Pub Date : 2023-11-30DOI: 10.35510/jer.2023.45.3.113
Jongsun Park, Hyunjin Kim, Sehee Lim
In this study, we designed a flexible online teaching environment (On-Flex Teaching) that allows military adult learners, who have greater difficulties in securing study time regularly than ordinary office workers, to participate in their studies on their own initiative. Their academic participation and academic performance were analyzed through analysis of variance and mediation model analysis. As a result of the analysis, in a flexible online learning environment, the group that implemented the pre-study plan performed more learning activities such as downloading lesson plans, answering class questions, and self-evaluation and had higher academic achievement scores than the group that did not follow the plan. Students who performed flexible, self-directed learning activities by flexibly changing the exam time to suit their own circumstances showed higher academic achievement scores through downloading lesson plans and self-evaluation than the group that followed a prior evaluation plan. In addition, as a result of analyzing the mediation model to determine whether the level of self-directed student participation influences the relationship between the degree of implementation of prior study plans and academic achievement, the results showed that establishing study plans increased self-evaluation scores (p<.001) and downloading lesson plans by increasing the number (p<.05), it was found to have a statistically significant positive effect on the total score. Through these results, this study shows that a self-directed, flexible online teaching environment that enables self-directed learning for military adult learners increases students' class participation behavior, As a result, the significance can be found in the fact that major factors that have a positive impact on academic achievement were identified.
{"title":"Analysis of student participation and academic achievement in ‘On-Flex Teaching’ environment of military adult learners at distance university","authors":"Jongsun Park, Hyunjin Kim, Sehee Lim","doi":"10.35510/jer.2023.45.3.113","DOIUrl":"https://doi.org/10.35510/jer.2023.45.3.113","url":null,"abstract":"In this study, we designed a flexible online teaching environment (On-Flex Teaching) that allows military adult learners, who have greater difficulties in securing study time regularly than ordinary office workers, to participate in their studies on their own initiative. Their academic participation and academic performance were analyzed through analysis of variance and mediation model analysis. As a result of the analysis, in a flexible online learning environment, the group that implemented the pre-study plan performed more learning activities such as downloading lesson plans, answering class questions, and self-evaluation and had higher academic achievement scores than the group that did not follow the plan. Students who performed flexible, self-directed learning activities by flexibly changing the exam time to suit their own circumstances showed higher academic achievement scores through downloading lesson plans and self-evaluation than the group that followed a prior evaluation plan. In addition, as a result of analyzing the mediation model to determine whether the level of self-directed student participation influences the relationship between the degree of implementation of prior study plans and academic achievement, the results showed that establishing study plans increased self-evaluation scores (p<.001) and downloading lesson plans by increasing the number (p<.05), it was found to have a statistically significant positive effect on the total score. Through these results, this study shows that a self-directed, flexible online teaching environment that enables self-directed learning for military adult learners increases students' class participation behavior, As a result, the significance can be found in the fact that major factors that have a positive impact on academic achievement were identified.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.35510/jer.2023.45.3.139
Sichang Yum, Daejung Kang
This study was to identify latent profiles of changes in elementary school students’ mathematics achievement and to test whether their influencing factors had significant effects on classifying the latent profiles. Panel data (1,632 elementary school students) of the first year of 4th grade in 2018 to the third year of 6th grade in 2020 from the Jeonnam Education Longitudinal Study (JELS) were analyzed using a growth mixture model. The findings of this study were as follows: First, four distinct latent profiles were categorized as high level, medium-high level, medium-low level and low level. Second, both the initial value and change rate of each latent profile were positively significant, indicating that the mathematics achievement of the four profiles improved as they progressed through the grades, with the highest change rate for the high-level profile. Third, the main influencing factors for the latent profiles in mathematics achievement were academic self-concept, instructional attitude, parents’ academic support, and relationship with the classroom teacher. Based on the findings of this study, we proposed policy implications for improving mathematics achievement of elementary school students.
{"title":"Latent profiles of changes in elementary school students’ mathematics achievement and their influencing factors: Using growth mixture model","authors":"Sichang Yum, Daejung Kang","doi":"10.35510/jer.2023.45.3.139","DOIUrl":"https://doi.org/10.35510/jer.2023.45.3.139","url":null,"abstract":"This study was to identify latent profiles of changes in elementary school students’ mathematics achievement and to test whether their influencing factors had significant effects on classifying the latent profiles. Panel data (1,632 elementary school students) of the first year of 4th grade in 2018 to the third year of 6th grade in 2020 from the Jeonnam Education Longitudinal Study (JELS) were analyzed using a growth mixture model. The findings of this study were as follows: First, four distinct latent profiles were categorized as high level, medium-high level, medium-low level and low level. Second, both the initial value and change rate of each latent profile were positively significant, indicating that the mathematics achievement of the four profiles improved as they progressed through the grades, with the highest change rate for the high-level profile. Third, the main influencing factors for the latent profiles in mathematics achievement were academic self-concept, instructional attitude, parents’ academic support, and relationship with the classroom teacher. Based on the findings of this study, we proposed policy implications for improving mathematics achievement of elementary school students.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"153 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139203764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.35510/jer.2023.45.3.59
Duk Lyoul Oh, Ran Ha, Eunjoo Bae
The purpose of this study is to develop local community-level indicators that can monitor the capabilities of global citizens to measure the effectiveness of global citizenship education for adults amid the spread of global citizenship education. It followed the distinction of cognitive, social and emotional, and behavioral areas, which are the core competencies of global citizens presented by UNESCO. The categories were selected after reflecting the main conceptual words derived through prior research analysis and the preliminary survey results for related parties, and considering the major conceptual words necessary for Y-gu, Incheon. After that, an expert Delphi survey was conducted twice to develop indicators. The results of the study are as follows. A total of 46 indicators were developed, including 3 categories, 14 conceptual elements, and 17 questions in the cognitive domain, 3 categories, 13 concept elements, 15 questions in the social and emotional domain, and 3 categories, 10 concept elements, and 14 questions in the behavioral domain. Through this study, it was confirmed that global citizenship and local citizenship should be recognized from an integrated perspective, and that global problems should be viewed in connection with local daily lives. This study is meaningful in that it presented examples that can be appropriately used in other regions where global citizenship education is being conducted.
{"title":"A Delphi Study on the Development of Global Citizens' Competency Indicators in the Local Community: Focusing on the Case of Y-gu, Incheon","authors":"Duk Lyoul Oh, Ran Ha, Eunjoo Bae","doi":"10.35510/jer.2023.45.3.59","DOIUrl":"https://doi.org/10.35510/jer.2023.45.3.59","url":null,"abstract":"The purpose of this study is to develop local community-level indicators that can monitor the capabilities of global citizens to measure the effectiveness of global citizenship education for adults amid the spread of global citizenship education. It followed the distinction of cognitive, social and emotional, and behavioral areas, which are the core competencies of global citizens presented by UNESCO. The categories were selected after reflecting the main conceptual words derived through prior research analysis and the preliminary survey results for related parties, and considering the major conceptual words necessary for Y-gu, Incheon. After that, an expert Delphi survey was conducted twice to develop indicators. The results of the study are as follows. A total of 46 indicators were developed, including 3 categories, 14 conceptual elements, and 17 questions in the cognitive domain, 3 categories, 13 concept elements, 15 questions in the social and emotional domain, and 3 categories, 10 concept elements, and 14 questions in the behavioral domain. Through this study, it was confirmed that global citizenship and local citizenship should be recognized from an integrated perspective, and that global problems should be viewed in connection with local daily lives. This study is meaningful in that it presented examples that can be appropriately used in other regions where global citizenship education is being conducted.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.35510/jer.2023.45.3.1
Yeonjik Joe, Minjeong Kim
This study aims to examine domestic and international research trends on the educational use of pre-existing chatbots used before the advent of Generative AI chatbots, and to derive practical and practical implications for future educational use and research directions of Generative AI chatbots. To this end, this study conducted trend research as a method of systematic literature review to examine the application methods and effects of pre-existing chatbots by domestic and international research subjects, educational or educational fields, and fields. First, as a result of examining the subjects of research on the educational use of pre-existing chatbots, it was concentrated on elementary school students in domestic research and college students in foreign research. Second, as a result of examining the educational field or educational field of research on the educational use of pre-existing chatbots, there was a tendency to focus on language subjects in domestic studies and educational support in foreign studies. Third, as a result of examining the application methods and effects of research on the educational use of pre-existing chatbots by field, common effects and vulnerabilities of chatbots were identified in domestic and foreign studies. Fourth, both domestic and foreign studies tended to focus on ‘development and application research’ rather than 'utilization research' of chatbots. In order to provide practical and practical implications for the educational use of Generative AI chatbots, this study is meaningful in that the research trend was examined through a method of systematic literature review, a method of analyzing existing literature according to systematic and clear criteria.
{"title":"Analysis of trends in domestic and international research on educational use of chatbots: systematic literature review","authors":"Yeonjik Joe, Minjeong Kim","doi":"10.35510/jer.2023.45.3.1","DOIUrl":"https://doi.org/10.35510/jer.2023.45.3.1","url":null,"abstract":"This study aims to examine domestic and international research trends on the educational use of pre-existing chatbots used before the advent of Generative AI chatbots, and to derive practical and practical implications for future educational use and research directions of Generative AI chatbots. To this end, this study conducted trend research as a method of systematic literature review to examine the application methods and effects of pre-existing chatbots by domestic and international research subjects, educational or educational fields, and fields. First, as a result of examining the subjects of research on the educational use of pre-existing chatbots, it was concentrated on elementary school students in domestic research and college students in foreign research. Second, as a result of examining the educational field or educational field of research on the educational use of pre-existing chatbots, there was a tendency to focus on language subjects in domestic studies and educational support in foreign studies. Third, as a result of examining the application methods and effects of research on the educational use of pre-existing chatbots by field, common effects and vulnerabilities of chatbots were identified in domestic and foreign studies. Fourth, both domestic and foreign studies tended to focus on ‘development and application research’ rather than 'utilization research' of chatbots. In order to provide practical and practical implications for the educational use of Generative AI chatbots, this study is meaningful in that the research trend was examined through a method of systematic literature review, a method of analyzing existing literature according to systematic and clear criteria.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.35510/jer.2023.45.3.93
Min Jung Kim, Jung Yun Chang
In this study, through metaphor analysis, we investigated pre-service early childhood teachers' perceptions of music and perceptions of themselves as music teachers. The subjects of the study were 142 preschool early childhood teachers enrolled in four-year university in cities B and C. The collected data were analyzed qualitatively for context and quantitatively for tendency. As a result of the research, it was found that pre-service early childhood teachers recognize music as ‘vitality, essential, influential, challenge’ and as a music teacher, it was found that they had the perception of ‘conductor, supporter, devotee, loser’. It is expected that this will provide pre-service early childhood teachers with an opportunity to reflect on music and contribute to the provision of basic materials to promote pre-service early childhood teachers' efficacies in music teaching. There is a need for a comparative study on how the grade or music class affects the perception of music in the future and developing comparative and educational programs.
在本研究中，我们通过隐喻分析，调查了职前幼儿教师对音乐的看法以及对自己作为音乐教师的看法。研究对象是 142 名就读于 B 市和 C 市四年制大学的学前幼儿教师。对收集到的数据进行了背景定性分析和倾向定量分析。研究结果发现，职前幼儿教师认识到音乐是 "生命力、必需品、影响力、挑战"，作为音乐教师，他们有 "指挥者、支持者、奉献者、失败者 "的认知。希望这将为职前幼儿教师提供一个对音乐进行反思的机会，并为提供促进职前幼儿教师音乐教学效率的基础材料做出贡献。有必要对年级或音乐课对未来音乐认知的影响进行比较研究，并制定比较和教育方案。
{"title":"Exploring the Perceptions of Pre-service Early Childhood Teacher Regarding Music and Self-awareness as an Early Childhood Music Teacher: With a Focus on Metaphorical Analysis","authors":"Min Jung Kim, Jung Yun Chang","doi":"10.35510/jer.2023.45.3.93","DOIUrl":"https://doi.org/10.35510/jer.2023.45.3.93","url":null,"abstract":"In this study, through metaphor analysis, we investigated pre-service early childhood teachers' perceptions of music and perceptions of themselves as music teachers. The subjects of the study were 142 preschool early childhood teachers enrolled in four-year university in cities B and C. The collected data were analyzed qualitatively for context and quantitatively for tendency. As a result of the research, it was found that pre-service early childhood teachers recognize music as ‘vitality, essential, influential, challenge’ and as a music teacher, it was found that they had the perception of ‘conductor, supporter, devotee, loser’. It is expected that this will provide pre-service early childhood teachers with an opportunity to reflect on music and contribute to the provision of basic materials to promote pre-service early childhood teachers' efficacies in music teaching. There is a need for a comparative study on how the grade or music class affects the perception of music in the future and developing comparative and educational programs.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"422 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.35510/jer.2023.45.3.33
Jin Hee Moon
For this study, a survey targeting 420 students from a 4-year university in Cheonbuk Province. The specific findings of this study are as follows. First, the research model devised to examine the structural relationships among e-Learning readiness, presence(teaching presence, cognitive presence) and learning performance(perceived achievement, learning satisfaction, intention to persist in learning) perceived by the university students was fit. This means there are significant structural relationships among e-Learning readiness, presence(teaching presence, cognitive presence) and learning performance(perceived achievement, learning satisfaction, intention to persist in learning). Second, when analyzing the direct effects of the variables, the significant direct effects were found between 1) e-Learning readiness and learning satisfaction, 2) e-Learning readiness and intention to persist in learning, 3) e-Learning readiness and presence(teaching presence, cognitive presence), 4) teaching presence and learning performance(perceived achievement, learning satisfaction, intention to persist in learning), 5) teaching presence and cognitive presence, and 6) cognitive presence and learning performance(perceived achievement, learning satisfaction, intention to persist in learning), except for the direct effects on e-Learning readiness and perceived achievement. Third, when analyzing the indirect effects of the variables, there were significant mediating effects of teaching presence in the relationship between 1) e-Learning readiness and learning performance(perceived achievement, learning satisfaction, intention to persist in learning), and of cognitive presence in the relationship between 2) e-Learning readiness and learning performance(perceived achievement, learning satisfaction, intention to persist in learning). Also, the double-mediating effects of teaching presence and cognitive presence were significant in the relationship between e-Learning readiness and learning performance(perceived achievement, learning satisfaction, intention to persist in learning). This study verified the causal relationships of individual variables, which are relevant to high learning performance in university e-Learning and suggested a methodology to enhance the level of learning performance. In conclusion, the study suggests the need for an instructional design to reinforce e-Learning readiness for enhancing learning performance and for a consideration of teaching presence and cognitive presence factors for an instructional design.
{"title":"Structural Relationships among e-Learning Readiness, Presence and Learning Performance in University e-Learning","authors":"Jin Hee Moon","doi":"10.35510/jer.2023.45.3.33","DOIUrl":"https://doi.org/10.35510/jer.2023.45.3.33","url":null,"abstract":"For this study, a survey targeting 420 students from a 4-year university in Cheonbuk Province. The specific findings of this study are as follows. First, the research model devised to examine the structural relationships among e-Learning readiness, presence(teaching presence, cognitive presence) and learning performance(perceived achievement, learning satisfaction, intention to persist in learning) perceived by the university students was fit. This means there are significant structural relationships among e-Learning readiness, presence(teaching presence, cognitive presence) and learning performance(perceived achievement, learning satisfaction, intention to persist in learning). Second, when analyzing the direct effects of the variables, the significant direct effects were found between 1) e-Learning readiness and learning satisfaction, 2) e-Learning readiness and intention to persist in learning, 3) e-Learning readiness and presence(teaching presence, cognitive presence), 4) teaching presence and learning performance(perceived achievement, learning satisfaction, intention to persist in learning), 5) teaching presence and cognitive presence, and 6) cognitive presence and learning performance(perceived achievement, learning satisfaction, intention to persist in learning), except for the direct effects on e-Learning readiness and perceived achievement. Third, when analyzing the indirect effects of the variables, there were significant mediating effects of teaching presence in the relationship between 1) e-Learning readiness and learning performance(perceived achievement, learning satisfaction, intention to persist in learning), and of cognitive presence in the relationship between 2) e-Learning readiness and learning performance(perceived achievement, learning satisfaction, intention to persist in learning). Also, the double-mediating effects of teaching presence and cognitive presence were significant in the relationship between e-Learning readiness and learning performance(perceived achievement, learning satisfaction, intention to persist in learning). This study verified the causal relationships of individual variables, which are relevant to high learning performance in university e-Learning and suggested a methodology to enhance the level of learning performance. In conclusion, the study suggests the need for an instructional design to reinforce e-Learning readiness for enhancing learning performance and for a consideration of teaching presence and cognitive presence factors for an instructional design.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139208082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.35510/jer.2023.45.2.51
Seung-a Kwon
{"title":"Changes in High School Students’ Preferences for Activities, Occupations and Major Courses to Choose College Majors between 2017 and 2021","authors":"Seung-a Kwon","doi":"10.35510/jer.2023.45.2.51","DOIUrl":"https://doi.org/10.35510/jer.2023.45.2.51","url":null,"abstract":"","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132005819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.35510/jer.2023.45.2.103
J. Joeng, Young-hee Yang, Jongwon Park, Eunyoung eong
{"title":"Analysis of Middle School Students’ Self-directed Project Implementation Experience","authors":"J. Joeng, Young-hee Yang, Jongwon Park, Eunyoung eong","doi":"10.35510/jer.2023.45.2.103","DOIUrl":"https://doi.org/10.35510/jer.2023.45.2.103","url":null,"abstract":"","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"4 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120910036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.35510/jer.2023.45.2.79
J. Lim
{"title":"Differences of Daily Life and Psychological & Emotional Experiences between School Violence-related Students and Ordinary Students in the COVID-19 Situation","authors":"J. Lim","doi":"10.35510/jer.2023.45.2.79","DOIUrl":"https://doi.org/10.35510/jer.2023.45.2.79","url":null,"abstract":"","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128191034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.35510/jer.2023.45.2.1
Kyung-Jin Lee, Na-Young Choi
{"title":"A Study on Advancing Classification System for University Extracurricular Programs: The Case of O University","authors":"Kyung-Jin Lee, Na-Young Choi","doi":"10.35510/jer.2023.45.2.1","DOIUrl":"https://doi.org/10.35510/jer.2023.45.2.1","url":null,"abstract":"","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129954052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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