• 한국항공운항학회지
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• 제31권1호
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• pp.68-78
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• 2023

This study aims to provide information necessary for developing a "Competency-Based Training and Evaluation Plan" for general aviation flight instructors in Korea. General aviation training experts designed a survey by selecting "Behavior Indicators" from the ICAO Flight Instructor Competency Model. This study analyses the importance of Behavioral Indicators, the level of instructor performance, and the training needs for flight instructors. According to the factor analysis, ICAO "Flight Instructor Competency Model" is found as a valid tool to measure general aviation flight instructor competencies. According to the training needs analysis, flight instructors training program needs to be improved on "Training Environment Management", "Teaching Method", and "Interaction" competencies. When compared with trainee group, flight instructors & examiners have a higher training demand for "Teaching & Learning Environment Management". This study suggests the flight instructor training program requires to be reorganized based on the competencies related to the flight instructor duties in the training environments.

• Educational Technology International
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• 제24권2호
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• pp.237-262
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• 2023

This study focuses on the instructor's role in student-centered learning and aims to test the effects and moderating role of instructor feedback on perceived loafing in team project-based learning. A conditional effect model including team efficacy, perceived loafing, instructor feedback, and team performance was proposed. Data were collected from students who registered for team project-based learning courses at a university in South Korea. A total of 420 cases were subjected to moderated mediation analysis. The results demonstrated that instructor feedback was negatively related to perceived loafing and moderated the relationship between team efficacy and perceived loafing. Furthermore, instructor feedback moderated the relationship between perceived loafing and team performance. In particular, even when perceived loafing was high, students who received frequent instructor feedback were found to significantly reduce the damage to team performance. Based on these findings, the importance of instructors' facilitation in team project-based learning is discussed.

• 한국응급구조학회지
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• 제7권1호
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• pp.5-28
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• 2003

The purpose of this study which was conducted by framing of standardized advanced emergency care instructor qualification course outline and training competent instructor Course development based on following educational principle and it would be expected more improved aspect. Advanced Emergency care Instructor Qualification Course Development (1) based on advanced emergency care instructor job analysis and paramedic job description. (2) Learning of emergency care instructor qualification course is continuous. It is important to begin at the learner's level of knowledge and to relate new learning to information the learner needs. (3) Learning of emergency care instructor qualification course is purposeful and must make sense to the learner. Progress in learning must make sense to the learner. Progress in learning must be constantly appraised through feedback. The purpose of learning BLS information and skills must be kept in sharp focus. (4) Learning involves as many senses as possible. The more stimulating a learner activity is to the senses, the longer the information will be retained. Conservative figures indicate that 75% of what is heard is for-gotten after 2 days. It has been said that learners remember (5) Learning activities must be appropriate for the emergency situation through the PBL educational method. In BLS lecture skill learning, the greatest proportion of class time should be spent in manikin practice, using performance sheets as a learning tool or guide. (6) Learning must be stimulating. Instructors can motivate learners by helping them achieve higher levels of proficiency and encouraging other levels of course completion, such as instructor and instructor trainer. (7) Learning is affected by the physical and social environment. The physical environment should be conducive to both the kind of learning taking place and the activities used for learning. Advanced emergency care instructor qualification course organized educational psychology, educational methodology I,II,III, educational material making skill, lecture & conversational skill, BLS theory & pratice lecture skill, minic lecture designed PBL module. test of minic lecture & pratice lecture skill. Advanced emergency care instructor qualification course continued to active instructor training and motivated to active EMS system.

• 컴퓨터교육학회논문지
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• 제18권3호
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• pp.69-78
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• 2015

본 연구는 온라인 대학의 성인 학습자들이 지각한 교수자에 대한 사회적 실재감이 교수자의 사회적 촉진활동에 따라 어떻게 달라지며, 이것이 궁극적으로 학습만족도에 어떤 영향을 미치는지, 그리고 이와 관련된 학습자 변인은 무엇인지를 분석하는 데 목적이 있다. 이를 위하여 2014학년도 2학기 국내 한 온라인대학 재학생 119명으로부터 수집된 인구학적 정보, 상호작용, 교수자에 대한 사회적 실재감 및 과목 전반에 대한 사회적 실재감, 학업만족도에 대한 자료를 분석에 활용하였다. 연구목적에 따른 결과는 다음과 같다. 첫째, 교수자에 대한 사회적 실재감은 연령이 높은 집단에서, 자유게시판 활동에 참여한 집단에서 높았다. 둘째, 교수자의 사회적 촉진활동은 교수자에 대한 사회적 실재감을 높이는 데 기여했으나, 자유게시판 활동에 참여한 학습자들은 교수자의 개입이 없이도 교수자에 대한 사회적 실재감이 높았다. 셋째, 교수자의 사회적 촉진활동은 교수자에 대한 사회적 실재감과 유의미한 상관성을 보였으나 학습만족도에 대한 영향력은 교수자에 대한 사회적 실재감과 과목 전반에 대한 사회적 실재감에서만 나타났다. 본 연구를 통해 학습만족도를 높이기 위해서는 교수자의 사회적 촉진활동이 사회적 상호작용에 소극적인 학습자들에게 보다 체계적으로 제공되어야 한다는 점이 제안되었다.

• 한국항공운항학회지
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• 제30권2호
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• pp.61-69
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• 2022

Since the MPL (Multi-Crew Pilot License) Program was introduced in Korea in 2009, there has not been a single pilot licensed under the MPL Program. To successfully implement the MPL Program in Korea, it is necessary for an Approved Training Organization to develop the MPL Flight Instructor Training Program and foster excellent MPL Flight Instructors. However, there are no rules or guidelines regarding the MPL Flight Instructor Training Program in Korea. This study suggests the Training Specification for the MPL Flight Instructor, including the training syllabus, training and assessment methods. The MPL Flight Instructor Training Program should be composed of minimum 14-hour academic and practical training, which includes the concept of Competency-Based Training, CRM, Competency, Behavior Indicator and Assessment. To be qualified for the MPL Flight Instructor, candidates need to successfully complete the course and pass the practical test. In order to maintain the qualification, MPL Flight Instructors should comply to recency and recurrent training requirements.

• 디지털융복합연구
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• 제14권10호
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• pp.543-551
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• 2016

본 연구는 골프지도자의 비언어적 커뮤니케이션이 지도자 신뢰와 운동 몰입에 미치는 영향을 알아보기 위하여 진행 되었다. 연구대상은 서울, 경기 지역 실 내외 골프 연습장에서 골프 강습을 받고 있거나 있었던 적이 있는 생활체육을 목적으로 참여하는 골프 참여자들을 대상으로 하였다. 그 중 293명의 설문지를 자료처리에 사용하였으며, 자료처리는 빈도분석, 신뢰도 검사, 확인적 요인분석, 회귀분석을 실시하였다. 이와 같은 과정을 통해 얻은 결론은 다음과 같다. 첫째, 골프지도자의 비언어적 커뮤니케이션은 지도자 신뢰에 정적인 영향을 미쳤다. 둘째, 골프지도자의 비언어적 커뮤니케이션은 운동 몰입에 정적인 영향을 미쳤다. 셋째, 지도자 신뢰는 운동 몰입에 정적인 영향을 미쳤다.

• 한국콘텐츠학회논문지
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• 제19권5호
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• pp.371-380
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• 2019

본 연구는 지도자의 이미지와 참여동기의 관계를 알아보기 위하여 서울, 경기, 인천 지역 스포츠센터 6곳의 만 65세 이상의 노인 293명을 대상으로 연구하였으며, 다음과 같은 결론을 도출하였다. 첫째, 인구통계학적 특성에 따른 지도자의 이미지에서 성별은 지도자의 자질과 유의한 차이를 나타냈고, 연령은 지도자의 자질과 학습지도 이미지, 생활 이미지와 유의한 차이를 나타냈다. 참여종목은 지도자 이미지의 모든 하위요인과 유의한 차이를 나타냈다. 둘째, 인구통계학적 특성에 따른 참여동기에서 성별은 내적동기와 유의한 차이를 나타냈고, 연령과 참여종목은 참여동기의 모든 하위요인과 유의한 차이를 나타냈다. 셋째, 지도자 이미지는 내적동기와 외적동기에 유의한 영향을 미치는 것으로 나타났다, 내적동기에서는 학습지도 이미지와 인간관계 이미지가 유의한 차이를 나타냈고, 외적동기는 지도자의 자질과 생활 이미지, 인간관계 이미지와 유의한 차이를 나타냈다. 따라서 본 연구의 결과, 지도자의 이미지는 노인들의 생활체육 참여 동기를 높여주는 중요한 변수임을 확인하였다.

• 한국콘텐츠학회논문지
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• 제12권11호
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• pp.145-154
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• 2012

이 연구는 무용지도자의 교육지원과 지도자신뢰 및 무용애착도에 미치는 영향을 규명하는데 목적이 있다. 연구의 대상은 서울 경기 대전 충남지역에 소재한 무용학과 중 한 지역에서 1개교씩 선정하였다. 표본추출방법은 유의표본추출법으로 총 276부의 자료 중 262부가 최종분석에 사용되었다. 자료처리 방법은 SPSSWIN 18.0을 이용하여 요인분석과 신뢰도분석, 다중회귀분석, 경로분석 등의 통계기법이 활용되었다. 그 결과는 다음과 같다. 첫째, 무용지도자의 교육지원은 지도자신뢰에 영향을 미친다. 둘째, 무용지도자의 교육지원은 무용애착도에 부분적으로 영향을 미친다. 셋째, 지도자신뢰는 무용애착도에 영향을 미친다. 넷째, 무용지도자의 교육지원은 지도자신뢰를 통해서 무용애착도에 영향을 미친다. 특히, 무용지도자의 교육지원이 무용애착도에 미치는 영향보다 무용교육지원이 지도자신뢰를 통하면 무용애착도에 더 큰 영향을 미친다. 즉 지도자신뢰는 무용교육지원과 무용애착도를 매개하는 중요한 변수임을 알 수 있다.

• 수산해양교육연구
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• 제24권2호
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• pp.210-223
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• 2012

The importance on the flow to the lifelong education system has been growing, as the eternal education is in a pivotal position according to the education system all over the world is changing rapidly. In particular, although consolidating instructor competencies for lifelong education have become the subject of conversation, there has not been any clear concept of lifelong education instructors nor of the competencies for those. So this research defined lifelong education instructors who work at various lifelong education facilities, especially those who focus on lectures, and the instructor competencies, and make analysis and deductions what types of competencies are necessary for effective and efficient teaching. For this, the researcher derived the concept of instructors and the instructor competencies for lifelong education through document analysis, and based on that, discovered the instructor competencies for lifelong education by experts review and survey. The result revealed that there were four types of instructor competencies for lifelong education, which were planning, managing, administrating, and supporting and encouraging students. There were searching needs of students, analyzing, and 13 other criteria for planning; managing human resources, materials management, and 7 other for managing; expertise in learning contents and 13 other for administrating; and giving feedback and 3 other for supporting and encouraging students.

• 한국치위생학회지
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• 제16권5호
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• pp.687-693
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• 2016

Objectives: The purpose of the study was to investigate the influence of instructor trust on learning flow and academic achievement in dental hygiene students. Methods: A self-reported questionnaire was completed by 202 dental hygiene students in Gyeongnam from July to August, 2016. A five point Likert scale questionnaire consisted of intimacy (8 items), professionalism (8 items), teaching ability (5 items), and leadership (6 items). Measurement of learning flow was adapted and modified by Kim et al. Academic achievement was adapted and modified by Noe and Schmitt. Cronbach's ${\alpha}$ of learning flow was 0.77 and that of academic achievement was 0.78 in the study. Data wee analyzed by t-test, one way ANOVA, $Scheff{\acute{e}}$ test, and Pearson's correlation using SPSS 23.0 program. Results: The scores of instructor trust, learning flow, and academic achievement were 4.37, 3.46, and 3.23, respectively. Academic achievement had a close positive correlation with instructor trust (r=0.46, p<0.001) and learning flow (r=0.63, p<0.001). Instructor trust had a positive correlation with learning flow (r=0.50, p<0.001). Learning flow took mediating effects on instructor trust and academic achievement. Conclusions: The trust between students and instructors had a great influence on learning flow and academic achievement. So the instructor should try to make the students concentrate on learning.