Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.129
Y. Cho, J. Franzese, J. Lim
The purpose of this study is to further understand Korean university students’ perception of using English as a primary medium of instruction in English speaking classes, along with their beliefs about what language would prove the most beneficial as a medium of instruction. This study aims to present the beliefs that students hold about which language(s) should be employed and for what reasons, as well as whether these beliefs vary depending on the students’ language proficiency. This research was based on the responses given by students after having direct experience participating in English speaking classes taught in English.This study used a survey questionnaire as the primary source of data which contained multiple choice questions, a Likert-scale, and open-ended questions. Data was collected from a total of 135 predominantly first-year Korean university students who self-reported as being at the beginner and intermediate-levels. A combination of quantitative and qualitative approaches were used to analyze the data. Descriptive statistics and a series of independent sample t-tests were used for the multiple choice questions and Likert-scale questions and content analysis applied to open-ended questions.Data analysis revealed that students had positive experiences in English speaking classes taught in English. The advantages of the English-only classes included the English-rich environment, improved familiarity with English, a positive emotional response, increased attentiveness to English, and most importantly, improvement in English proficiency. At the same time, students also reported difficulties in understanding lectures and instructions and in communicating with their teachers in English. They coped by using various strategies, such as machine translators and by asking their teachers questions. However, beginner-level students were more self-reliant while intermediate-level students used a balanced use of self-sufficiency and human resources. Regarding their beliefs about what language should be used as the medium of instruction, both beginner and intermediate students believed that English should remain the primary language used in class with a moderate use of L1 being suggested. Specifically, students agreed that L1 may provide benefits in academic, affective, and managerial domains. However, beginner-level students found using L1 to be more advantageous than intermediate-level students.The findings of this study suggest employing an English medium of instruction across varying English proficiency levels in English speaking classes and discusses various methods that might be considered by teachers when employing an English medium of instruction, one of which would be allowing for the use of the students’ L1 to a moderate extent under certain circumstances.
{"title":"Korean University Students’ Experiences and Beliefs about Medium of Instruction in English Speaking Classes","authors":"Y. Cho, J. Franzese, J. Lim","doi":"10.46392/kjge.2023.17.2.129","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.129","url":null,"abstract":"The purpose of this study is to further understand Korean university students’ perception of using English as a primary medium of instruction in English speaking classes, along with their beliefs about what language would prove the most beneficial as a medium of instruction. This study aims to present the beliefs that students hold about which language(s) should be employed and for what reasons, as well as whether these beliefs vary depending on the students’ language proficiency. This research was based on the responses given by students after having direct experience participating in English speaking classes taught in English.This study used a survey questionnaire as the primary source of data which contained multiple choice questions, a Likert-scale, and open-ended questions. Data was collected from a total of 135 predominantly first-year Korean university students who self-reported as being at the beginner and intermediate-levels. A combination of quantitative and qualitative approaches were used to analyze the data. Descriptive statistics and a series of independent sample t-tests were used for the multiple choice questions and Likert-scale questions and content analysis applied to open-ended questions.Data analysis revealed that students had positive experiences in English speaking classes taught in English. The advantages of the English-only classes included the English-rich environment, improved familiarity with English, a positive emotional response, increased attentiveness to English, and most importantly, improvement in English proficiency. At the same time, students also reported difficulties in understanding lectures and instructions and in communicating with their teachers in English. They coped by using various strategies, such as machine translators and by asking their teachers questions. However, beginner-level students were more self-reliant while intermediate-level students used a balanced use of self-sufficiency and human resources. Regarding their beliefs about what language should be used as the medium of instruction, both beginner and intermediate students believed that English should remain the primary language used in class with a moderate use of L1 being suggested. Specifically, students agreed that L1 may provide benefits in academic, affective, and managerial domains. However, beginner-level students found using L1 to be more advantageous than intermediate-level students.The findings of this study suggest employing an English medium of instruction across varying English proficiency levels in English speaking classes and discusses various methods that might be considered by teachers when employing an English medium of instruction, one of which would be allowing for the use of the students’ L1 to a moderate extent under certain circumstances.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"464 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133945670","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 : 2023-04-30DOI: 10.46392/kjge.2023.17.2.83
Min-su Kim
Generational conflicts and controversies surrounding literacy continue to arise. This paper aims to diagnose the problem of literacy in the digital and AI era, which has entered an irreversible phase, and to emphasize the need for book reviewing education as one of the ways to overcome this issue. To this end, we first critically examine the fact that ‘eye-byte’ is becoming the new norm as print media has been transformed into digital media. In addition, we explore how recently emerged conversational AI services operate in a way that is far from the academic writing system. ChatGPT, which is based on a large-scale language model, is not only exposed to the problem of “hallucination,” where false information is answered plausibly, but also does not disclose the source of the results, even when verification is required. To overcome these problems, we tried to reconsider the academic process and the value of literacy education by focusing on the case of book review writing education.
{"title":"A Study on What it Means to Teach Literacy in the Digital and AI Age","authors":"Min-su Kim","doi":"10.46392/kjge.2023.17.2.83","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.83","url":null,"abstract":"Generational conflicts and controversies surrounding literacy continue to arise. This paper aims to diagnose the problem of literacy in the digital and AI era, which has entered an irreversible phase, and to emphasize the need for book reviewing education as one of the ways to overcome this issue. To this end, we first critically examine the fact that ‘eye-byte’ is becoming the new norm as print media has been transformed into digital media. In addition, we explore how recently emerged conversational AI services operate in a way that is far from the academic writing system. ChatGPT, which is based on a large-scale language model, is not only exposed to the problem of “hallucination,” where false information is answered plausibly, but also does not disclose the source of the results, even when verification is required. To overcome these problems, we tried to reconsider the academic process and the value of literacy education by focusing on the case of book review writing education.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116659554","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 : 2023-04-30DOI: 10.46392/kjge.2023.17.2.97
Myeong Jae Ko
This study, as a class study to enhance creative writing ability among students, tried to use the operation method of ‘living metaphor’. In this process, this study presented a class module and applied it in the classroom to review its achievements and limitations.The problem with existing studies that usually connect ‘metaphor’ with ‘writing education’ is that they accept too lightly the universal concept of metaphor and apply it to classes. This study tried to pay attention to the concept of ‘living metaphor’ that highlights ‘difference and non-identity’, rather than the ‘concept of metaphor’ that has been connected to ‘similarity’ without any review. This is because the metaphor entails a structure of thinking that can trigger novelty and creativity.In this process, this study focused on the concepts of metaphor and diaphor, which were noted in the theory of poetry and the theory of poetry creation. In addition, Korean modern poetry, which is being created as of late, was used as a reference material and as a module for the class. Through this process, this study confirmed that creative expression and logical commentary are possible by using the corresponding class module. In addition, this study confirmed that such a class module can lead to self-concept and identity exploration beyond simply creating creative expressions.
{"title":"Creative Writing Class Module using the Metaphorical form of Modern Poetry－Focusing on Non-identity and Activating a Living Metaphor","authors":"Myeong Jae Ko","doi":"10.46392/kjge.2023.17.2.97","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.97","url":null,"abstract":"This study, as a class study to enhance creative writing ability among students, tried to use the operation method of ‘living metaphor’. In this process, this study presented a class module and applied it in the classroom to review its achievements and limitations.The problem with existing studies that usually connect ‘metaphor’ with ‘writing education’ is that they accept too lightly the universal concept of metaphor and apply it to classes. This study tried to pay attention to the concept of ‘living metaphor’ that highlights ‘difference and non-identity’, rather than the ‘concept of metaphor’ that has been connected to ‘similarity’ without any review. This is because the metaphor entails a structure of thinking that can trigger novelty and creativity.In this process, this study focused on the concepts of metaphor and diaphor, which were noted in the theory of poetry and the theory of poetry creation. In addition, Korean modern poetry, which is being created as of late, was used as a reference material and as a module for the class. Through this process, this study confirmed that creative expression and logical commentary are possible by using the corresponding class module. In addition, this study confirmed that such a class module can lead to self-concept and identity exploration beyond simply creating creative expressions.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127334061","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 : 2023-04-30DOI: 10.46392/kjge.2023.17.2.69
Y. Kim
This paper focused on checking the concept of authorship, which is necessary in college writing class, and providing students a method on how to write in actual class. The authorship required in college writing classes is basically a characteristic required of members of the academic community, but the characteristics of the discourse community emphasized by social constructionists help us understand authorship. Furthermore, the autobiographical self, discoursal self and the possibilities for self-hood in the socio-cultural and institutional context in addition to self as author should be operational in balance to alleviate the problems developed by the lopsidedness of authorship required for academic writing aimed in college writing classes. This is a perspective that it is important in its ability to recognize the presence of authorship in learners from the start and to manifest it after seeing that the method forcing learners to study well only in accordance to the customs of academic community has limitations.We suggested two steps of a detailed learning method to accomplish this goal. First, Bakhtin’s externalization concept in activity for topic establishment was applied for learners to recognize authorship and to allow them to find the status of authorship by themselves. It is to target columns written by professional writers but on topics that are widely accessible, so that learners can find their own authorship as much as professional writers. This method allows learners to have the characteristics of a college student, a consumer, a member of the MZ generation, and a citizen and to find a favorable position to take in order for them to adopt a professional perspective. Next, this method makes learners apprehend the discourse according to presented topic and to draw the perspective of support or agreement. Afterwards, students can incorporate this opinion into their own perspective. Students will be able to examine what perspectives are revealed through issues related to mobility rights for persons with disabilities that were easily accessible to learners, and to experience the process of finding detailed perspectives, The process to experience and to find an attitude of their own is more beneficial for learners to build authorship than the perspective or insistence itself.
{"title":"Teaching and Learning Method to Enforce Authorship in College Writing","authors":"Y. Kim","doi":"10.46392/kjge.2023.17.2.69","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.69","url":null,"abstract":"This paper focused on checking the concept of authorship, which is necessary in college writing class, and providing students a method on how to write in actual class. The authorship required in college writing classes is basically a characteristic required of members of the academic community, but the characteristics of the discourse community emphasized by social constructionists help us understand authorship. Furthermore, the autobiographical self, discoursal self and the possibilities for self-hood in the socio-cultural and institutional context in addition to self as author should be operational in balance to alleviate the problems developed by the lopsidedness of authorship required for academic writing aimed in college writing classes. This is a perspective that it is important in its ability to recognize the presence of authorship in learners from the start and to manifest it after seeing that the method forcing learners to study well only in accordance to the customs of academic community has limitations.We suggested two steps of a detailed learning method to accomplish this goal. First, Bakhtin’s externalization concept in activity for topic establishment was applied for learners to recognize authorship and to allow them to find the status of authorship by themselves. It is to target columns written by professional writers but on topics that are widely accessible, so that learners can find their own authorship as much as professional writers. This method allows learners to have the characteristics of a college student, a consumer, a member of the MZ generation, and a citizen and to find a favorable position to take in order for them to adopt a professional perspective. Next, this method makes learners apprehend the discourse according to presented topic and to draw the perspective of support or agreement. Afterwards, students can incorporate this opinion into their own perspective. Students will be able to examine what perspectives are revealed through issues related to mobility rights for persons with disabilities that were easily accessible to learners, and to experience the process of finding detailed perspectives, The process to experience and to find an attitude of their own is more beneficial for learners to build authorship than the perspective or insistence itself.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115660655","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 : 2023-04-30DOI: 10.46392/kjge.2023.17.2.23
H. Cho
This study discusses whether the concept of competency (core competency, major competency, learning competency) and the classification of competencies in the university innovation support project (which is linked to the 3rd cycle of the university basic competency diagnosis evaluation), are indeed valid. At the same time, the government implemented in the name of autonomous innovation (this is a sentence fragment and doesn’t fit). The purpose of this study is to reflect on whether universities implementing a competency-based curriculum are truly innovating when it comes to education. Although competency is a competency that must be cultivated in all curricula, regardless of whether that entails a general education curriculum or a major curriculum, the basic competency diagnosis evaluation handbook of universities reduces the concept of competency to the concept of generic skills and divides competencies into major and liberal arts education. This tendency has further solidified the dichotomy of the curriculum and has caused distortion within the curriculum structure. For these reasons, it is difficult to find innovation in education in universities that uniformly operate a curriculum based on core competencies according to a given manual for evaluation.However, looking at the case of Minerva University, which is innovating education through competency-based education, we find first that competency is presented as an ability to be cultivated not only in the cornerstone course corresponding to the liberal arts curriculum, but also in the major curriculum. This is different from the dichotomy approach of competencies as taught at Korean universities. Second, the core competency of the University of Minerva is a tool for achieving sub-competence and competency, and through the establishment of HC (Habit of Mind, Foundational Concept), the accessibility and applicability of competency, ease of practice, and measurability are all increased. This enables both instructors and learners to overcome the ambiguity of the core competency concept and to enhance their understanding of core competency as practical knowledge. This is different from the structure of establishing core competencies and sub-competencies of Korean universities. Third, the diagnosis and evaluation of core competencies are conducted through objective evaluation tools and self-rubrics to enable feedback of evaluation results at the level of learners, thereby increasing the reliability of academic achievement results. This is different from the self-reported core competency diagnosis of learners at Korean universities.Despite the advantages of Minerva University’s core competency-based curriculum, Minerva University’s core competency-based curriculum firstly reduces individuals to skills. Second, it takes a segmented approach to core competencies rather than a holistic approach, and finally, it is limited in regards to education because it fosters customized talents which meet the demand,
本研究探讨了大学创新支持项目(与大学基本能力诊断评估第三周期相关联)中胜任力的概念(核心能力、专业能力、学习能力)和胜任力分类是否有效。同时，政府以自主创新的名义实施(这是一个句子片段，不合适)。本研究的目的在于反思实施能力本位课程的大学在教育方面是否真正具有创新精神。虽然能力是所有课程都必须培养的能力，无论这是通识教育课程还是专业课程，但大学基本能力诊断评估手册将能力的概念简化为通用技能的概念，并将能力分为专业教育和文科教育。这种倾向进一步固化了课程的二分性，造成了课程结构内部的扭曲。因此，按照特定的评价标准，统一实施核心能力课程的大学很难找到教育创新。然而，以以能力为基础的教育创新的密涅瓦大学为例，我们首先发现，能力不仅在与文科课程相对应的基础课程中被作为一种能力来培养，而且在专业课程中也被作为一种能力来培养。这与韩国大学教授的能力二分法不同。其次，密涅瓦大学的核心能力是实现子能力和能力的工具，通过HC (Habit of Mind, fundamental Concept)的建立，能力的可及性和适用性、可操作性和可测量性都得到了提高。这使教师和学习者都能够克服核心能力概念的模糊性，并增强他们对核心能力作为实用知识的理解。这与韩国大学的核心竞争力和次级竞争力结构不同。第三，通过客观的评价工具和自评标准对核心能力进行诊断和评价，使评价结果能够在学习者层面得到反馈，从而提高学业成绩结果的可靠性。这与韩国大学学生的核心能力自我诊断不同。尽管密涅瓦大学的核心能力为基础的课程具有优势，密涅瓦大学的核心能力为基础的课程首先将个人降低为技能。其次，核心竞争力的培养是分段式的，而不是整体式的。最后，在教育上是有局限性的，培养的是满足需求的定制型人才，而不是创造社会需求的人才。真正的教育创新应该通过学习者个人的自我创新来实现，而不是自上而下的政府主导的创新。换句话说，教育创新始于学习者根据自己的知识和经验与周围世界进行交流，并获得自组织技能。
{"title":"Innovation for Competency Education－A Critical Exploration of Competency and Innovation Discourse","authors":"H. Cho","doi":"10.46392/kjge.2023.17.2.23","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.23","url":null,"abstract":"This study discusses whether the concept of competency (core competency, major competency, learning competency) and the classification of competencies in the university innovation support project (which is linked to the 3rd cycle of the university basic competency diagnosis evaluation), are indeed valid. At the same time, the government implemented in the name of autonomous innovation (this is a sentence fragment and doesn’t fit). The purpose of this study is to reflect on whether universities implementing a competency-based curriculum are truly innovating when it comes to education. Although competency is a competency that must be cultivated in all curricula, regardless of whether that entails a general education curriculum or a major curriculum, the basic competency diagnosis evaluation handbook of universities reduces the concept of competency to the concept of generic skills and divides competencies into major and liberal arts education. This tendency has further solidified the dichotomy of the curriculum and has caused distortion within the curriculum structure. For these reasons, it is difficult to find innovation in education in universities that uniformly operate a curriculum based on core competencies according to a given manual for evaluation.However, looking at the case of Minerva University, which is innovating education through competency-based education, we find first that competency is presented as an ability to be cultivated not only in the cornerstone course corresponding to the liberal arts curriculum, but also in the major curriculum. This is different from the dichotomy approach of competencies as taught at Korean universities. Second, the core competency of the University of Minerva is a tool for achieving sub-competence and competency, and through the establishment of HC (Habit of Mind, Foundational Concept), the accessibility and applicability of competency, ease of practice, and measurability are all increased. This enables both instructors and learners to overcome the ambiguity of the core competency concept and to enhance their understanding of core competency as practical knowledge. This is different from the structure of establishing core competencies and sub-competencies of Korean universities. Third, the diagnosis and evaluation of core competencies are conducted through objective evaluation tools and self-rubrics to enable feedback of evaluation results at the level of learners, thereby increasing the reliability of academic achievement results. This is different from the self-reported core competency diagnosis of learners at Korean universities.Despite the advantages of Minerva University’s core competency-based curriculum, Minerva University’s core competency-based curriculum firstly reduces individuals to skills. Second, it takes a segmented approach to core competencies rather than a holistic approach, and finally, it is limited in regards to education because it fosters customized talents which meet the demand,","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124184371","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 : 2023-04-30DOI: 10.46392/kjge.2023.17.2.39
J. Yoo, K. Lee
This study analyzes the changing trends of research topics in liberal arts studies before and after the COVID-19 pandemic. It aims to investigate the impact of the pandemic on research trends in liberal arts studies, identify changes and new trends in recent years with the pandemic, and contribute to the search for the future direction of liberal arts studies in the post-COVID-19 era. To achieve these objectives, we applied keyword frequency analysis and LDA topic modeling analysis as text mining technologies to analyze the keywords and topics of research papers in liberal arts education before and after the pandemic.Our findings revealed meaningful differences in the topics and keywords of papers in liberal arts education studies before and after the COVID-19 pandemic. We interpret these results as reflecting the changes and directions of liberal arts education in the actual field. We also analyzed individual papers on extracted topics and keywords to more elaborately interpret the results and the meaning of the analyses. The results showed that new topics, such as COVID-19 and untact, emerged after the pandemic. The frequency of topics related to online education also increased after the pandemic. We also found an expansion of convergence and integration related to research topics in liberal arts education, as well as a considerable increase of interest in topics regarding artificial intelligence, literacy, and PBL after the pandemic.Based on the interests of researchers and trends in liberal arts education research, this study contributes to ongoing efforts to learn more about the impact of COVID-19 on the actual educational practices of liberal arts education. It is also significant in that it enables the observation and prediction of changes and trends in the research and actual fields of liberal arts education in the future.
{"title":"Research Trends in Liberal Arts Studies Before and After the COVID-19 Pandemic Using LDA Topic Modeling","authors":"J. Yoo, K. Lee","doi":"10.46392/kjge.2023.17.2.39","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.39","url":null,"abstract":"This study analyzes the changing trends of research topics in liberal arts studies before and after the COVID-19 pandemic. It aims to investigate the impact of the pandemic on research trends in liberal arts studies, identify changes and new trends in recent years with the pandemic, and contribute to the search for the future direction of liberal arts studies in the post-COVID-19 era. To achieve these objectives, we applied keyword frequency analysis and LDA topic modeling analysis as text mining technologies to analyze the keywords and topics of research papers in liberal arts education before and after the pandemic.Our findings revealed meaningful differences in the topics and keywords of papers in liberal arts education studies before and after the COVID-19 pandemic. We interpret these results as reflecting the changes and directions of liberal arts education in the actual field. We also analyzed individual papers on extracted topics and keywords to more elaborately interpret the results and the meaning of the analyses. The results showed that new topics, such as COVID-19 and untact, emerged after the pandemic. The frequency of topics related to online education also increased after the pandemic. We also found an expansion of convergence and integration related to research topics in liberal arts education, as well as a considerable increase of interest in topics regarding artificial intelligence, literacy, and PBL after the pandemic.Based on the interests of researchers and trends in liberal arts education research, this study contributes to ongoing efforts to learn more about the impact of COVID-19 on the actual educational practices of liberal arts education. It is also significant in that it enables the observation and prediction of changes and trends in the research and actual fields of liberal arts education in the future.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127586585","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 : 2023-04-30DOI: 10.46392/kjge.2023.17.2.185
S. Shim, HyeonJeong Kim
The goal of this study is to suggest the potential and significance of quantitative reasoning education as a college liberal arts program and to come up with methods to improve it. To do so, this study analyzed the case of at S National University, presenting its achievements, weaknesses, and improvement plans. From the first semester in 2020, at S National University has been offered as a semi-compulsory subject with the purpose of cultivating quantitative reasoning based on quantitative relationships and computational thinking for everyday algorithms. In the class, instructors refrain from using mere problem solving using mathematical and/or scientific formulas, and instead an activity-oriented learning approach is emphasized. This allows for the students to interpret quantitative data based on logical algorithms.According to a survey about this subject, most students were satisfied with its contents and reported that it had helped them solve problems creatively based on quantitative and computational thinking. Nevertheless, various problematic issues such as the low enrollment of students in the humanities and social sciences, the dualization of subject operation between classes, and the difficulty in securing lecturers, were raised.To address these issues, it is necessary for us to expand awareness among students that aims to promote thinking ability through the understanding and interpretation of quantitative data. Also, it is important that we have faculties that operate on a consistent basis, so that the courses offered are able to meet the goals of the subject. By applying these improvements, the effort to develop liberal arts subjects that enhance students’ data-driven scientific thinking should be continued.
{"title":"A Study on the Operation of College Liberal Arts Education for the Improvement of Quantitative Reasoning Competency as Data Literacy","authors":"S. Shim, HyeonJeong Kim","doi":"10.46392/kjge.2023.17.2.185","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.185","url":null,"abstract":"The goal of this study is to suggest the potential and significance of quantitative reasoning education as a college liberal arts program and to come up with methods to improve it. To do so, this study analyzed the case of at S National University, presenting its achievements, weaknesses, and improvement plans. From the first semester in 2020, at S National University has been offered as a semi-compulsory subject with the purpose of cultivating quantitative reasoning based on quantitative relationships and computational thinking for everyday algorithms. In the class, instructors refrain from using mere problem solving using mathematical and/or scientific formulas, and instead an activity-oriented learning approach is emphasized. This allows for the students to interpret quantitative data based on logical algorithms.According to a survey about this subject, most students were satisfied with its contents and reported that it had helped them solve problems creatively based on quantitative and computational thinking. Nevertheless, various problematic issues such as the low enrollment of students in the humanities and social sciences, the dualization of subject operation between classes, and the difficulty in securing lecturers, were raised.To address these issues, it is necessary for us to expand awareness among students that aims to promote thinking ability through the understanding and interpretation of quantitative data. Also, it is important that we have faculties that operate on a consistent basis, so that the courses offered are able to meet the goals of the subject. By applying these improvements, the effort to develop liberal arts subjects that enhance students’ data-driven scientific thinking should be continued.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115755250","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 : 2023-04-30DOI: 10.46392/kjge.2023.17.2.253
K. Choi, H. Oh
The purpose of this study is to develop and implement a general education course called ‘Future Society and Government’ as a competency-based curriculum and to evaluate its effectiveness. For this, a formative research method called ‘Development Study’ was used. Thereafter, in the phase of the development of the course, expert consulting was conducted, and in the phase of implementation, the learning outcomes and other data were collected and analyzed to evaluate its effectiveness. Furthermore, since this course set higher-order thinking, communication, and information & technology utilization as target competencies, performance tasks, evaluation criteria, and rubrics have been developed to improve and evaluate these competencies effectively. Teaching activities and feedback have also been provided around these competencies.As a result, the course resulted in a clear positive change in the students’ core competencies and target behaviors. This is because it showed that students' achievement and competency levels actually improved in the four sub-tasks, which became increasingly difficult as the task progressed. Also, students perceived significant growth in their competency levels, as shown by pre- and post-test results comparison, course evaluation scores, and student feedback comments. Finally, this study comprehensively examined the process and results of this course, derived opinions for future improvement, and summarized the significance and limitations of the research.
{"title":"Development and Implementation of Competency-Based General Education Course－The case of 〈Future Society and Government〉","authors":"K. Choi, H. Oh","doi":"10.46392/kjge.2023.17.2.253","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.253","url":null,"abstract":"The purpose of this study is to develop and implement a general education course called ‘Future Society and Government’ as a competency-based curriculum and to evaluate its effectiveness. For this, a formative research method called ‘Development Study’ was used. Thereafter, in the phase of the development of the course, expert consulting was conducted, and in the phase of implementation, the learning outcomes and other data were collected and analyzed to evaluate its effectiveness. Furthermore, since this course set higher-order thinking, communication, and information & technology utilization as target competencies, performance tasks, evaluation criteria, and rubrics have been developed to improve and evaluate these competencies effectively. Teaching activities and feedback have also been provided around these competencies.As a result, the course resulted in a clear positive change in the students’ core competencies and target behaviors. This is because it showed that students' achievement and competency levels actually improved in the four sub-tasks, which became increasingly difficult as the task progressed. Also, students perceived significant growth in their competency levels, as shown by pre- and post-test results comparison, course evaluation scores, and student feedback comments. Finally, this study comprehensively examined the process and results of this course, derived opinions for future improvement, and summarized the significance and limitations of the research.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122051885","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 : 2023-04-30DOI: 10.46392/kjge.2023.17.2.289
Miyoung Kwon, Youngsoo Kim, M. Suh
This study explores the factors that improve the communication competence of nursing students who participated in a basic subject class related to multicultural education, focusing on a particular medium. For this purpose, the students enrolled in a basic subject class of multicultural education at A University were selected as the research subjects. The research participants were 47 nursing students who participated in this class, and it was conducted as a mixed study. This class is conducted in a ‘flipped’ learning manner, and was established to cultivate communication competencies from the perspective of inter-cultural communication based on question generation and conversation. The results of the survey showed that interpretation competence, role performance competence, and self-presentation competence improved significantly on a statistical basis after the class. Although goal setting competence and message conversion competence were not significant among the students, their scores increased after they took the class. The researcher collected data through participatory observation, from the learners' task performance results, and through FGI analysis (what does this stand for?). The results of analyzing the data are as follows. First, the activity of generating questions in small groups was linked to new meaning-creating communication competencies. Second, communication is not simply a matter of information exchange efficiency, but is promoted more in the relationship of teamwork and cooperation. Third, communication competency for the students improved during the process of them reaching an agreement through conversation in a practical sense. Finally, a practical teaching method was proposed to improve their communication competency and to expand and apply these methods to their real lives.
{"title":"A Mixed Study on the Factors for Enhancing Communication Competency of Nursing Students Participating in Multicultural Basic Subject Class","authors":"Miyoung Kwon, Youngsoo Kim, M. Suh","doi":"10.46392/kjge.2023.17.2.289","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.289","url":null,"abstract":"This study explores the factors that improve the communication competence of nursing students who participated in a basic subject class related to multicultural education, focusing on a particular medium. For this purpose, the students enrolled in a basic subject class of multicultural education at A University were selected as the research subjects. The research participants were 47 nursing students who participated in this class, and it was conducted as a mixed study. This class is conducted in a ‘flipped’ learning manner, and was established to cultivate communication competencies from the perspective of inter-cultural communication based on question generation and conversation. The results of the survey showed that interpretation competence, role performance competence, and self-presentation competence improved significantly on a statistical basis after the class. Although goal setting competence and message conversion competence were not significant among the students, their scores increased after they took the class. The researcher collected data through participatory observation, from the learners' task performance results, and through FGI analysis (what does this stand for?). The results of analyzing the data are as follows. First, the activity of generating questions in small groups was linked to new meaning-creating communication competencies. Second, communication is not simply a matter of information exchange efficiency, but is promoted more in the relationship of teamwork and cooperation. Third, communication competency for the students improved during the process of them reaching an agreement through conversation in a practical sense. Finally, a practical teaching method was proposed to improve their communication competency and to expand and apply these methods to their real lives.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123300142","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 : 2023-04-30DOI: 10.46392/kjge.2023.17.2.275
Eunjee Jang, Kyung-Sun Oh
As a result of current trends, a level of SW⋅AI competency for digital innovation has become a necessity, not a choice, SW-AI competency has also developed as a purpose not only for training specialist personnel, but also for providing universal SW⋅AI basic education. However, to increase the effectiveness of universal SW⋅AI basic education, it is advisable that we systematically educate SW⋅AI basic education in stages.A university offers various elective courses related to SW⋅AI for all students. Schools have expanded the opportunities for students to participate in SW⋅AI basic education after they have completed the required elective courses. However, expanding the opportunities for SW⋅AI basic education does not automatically strengthen their skills. Therefore, educators are aiming to strengthen the learners’ problem-solving skills by developing evaluation tools for core competencies in SW⋅AI elective courses and by applying these skills in algorithm courses.A performance assessment tool was developed in SW⋅AI basic education to enhance the core competencies of higher-order thinking and for the utilization of information and technology. The tool was developed through the following stages: clarifying class goals, developing core challenges, developing evaluation criteria, developing and applying assessment tools, and analyzing the evaluation results. The tool was applied in an algorithm course for problem solving and helped learners understand what to focus on when performing challenges. It also provided them with guidance for learning to enhance their various competencies through feedback. Indeed, a survey of self-assessment by learners at the beginning and end of the semester showed that the necessary competencies for solving core challenges had improved. On the other hand, students who were not majoring in SW⋅AI basic education stated that having to program in order to solve problems and being responsible for programming in team projects was a burden for them.In this study, we found that if the learner’s ultimate competencies are concretely embodied as behavioral indicators and challenges are set based on this criterion, the learner can concentrate more on practical competency enhancement. However, in regards to the SW⋅AI basic education subject, we confirmed that there is a need for us to clarify the core challenges and evaluation criteria for evaluating core competencies. In the future, we will apply various core competency performance evaluation tools to various SW⋅AI basic education subjects to identify areas for improvement. Through this process, we will continuously improve the effectiveness of SW⋅AI basic education and systematically enhance competencies thereby.
{"title":"Development of Core Competency Assessment Tools in Basic SW⋅AI Education","authors":"Eunjee Jang, Kyung-Sun Oh","doi":"10.46392/kjge.2023.17.2.275","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.275","url":null,"abstract":"As a result of current trends, a level of SW⋅AI competency for digital innovation has become a necessity, not a choice, SW-AI competency has also developed as a purpose not only for training specialist personnel, but also for providing universal SW⋅AI basic education. However, to increase the effectiveness of universal SW⋅AI basic education, it is advisable that we systematically educate SW⋅AI basic education in stages.A university offers various elective courses related to SW⋅AI for all students. Schools have expanded the opportunities for students to participate in SW⋅AI basic education after they have completed the required elective courses. However, expanding the opportunities for SW⋅AI basic education does not automatically strengthen their skills. Therefore, educators are aiming to strengthen the learners’ problem-solving skills by developing evaluation tools for core competencies in SW⋅AI elective courses and by applying these skills in algorithm courses.A performance assessment tool was developed in SW⋅AI basic education to enhance the core competencies of higher-order thinking and for the utilization of information and technology. The tool was developed through the following stages: clarifying class goals, developing core challenges, developing evaluation criteria, developing and applying assessment tools, and analyzing the evaluation results. The tool was applied in an algorithm course for problem solving and helped learners understand what to focus on when performing challenges. It also provided them with guidance for learning to enhance their various competencies through feedback. Indeed, a survey of self-assessment by learners at the beginning and end of the semester showed that the necessary competencies for solving core challenges had improved. On the other hand, students who were not majoring in SW⋅AI basic education stated that having to program in order to solve problems and being responsible for programming in team projects was a burden for them.In this study, we found that if the learner’s ultimate competencies are concretely embodied as behavioral indicators and challenges are set based on this criterion, the learner can concentrate more on practical competency enhancement. However, in regards to the SW⋅AI basic education subject, we confirmed that there is a need for us to clarify the core challenges and evaluation criteria for evaluating core competencies. In the future, we will apply various core competency performance evaluation tools to various SW⋅AI basic education subjects to identify areas for improvement. Through this process, we will continuously improve the effectiveness of SW⋅AI basic education and systematically enhance competencies thereby.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"491 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115882705","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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