furthermore, learning attitudes were strongly related to the level of motivation towards a high academic achievement, and influenced future learning attitudes as well. These findings suggest that further academic support, career guidance, and major switching policies are needed for undergraduate students in Colleges of Engineering.

Evaluation and Feedback Model for Improvement of Education Quality (교육 품질 향상을 위한 수업 평가 및 환류 모델)

  • Kim, Do-Hyeun;Koh, Eun-Hyeon;Park, Jung-Hwan
    • Proceedings of the KAIS Fall Conference
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    • pp.1193-1196
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    • 2010
  • 최근 전국의 각 대학교와 한국대학교육협의회에서는 대학교 경쟁력을 우수한 인재를 양성하는 교육에 있다고 보고, 교육 활동에 비중을 높이고 강의 및 학생 지도에 역량을 집중하고 있다. 지금까지 대학 교육 활동의 대부분을 차지하는 수업에 대한 평가는 학생의견을 바탕으로 한 강의평가와 교수업적 반영 위주로 진행되고 있다. 따라서 본 논문에서는 교육 활동영역에서 수업의 평가 지표를 마련하고 체계적인 수업 개선을 위해 수업 평가 요인을 도출하고, 평가 결과물을 토대로 평가 요인에 적합한 개선 방안을 제시하는 환류 체계를 제시하고자 한다. 이를 통하여 강의평가 결과가 평가 항목에 따른 측정 결과 제시에서 수업 개선의 피드백을 제공하는데 초점을 맞추어 체계적으로 수업의 품질을 관리할 수 있을 것으로 사료된다.

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Development and Validation of Teaching-Learning Model for Cyber Education of Giftedness (사이버영재교육을 위한 교수-학습 모형의 개발 및 검증)

  • Lee, Jae-Ho;Hong, Chang-Euy
    • Journal of Gifted/Talented Education
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    • v.19 no.1
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    • pp.119-140
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    • 2009
  • This paper examined its possibility and made its new definition by finding relevant bases in order to make a close inquiry into its Identity and direction at this point when cyber-based gifted education academy is established and operated again by its necessity And 4 models which can be used in special education for the gifted were developed making a link with special education for the gifted by collecting and re-classifying cyber educational methods developed by basic research as priority of the educational method which is considered to be the most urgent issue in practical cyber learning. It is a project-type cooperation education model, an information collection-type research education model, a community-type discussion education model, and a problem focus-type e-PBL education model. To apply developed leaching-learning models to reality, students at gifted education academy in Gyeonggi Cyber Gifted Province were imputed models in different ways respectively for 4 months. As a result of analysis and statistical data of activity level and satisfaction level of students who participated in learning activity, it appeared that high level of satisfaction and active activity level were induced compared to the previous method based on tasks. It is expected that this paper will provide the bases when each cyber-based gifted education academy plans operation plan later on, and it will provide proper methods when cyber guidance teachers plan class activities.

Effects of Learning Community Activity on Communication Skills and Self-Directed Learning Ability (학습공동체 활동이 의사소통능력과 자기주도적 학습능력에 미치는 효과)

  • Lee, Soon-Deok;Kim, Ga-Yeon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.12
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    • pp.8249-8261
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    • 2015
  • The purpose of this study was to examine the effects of learning community on communication skills and self-directed learning(SDL) ability. Data were collected from 147 members at N university, they participated in learning community activities for 8 weeks. To verify program's effect, pre and post tests of communication skills and SDL ability were examined. The result were as follows. Learning community activities were positive influenced on the improvement of communication skills and SDL ability. Especially, it was effective on the improvement of interpretation ability that includes diverse information collection or listen to other's opinion. And it was effective on the improvement of learning plan ability. Learning plan includes that learning needs diagnosis, goal setting and grasp learning resources. We were suggested that student customized learning community development and activation for sustainable core competency improvement.

Practical Study on Learning Effects of University e-Learning (대학 e-러닝 학습효과에 관한 실증연구)

  • Kim, Joon-Ho
    • Information Systems Review
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    • v.12 no.3
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    • pp.19-48
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    • 2010
  • This study focused on characterizing various factors in order for learners to maintain their interests in learning and to maximize learning effects as the top priority purpose of university e-Learning, on the basis of results of conceptual studies on existing e-Learning and practical studies, and then on examining them practically. It also analyzed which factors would have greater influence on learning effects of e-Learning in general. Moreover, in comparison with existing numerous studies which examined only factor such as learning effects of e-Learning, it analyzed such things in detail according to division into three items such as learning satisfaction, learning transfer and learning recommendation. To achieve such purposes of the study, it characterized and set 3 factors such as learning contents, instructional design and user convenience on the assumption that such factors have a significant influence on learning effects of e-Learning. Moreover, the factor of learning contents includes 3 detailed elements, i.e., learning issue and objective, knowledge information, and consistency and propriety, and the factor of instructional design includes 4 detailed elements, i.e., interest and sympathy, interaction, contents presentation and explanatory strategy. Lastly, the factor of user convenience includes 2 detailed elements such as screen configuration, and check-up of contents and teaching schedule. According to analytical results, it showed all 3 factors such as learning contents, instructional design and user convenience have a significant influence on learning effects of e-Learning(i.e., learning satisfaction, learning transfer and learning recommendation). In more detail, it showed the learning issue and objective from the factor of learning contents have the greatest influence on learning satisfaction of e-Learning. Then, it is the most important to set the learning issue and objective with given priority to learners and set the learning objective estimable, in order to raise the learning satisfaction. It showed the contents presentation from the factor of instructional design on the learning transfer. Therefore, it is the most important to structuralize mutual relation and presentation orders to promote learning systematically and to let learners access to such things, for the purpose of raising the learning transfer. Moreover, it showed the interest and sympathy from the factor of instructional design has the greatest influence on the learning recommendation. Thus, it is the most important to promote learners' interests to the maximum using well-timed media, and to give a lecture enough to arouse learners' sympathy.