• Title/Summary/Keyword: 교수자 인식

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Comparative analysis of students and teachers' perceptions on internet-based learning style (사이버 학습에서 학습양식에 대한 학습자와 교수자의 인식차이 분석)

  • Cho Eun-Sun;Kim In-Sook
    • Proceedings of the Korea Contents Association Conference
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    • 2005.05a
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    • pp.19-30
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    • 2005
  • This study examined student's and teachers' perceptions of learning style on internet-based learning. Many research have studied student's learning style both in traditional learning settings and inter-based learning settings. These studies emphasized that student's learning style is one of the important indicators of establishing learning strategies and expecting positive learning outcomes. However, it has been rare to find the comparative analyses between learners and teachers to see how differently they perceive the learning style on internet-based learning. This study analyzed 386 elementary and 627 middle school students and 130 cyber teachers. They filled out the 15 items questionnaire on internet-based learning style. The results showed that the student's and teachers preferred the self-directed internet learning style rather than cooperative and dependent styles. However, the teachers judged the students more self-directed and dependent style preferred than the students self perception. In conclusion, this study suggests the differentiated teaching-learning design and development strategies on internet learning, especially based on subject matter. Also, there should be advanced tutor strategies considering learners' different learning styles. Finally, many research on internet learning styles should be conducted in various learning areas and learner ages and characteristics.

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Factors Related to Technological Pedagogical Content Knowledge(TPACK) of College Instructors: Focusing on the Epistemological Beliefs and the Social Support (대학 교수자의 테크놀로지 내용교수지식(TPACK) 관련 요인: 인식론적 신념과 사회적 지지를 중심으로)

  • Yang, Mi-Seok;Cho, Young-Sun;Kim, Ji-Suk
    • Journal of Digital Convergence
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    • v.14 no.11
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    • pp.1-12
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    • 2016
  • Rapid growth of information and communication technology and changes in college student characteristics require for university instructors to diversify instructional improvement efforts. Technological Pedagogical Content Knowledge (TPACK) is a capacity that instructors need to build for making instructional design based on consolidated technology. Accordingly this study explores instructors' awareness of the importance and performance of TPACK and to inquire into their relationships with epistemological beliefs and social support as relevant factors through a survey carried out with 264 instructors. The study has shown that there is a significant difference between college instructors' awareness of the importance of TPACK and their awareness of its performance. Furthermore, it has shown that the awareness of importance and performance of TPACK is significantly related to the social support, and that among the sub-factors of the social support, significant influences are observed from the emotional support on their awareness of the importance of TPACK and from the informational support on their awareness of the performance of TPACK. These results provide fundamental data for measures to develop and support TPACK capacity of college instructors, suggesting that it requires a teaching support strategy to enhance social support for instructors above all things.

Comparing the Perception of College Professors and Students about Convergence Education in IT (IT 분야의 융합교육에 대한 전문대학 교수자와 학습자의 인식 비교)

  • Kim, Kyong Ah;Kim, Ji Sim;Kwon, Suhyun;Kim, Joonyoung;Jin, Myung Sook
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2019.07a
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    • pp.349-350
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    • 2019
  • 인구 감소에 따른 입학자원의 감소로 인해 대부분의 대학이 어려움을 겪고 있는 교육 환경 속에서 대학이 생존과 양질의 교육을 위해 모색하고 있는 것 중의 하나는 융합교육이다. 본 연구에서는 수요자 모두가 만족할 수 있는 융합교육을 실시하기 위하여 교수자와 학습자의 융합교육에 대한 인식과 희망 융합 학문 분야 등을 조사 분석하여 전문대학의 융합교육에 필요한 학문 분야별 요소들을 도출하고자 하였다. 특히, IT 분야에 대한 교수자와 학습자들의 융합 희망 분야에 대한 인식 비교를 통해 향후, IT 분야 융합교육의 운영에 대한 방안을 모색하는데 그 목적이 있다.

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Perceptions of Distance University Learners' Satisfaction on Online Lecture Content by Age Group (우수 온라인 강의콘텐츠에 대한 원격대학 학습자의 연령별 인식)

  • Jung, Hyeryung;Woo, Younghee
    • The Journal of the Korea Contents Association
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    • v.20 no.7
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    • pp.429-437
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    • 2020
  • In this study, we examine the satisfaction and dissatisfaction factors on the perceptions of online lecture content among open and distance university learners, especially focusing on age groups differences. The result of the study shows that clear differences exist between age groups in regards to the factors which insure excellent course in online learning. For example, young adults in their 20s and 30s determined 'useful for practical life, 'screen sensitive to audiovisual', and 'recently created lectures' as the most influential factors for online learning content satisfaction. However, older age groups in their 40s and above apparently showed a high preference for factors such as 'instructor's enthusiasm and attitude', and 'clear and easy-to-understand explanations.' The findings of the study imply that learners' recognition concerning content satisfaction may differ depending on age groups. Moreover, this study suggests that considering the growing importance of online learning in relation to the COVID-19 pandemic, age groups should be considered in developing online course content.

A Study on Instructors' Perspective of Online General Education Classes - Focusing on the Case of C University (온라인 교양 수업에 대한 대학 교원의 인식)

  • Han, Jinhee;Yoon, Jiwon
    • The Journal of the Convergence on Culture Technology
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    • v.7 no.4
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    • pp.537-542
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    • 2021
  • This study aimed to understand and analyze the instructors' class satisfaction and the effectiveness of online general education classes perceived by instructors after inevitable COVID-19. A total of 54 instructors participated in the survey conducted at the end of the spring semester 2021 at C University located Gyeongsangnam-do. Findings revealed that instructors' satisfaction with their online classes was relatively low(2.80), and they negatively perceived their online classes. Also they show negative perception of the variable, interaction with learners(2.87). However, they show higher satisfaction with the next variables than the overall satisfaction; class management, online learning platform, and asynchronous online learning. Plus, a statistically significant result is that online learning platform have the biggest effect on the instructors' class satisfaction. Therefore, we need to know that instructors have to get familiar with the online learning platform and universities help them provide a variety of training sessions regarding online learning platforms. This study has limitations in that it was conducted only at one college and the limited number of variables was measured.

Perception of Students with disabilities and their WBI personnel about Web accessibility and its effective instructional design strategies (장애 학습자와 웹 기반 교수자의 웹 접근성에 대한 인식도와 이를 위한 효과적인 교수설계전략)

  • Roh, Seak-Zoon
    • Journal of Internet Computing and Services
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    • v.8 no.2
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    • pp.117-135
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    • 2007
  • There are two purposes of this study; 1) to identify the perception about Web accessibility of students with disabilities and their Web-based Instructional personnel (WBI personnel) in higher education, and 2) to find out effective WBI design strategies actually used by WBI personnel to design and develop accessible Web-Based instruction for students with disabilites. Sixteen students with disabilites and their WBI personnel at a mid-western university in US were recruited for individual interviews. The results showed that WBI personnel did not know about Web accessibility and were not well prepared to make their WBI accessible. They have to provide the equality and quality of life to students with disabilites by making their instruction accessible. They felt that they could not guarantee whether their WBI was accessible even after meeting current standards and guidelines. WBI personnel also suggested that they had to provide students with disabilites with various methods and use appropriate instructional design strategies in order to address their needs. Finally, some effective instructional design used by WBI personnel in order to make WBI accessible were listed.

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A Study on Instructors and Learners Perceptions of Technology Convergence College for Distance Education in the COVID-19 Situation (COVID-19 상황에서 원격수업에 대한 기술융합 공업계 대학의 교수자와 학습자 인식 고찰)

  • Moon, Byung-Koo;Jie, Myoung-Seok;Shin, Jun-Yong
    • Journal of Convergence for Information Technology
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    • v.11 no.10
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    • pp.171-181
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    • 2021
  • This study tried to derive improvement measures by identifying the perceptions of industrial college instructors and learners in the technology convergence sector, where various technologies are combined, as distance education at colleges are prolonged due to COVID-19 and difficulties for instructors and learners continue. To this end, an online survey was conducted on automobile professors and students at the end of the second semester of 2020. As a result of the survey analysis, it was found that professors and students had similar perceptions about the advantages of online classes, such as freedom of time and space, repeatable learning, and recycling. In terms of difficulties, it was found that students felt a decrease in learning immersion due to a lack of sense of presence, and both professors and students felt the difficulty of interaction relatively large. This study is meaningful in that it prepares suggestions and basic data on college policy support for online education at industrial colleges during and after COVID-19.

A Study on the Perception and Satisfaction of NCS-Based Education between Professors and Learners (NCS 기반 네일미용 교육에 대한 교수자와 학습자의 인식 및 수업만족도 관한 연구)

  • Ryu, Ahn-Na;You, Seon-Hee;Li, Shun-Hua
    • Journal of Convergence for Information Technology
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    • v.10 no.5
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    • pp.206-215
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    • 2020
  • This study sought to find out the need for NCS education, Education awareness, and class satisfaction among professors and learners of nail art classes based on NCS. From April 21, 2017, to May 31, 2017, the questionnaire of 70 professors and 290 learners using NCS education located in Seoul and Gyeonggi Province was finally analyzed using the SPSS WIN 20.0 program. Analysis result, Professionals have a sense of self-efficiency (r=.466, p<.01), and appropriateness (r=.474, p<.01) has been confirmed. The learners identified static (+) relationships in the necessity of education (r=.338, p<.01), recognition (r=.193, p<.01), and self-efficiency (r=.586, p<.01), and appropriateness (r=.609, p<.01). Through this study, it is believed that NCS education necessity, Education awareness, and class satisfaction of professors and learners can be utilized as basic data.

Comparison between Traditional Classrooms and Active Learning Classrooms: The Impact of Learning Spaces on Student Perceptions (전통 교실과 Active Learning Classroom 간 비교 연구: 학습 공간이 대학생들의 인식에 미치는 영향을 중심으로)

  • Choi, Koun;Shin, Won-Sug;Kim, Myunglang
    • Journal of Convergence for Information Technology
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    • v.10 no.8
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    • pp.161-172
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    • 2020
  • The purpose of this study is to compare students' perception shaped by two different university classrooms: Traditional Classroom and ALC(Active learning classroom). We conducted survey of 71 university students who were taught by an identical instructor using same pedagogy. The survey questionnaires asked respondents about their perceptions on teaching and learning and physical environments relations, teaching proficiency, social context, student satisfaction and immersion. The data was analyzed using Student's T-test. The results showed that ALC group, compared to the traditional classroom group, demonstrated statistically higher awareness on teaching and learning and physical environments relations, teaching proficiency, and instructor-student unofficial relations. Based on these findings, implications and limitations of this study were discussed.

A Keyword Network Analysis on Instructor's role of Flipped Learning in Engineering Education (공과대학 플립러닝에서 교수자 역할 탐색을 위한 키워드 네트워크 분석 연구)

  • Ji Sim Kim;Kyong Ah Kim
    • Proceedings of the Korea Information Processing Society Conference
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    • 2023.05a
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    • pp.48-50
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    • 2023
  • 플립러닝의 핵심 성공요인은 변화된 교수자의 조력자 역할을 통해 학습자가 주도적으로 학습하고 문제를 해결할 수 있도록 유도하는 것이다. 이와 동시에, 공과대학 수업에서는 교수자의 지식전달자 역할과도 균형을 이루어 학습자의 학습내용 이해를 촉진해야 한다. 이에 대한 심층 분석을 위해 교수자 관점의 질적 분석이 진행되고 있는 가운데, 본 연구에서는 학습자의 인식에 기반하여 교수자의 역할을 탐색하였다. A전문대학에서 비대면 환경에서 운영된 공과대학의 플립러닝 기반 수업에서 교수자의 지원 및 역할을 조사한 후 키워드 네트워크 분석을 수행하였다. 연구 결과, '질의응답'과 '설명' 키워드에 대한 분석을 통해 변화하는 조력자로서의 역할이 주효한 동시에 학습내용의 이해도를 향상시키는 전달자로서의 역할도 확인하였으며 이를 바탕으로 제언하였다.