• 한국치위생학회지
• /
• 제15권5호
• /
• pp.841-847
• /
• 2015

Objectives: The purpose of the study was to investigate the satisfaction with instruction medium according to learner attitude and lecture mode in the dental hygiene students. Methods: A web-based self-reported questionnaire was complected by 155 dental hygiene students in Cheonan from May 26 to June 5, 2015. The questionnaire consisted of general characteristics of the subjects, school adaptation, interest to learn, effort to learn, faculty centered lecture, learner centered lecture, self-directed learning, motivation to learn, characteristics of each subject, and satisfaction with lecture mode. The study was approved by institutional review board (IRB) by Baekseok University. Chi-square test and multivariate logistic regression were used to evaluate the satisfaction to medium of instruction according to explanation factors. Results: The lecture mode, opportunity and motivation to learn, interest to learn and effort to learn were the significant factors to satisfaction with instruction medium. In multivariate logistic regression model, the adjusted odds ratio was 6.28 for the opportunity to learn and 4.87 for the interesting to learn. Conclusions: The satisfaction with instruction medium is the most important factor that decides the lecture mode and learner attitude including opportunity to learn and concern to learn.

• 한국비블리아학회지
• /
• 제27권1호
• /
• pp.59-85
• /
• 2016

본 연구는 정보활용교육의 효과를 메타분석 방법으로 통합하여 제시하고자 45편의 연구에서 총 69개의 효과크기를 수집하여 분석하였다. 무선효과 모형을 적용한 연구결과는 다음과 같다. 첫째, 정보활용교육의 전체 효과크기 평균은 0.72(Hedges'g)로 Cohen의 해석기준에 의하면 중간 이상 크기를 보였다. 둘째, 정보활용 교육을 단독형태와 교과연계형태로 구분하여 분석한 결과, 두 가지 유형 모두 중간 이상 크기의 효과가 있으며 유형에 따른 차이는 없었다. 셋째, 정보활용교육의 효과크기는 측정변인에 따라 차이가 있는 것으로 나타났다. 측정변인별 효과크기는 정보활용능력, 인지적 특성, 문제해결능력, 학업성취, 자기주도적 학습능력, 정의적 특성 순으로 나타났다. 넷째, 대상학년, 연구설계 유형, 측정도구 형태가 효과크기의 차이를 설명하는 조절변수로 나타났다. 메타분석결과를 종합하면 정보활용교육은 교육유형, 연구특성 등에 큰 영향을 받지 않고 안정적이며 중간크기 이상의 효과를 가지고 있다고 볼 수 있다.

• 영어어문교육
• /
• 제17권4호
• /
• pp.313-337
• /
• 2011

The purpose of the study is to investigate the effectiveness of the cultural instruction based on the critical pedagogy through film. The participants were 21 college students enrolling 'Understanding American/British culture'class and the class was 15 week long. During class, they discussed and selected the cultural topics related to the movies, complete the research papers, and then gave presentations. The students' portfolio, which consists of the goal statements, research papers, and the reflective journals, was analyzed to investigate the effectiveness of the instruction. The results showed that the instruction was effective in five aspects. They are, 1)accumulation of the cultural knowledge, 2)better understanding of the target culture and its people, 3)acquisition of the critical perspectives toward the target and their own cultures, 4)teaching method, and 5)increase of the motivation for studying other cultures. The study suggested that the instruction should be applied to English-medium class with more advanced students.

• International Journal of Contents
• /
• 제15권4호
• /
• pp.97-106
• /
• 2019

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.

• 공학교육연구
• /
• 제13권3호
• /
• pp.53-60
• /
• 2010

이 연구는 최근 급증하고 있는 공과대학 영어강의가 글로벌 인재 양성에 기여하려는 본래의 목적을 실현하기 위해 어떤 방식으로 추진되어야 할지를 탐구하고 있다. 21세기 사회에서 공과대학 학생들은 다양한 언어와 문화적 차이, 서로 다른 동료와 일하기 위한 전략을 개발할 필요가 있다. 단순히 영어강의를 제공한다고 해서 학생들의 글로벌 능력이 향상되는 것은 아니다. 이 연구는 사례 분석에 기초하여 서로 다른 문화와 의사소통과정에 대한 이해를 요구하는 글로벌 공학교육의 맥락에 영어강의를 위치시켜야 한다는 점을 강조한다. 그리고 영어강의를 개선하기 위한 몇 가지 방안을 제시하고 있다.

• 영어어문교육
• /
• 제15권4호
• /
• pp.109-136
• /
• 2009

This study investigates English medium instruction (EMI) in an institution of higher education in Seoul, Korea to see whether this course creates cultural correction (reproduction of inequitable relations of power in EMI settings) or cultural continuity (opportunities for transporting students into a third space and enabling them to explore cultural diversity and to create new knowledge for themselves). A single site where EMI is carried out, a class on fairy tales and child education taught by a native English speaking professor, was chosen because it was hypothesized that the professor would display some of her unconscious dominant cultural orientation. The results of the study show that there more cases of cultural correction than there were of cultural continuity. Cases of cultural correction included lack of knowledge about the local context, fixing Korean classroom discourse as if it were American classroom discourse, and reproducing orientalism in the local educational setting. Cases of cultural continuity included using comparison to consider the cultural reality of the milieu, creating new knowledge for the local milieu, and learning as a dynamic ongoing process. Implications of this research are discussed including the important realization that EMI should be managed by subject specialists who are trained in language education and have knowledge of the students' needs and discourse in the L1 and in the local context.

• 융합정보논문지
• /
• 제11권5호
• /
• pp.57-65
• /
• 2021

본 연구는 간호대학 학생을 대상으로 영어로 진행되는 전공교과목에 대한 태도, 만족도 등을 분석하기 위하여 216명을 대상으로 설문조사를 수행하였다. 설문결과, 학생들은 EMI 수업이 자신의 미래에 긍정적인 영향을 끼칠 것이라는 문항이 가장 높게 나타난 반면 수업시간외 동료들과 영어로 의사소통하려고 노력하는 항목은 가장 낮은 점수를 보여주었다. 학생들은 EMI수업이 원활히 진행되기 위해서 EMI수업 진행에 적합한 교육환경의 조성이 필요하다고 응답하였다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제54권4호
• /
• pp.335-350
• /
• 2015

The purpose of this study was to investigate the effectiveness of the differentiated instruction in mathematics by a meta-analysis. Among the studies conducted for last twenty three years, the relevant 49 research articles were selected, 80 effect sizes were calculated for the cognitive domain and 70 effect sizes for the affective domain. Effect sizes were analyzed with school levels, student level, group organization method such as homogeneous vs. heterogeneous, class transfer and adjusting class sizes for each cognitive domain and affective domain. The results are as the followings: In the cognitive domain, the overall effect size of the differentiated instruction produced a medium effect(effect size=0.68, U3=75.17%). The differentiated instruction showed the highest effect size on elementary school and middle school, mid level students, heterogeneous group, class transfer and not adjusted class size. And in the affective domain, the overall effect size of the differentiated instruction produced a low effect(effect size=0.36, U3=65.36%). The differentiated instruction showed the highest effect size on elementary school, mid level students, and heterogeneous group. Thus the differentiated instruction was proved to be effective in mathematics classes.

• 수산해양교육연구
• /
• 제28권1호
• /
• pp.235-247
• /
• 2016

The purpose of this study is to analyze elementary school students' pre-concept of electromagnet and to investigate effects of instruction through social interactions on conceptual changes of the electromagnet. For the purpose, 108 elementary school students of 3 classes were selected from the 6th grade. They were divided into the control group I, control group II and experimental group. The control group I was treated through traditional instruction on the basis of text book. The control group II was instructed with a modified version of the textbook to help them better understand the concept of electromagnet. The experimental group was treated through instruction on the basis of the above modified version of the text book and social interactions. Conceptual changes on electromagnet before and after the treatment were quantitatively and qualitatively analyzed using the identical test. The students' styles of social interaction were qualitatively analyzed with tape records of their discussions and work sheets. Effects of instruction through social interactions based on radical constructivism on the 6th-grade elementary school students' concept of electromagnet were examined here. The results were described as follows. Firstly, after the treatment, the experimental group was statistically significantly higher in mean values of conceptual understanding and academic achievement than both the control group I and II. Secondly, styles of social interaction in the three sub-groups of the experimental group were qualitatively analyzed, among the threes, high- and medium-level sub-groups were higher in the frequency of linguistic social interaction than the low-level sub-group. Those students who were excellent in communication skills actively participated in linguistic social interactions. In discussions among the three sub-groups, students of the high- and medium-level sub-groups provided explanations or information while those of the other sub-group sometimes were passive by just listening, but in large actively participated in communication. In conclusion, instruction through social interactions was effectively changed in the 6th-grade elementary school students' concept of electromagnet.

• 대한임베디드공학회논문지
• /
• 제6권6호
• /
• pp.383-391
• /
• 2011

As we know the effects of cache memory research, instruction and data caches can be separated for higher performance with Harvard CPUs. In this paper, we shows the efficiency of buffer system in the instruction and data flash storage medium. And we analyzed characteristics of the data and instruction flash and evaluated the performance. Finally, we propose the best buffer structure with an optimal block size and buffer size for the instruction and data flash.