• Fire Science and Engineering
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• v.21 no.1 s.65
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• pp.29-36
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• 2007

This study has grasped weakness factor fire safety and way aspect of fire analyzing hazardous material accident, and has investigated how by legal present kind and scale of hazardous material work that must assign hazardous material safety supervisor are prescribed. We have proposed efficient lecturing education time analyzing about validity and efficiency of education time about hazardous material safety supervisor lecturing education with question investigation to people who take hazardous material safety supervisor lecturing education that manage in korea fire safety association.

• The Mathematical Education
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• v.48 no.2
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• pp.191-206
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• 2009

In this study, we investigate the effects of the methods of time allocation in lecturing on the mathematical academic achievement of freshmen in institute of technologies. The subjects are 392 freshmen from three universities participated in ABEEK(Accreditation Board for Engineering Education of Korea). They belong to three groups in accordance with the methods of time allocation in lecturing; 75 minutes twice a week(79 students) and 150 minutes continuously once a week(77 students) (university 1 of 156 students), 100 minutes twice a week(56 students) and 200 minutes continuously once a week(60 students) (university 2 of 116 students) and 50 minutes and 100 minutes separately once a week(62 students) and 150 minutes continuously once a week(58 students) (university 3 of 120 students). The results of this paper are summarized as follows: Firstly, the achievement of separate time-allocation groups is higher than that of continuous time-allocation groups. Secondly, the achievement of middle class students and low class students has higher effects when they are taught by using the methods of separate time-allocation in lecturing. Finally, the achievement of groups using 75 minutes twice a week is higher than that of using 50 minutes and 100 minutes separately once a week. In conclusion, this study suggests that the method of separate time allocation in lecturing using 75 minutes twice a week could be an advisable means to help those who achieve middle and low scores in the first college mathematics.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.153-159
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• 2017

In recent years there has been a rise in the use and interest of the flipped learning as a teaching and learning paradigm. The flipped learning model includes any use of Internet technology to enrich the learning in a classroom, so that a professor can spend more time interacting with students instead of lecturing. In the flipped model, students viewed video lectures online outside of class time. Students then performed two kinds of assignments, a teamwork assignment and an individual work assignment, through the class time. In this paper, we propose a flipped educational model for a college class. This experimental research compares class of college algorithm using the flipped classroom methods and the traditional lecture-homework structure and its effect on student achievement. The result data of mid-term exam and final exam were analyzed and compared with previous year data. The findings of this research show that there was not a significant difference in the scores of student between two lecturing methods. The survey result and lecture evaluation by students show that students are in favor of the flipped learning.

• Journal of Society of Preventive Korean Medicine
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• v.25 no.2
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• pp.13-31
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• 2021

Objectives : The objectives of this study are to provide the education of communication skills in the class of theories of Korean medical famous physicians and to survey students' perception of the effect. Methods : The class of theories of Korean medical famous physicians was newly designed and was given to students. The results from the questionnaire survey with second year students at department of Korean medicine were applied to the evaluation of study issues. The scale used for this study was the modified version of 'Beyer-Fetzer's Essential Elements of Communication Skills Assessment Sheet', which was developed by researchers in line with the education of Korean medicine. Results : In six (except for 'opening a conversation') out of seven categories, post-test results were more improved than pretest results. In the category of communication skills (a total of 25 questions), post-test results were higher than pretest results in all items. Among them, 13 items were statistically significant. With regard to the question as to how important the class of communication skills is to raise their professionalism as Korean medicine doctor, post-test result was higher than pretest result. Regarding an appropriate education point of time, there were various points in the entire period of curriculum. The appropriateness of teaching-learning method was positively evaluated. In terms of the content helpful for learning, learner-oriented activities was preferred over teacher-oriented lecturing. Conclusions : The communication skills learned in the class of theories of Korean medical famous physicians were effective. Communications skills should be taught constantly in the entire curriculum in order to raise students' professionalism as Korean medicine doctor. In terms of education method, it is desirable to design a class based on students' various activities, rather than lecturing.

• Korean Medical Education Review
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• v.23 no.3
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• pp.168-175
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• 2021

To analyze medical professors' evaluation of their online education experiences in an attempt to support faculty members and indicate the future direction of medical education. Faculty members who taught online in the first semester of 2020 at Yonsei University College of Medicine in South Korea were surveyed. The results of the survey were analyzed in June 2020. There were 88 respondents (35.1% of 251): 59 professors (67.0%), 16 associate professors (18.2%), and 13 assistant professors (14.8%). Their specialties lay in basic medicine (25.0%), clinical medicine (65.9%), and research and special purposes (9.1%). Sixteen participants (18.2%) had previous experience in online lectures; 23 (26.1%) reported that preparation time for online lectures was the same as before; 65 (73.9%) reported that the preparation time had increased; 38 (43.2%) faced difficulties in preparation and lecturing online, and among them 16 (42.1%) indicated inadequate interaction with students; 11 (28.9%) needed extra preparation time; and 11 (28.9%) attributed their difficulties to technical issues with the online platform. Participants' satisfaction with online lectures was low (p<0.001). In the free response question on overall experience with online education, 38.3% mentioned the need for an instructional design that allows students to actively participate and interact with professors, 29.5% mentioned the need for the establishment of an information & communications technology system, and 17.0% mentioned the necessity of faculty development. To prepare for the current pandemic and more in the long term, an appropriate educational support system must be constructed, and a learner-centered instructional design that enables wider interactions and active learning is needed.

• The Korean Journal of Community Living Science
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• v.23 no.4
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• pp.523-535
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• 2012

This study was conducted to investigate and improve experiences regarding breastfeeding education. Questionnaires were distributed to 185 women with children 24 months of age and younger. The period of breastfeeding was about 7.2 months and showed significant differences (p<0.01) according to women's age. About 56% of the respondents participated in breastfeeding education. Women with 3 or more children showed the highest rates of participation compared to the women in other groups(p<0.05). The reason for nonparticipation showed significant differences (p<0.05) according to women's occupation. The biggest reason for nonparticipation was 'lack of time' for housewives and 'no information' for working women. The subjects of education were benefits(20%) and techniques(19%) of breastfeeding, breast care before and after delivery(15%), nutrition care for breastfeeding mothers(11%), etc. The teaching method used most frequently was lecturing(32%). Around 81% of women were not satisfied with their breastfeeding education. The most useful subject was breastfeeding techniques(59%). Thirty percent of women pointed out that 'assessing mother's milk quantity' was the subject which women wanted to learn but were not taught enough about. Around 76% of women wanted more education and preferred personalized education such as home visitation(35%) and personal counselling(27%). Desired education methods showed significant differences(p<0.05) according to women's occupations. 'Home visitation' was the most preferred method for housewives and 'personal counselling' for working women. These results showed breastfeeding education was not helpful for practical life. Therefore, breastfeeding education should reflect women's individual needs to heighten its effectiveness.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.149-163
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• 2000

The Ministry of Education have had us practice the performance test as a substitute proposal, however, all the more for the idealistic purport, our education front does not have such a sufficient condition as to practice the performance test for many classes and miscellaneous duties and over-populated class, and that practice has been enforced so abruptly without any drastic preparation and has caused much confusion from the beginning of that enforcement. Thus, these problematic concerns are remained as the tasks of the teachers to be solved by themselves in the front of education, and herein I came to do this research. The followings are the conclusions that I got as the results of the research (1) Performance test style should be applied in consideration of the students' achievement level and the gap of the teachers' recognition; descriptive test, portfolio assignment and formative test styles were proper for the students lacking basic study ability. (2) Descriptive test should have its beginning with the question items to which students can write the problem solving procedure logically rather than those to evaluate the creation ability and thinking ability: and putting down specifically the assessment standard could prevent students' confusion and scheme the impartiality of the assessment. (3) Portfolio assignment evaluation should be given with as interesting and suitable amounts as possible so that the students can do by themselves. (4) Utilizing the performance test table enabled easy management of documentary evidence. And it is needless to say that the success of the performance test should have preceding conditions like the teachers' understanding and their positive participation. Therefore, I'd like to give suggestions herein like the followings; (1) The performance test should not always be made into grades, and there is a need to develop the test gradually in the condition that the education surroundings permit by checking time, frequency, ratio and contents of the test while practicing the multiple choice writing test. (2) As long as the performance test has the aims of improving the studying and learning activities, any performance test only for the sake of making numerals with the thought that assessment is the disposal of the grades should be avoided, and the change of the lecturing styles and development of various assessing types and studying materials should be endeavored to confirm with the aims.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.27-36
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• 2017

The purpose of this study is to design and implement an instructional model for flipped learning of programming class. Because a programming process requires a high level of abstract thinking with a good understanding of a programming language, many students have difficulty in programming. For this characteristic of programming, it is not easy to effectively achieve learning goals of programming lesson by lecturing grammatical elements of a programming language and the following examples in a limited class time. In order to overcome these problems and to make effective programming lessons, we designed an instructional model based on flipped learning. Especially, in this study, we analyzed learners' difficulties in programming learning and errors that occurred in actual programming process for designing the instructional model. As a result of applying this model to the class, it was found that the students were generally satisfied with the lesson by having positive communication with other students in the classroom and actively participating in the learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.1
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• pp.101-106
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• 2010

Due to significant advances in Internet technology, there have been many e-learning courses offered by universities and academic institutes nowadays through the Internet. And these courses have benefited many students who might be constrained by distance and time. Nevertheless, most web-based courses are lecturing courses that cannot fulfill the needs for engineering technology education. In this paper, we propose the design and implementation of web-based programmable logic controller(PLC) laboratory to support learning and training for industrial automation. The proposed web-based PLC laboratory system consists of virtual labs and remote labs. This web-based PLC laboratory can be accessed by registered students to practice PLC experiments at their own home, enhancing the quality of education without much increasing in the overall cost. With the help of web cameras, the students can even have experience the live PLC experiments through the Internet.

• Cartoon and Animation Studies
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• s.40
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• pp.443-476
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• 2015

The university e-learning classes give a major focused on practical training in the art and design field are opened such as theory classes. The cyber universities that fully gives on-line classes even open as theory classes. They speak about difficulty and limitation of operating cyber class with practice. So, many of them organize off-line special lecture at the classroom in weekend. In the reason of studying that has the constraints of time and space, the student wastage rates in cyber universities are going higher. This research focused on giving an efficient e-learning practice environment in college e-learning courses, and operated scholastic achievement test between the augmented reality(AR) based practice education and the existing classroom based practice education. The subjects of study were totally 84 people who are the freshmen of the design department in the two-year diploma course college. They were divided 3 groups which one was treated AR based practice e-learning and two others groups were existing classroom based practice. Each of the group took the same treated lecture during 7 weeks. The first of the outcome was the AR based practice e-learning was more effective than existing classroom based practice on the side of scholastic achievement. The second, the AR based practice e-learning aroused increasing in the interest in class on the side of attribute factors. The third, the AR based practice e-learning group made higher level of studying immersion than others. In consideration of this experiment was processed in the regular college academic course, the finding by this research shows AR based major practice e-learning is an alternative lecturing strategy what can be supplemented existing classroom based academic teaching methods.