Pub Date : 2023-02-28DOI: 10.46392/kjge.2023.17.1.11
Gi-Bong Kim, J. Nam, H. Kim, Byong Chul Park
In recent years, general education has grown more sharply than ever in the number of dedicated organizations and professors in universities. The “Korea Association of General Education” has grown rapidly into an organization with more than 2,000 members, and its academic achievement has grown so rapidly that the IF (Impact Factor) of the Korean Journal of General Education ranked 1st in the major category of ‘Complex Studies’ and ranked 7th among all academic journals.The National Research Foundation of Korea's is used as a coordinate for establishing academic status in Korea and as a criterion for distributing shares of the national R&D budget for research support projects. The organizational size of the Korea Association of General Education and the academic level of its journal definitely deserves a higher ranking than the ‘Medium Classification’ in the , which is hierarchically divided into “Large Classification, Medium Classification, Small Classification and Detail Classification.” However, in reality, it is located in ‘Detail Classification’, which is the lowest rank under the name of ‘Basic and General Education’. This classification system does not sufficiently reflect the academic characteristics of general education. As a result, it is difficult to receive an appropriate evaluation in terms of academic research activities and research support. Over the past decade, the Korean Association for General Education, the National Council for General Education, and the Korea National Institute for General Education have continuously made many attempts to correct such contradictions.This study summarized the past efforts into a history of Korean general education and sought where and how we should relocate general education in the in order to live up to the spirit of the era of the 4th Industrial Revolution. In the era of the 4th Industrial Revolution, which calls for fostering convergence talents, a renaissance of general education designed for a fusion of the academic fields, is expected, instead of one that promotes specialization. If the placement of general education in the is a matter falls under the knowledge category, the subsequent classification method is determined by how, in our times, we can conceptualize general education. In order to study the category and concept of general education, it is necessary to establish a new academic field called ‘General Studies’.This study proposes to set the academic status of ‘General Studies’ in the in the following three ways. The first option is to take the spirit of the 4th Industrial Revolution and upgrade it to the ‘Large Classification’. The second option is to position it as a division of v
{"title":"A Study on Re-positioning General Education in the <Classification Table of Academic Research Fields>","authors":"Gi-Bong Kim, J. Nam, H. Kim, Byong Chul Park","doi":"10.46392/kjge.2023.17.1.11","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.11","url":null,"abstract":"In recent years, general education has grown more sharply than ever in the number of dedicated organizations and professors in universities. The “Korea Association of General Education” has grown rapidly into an organization with more than 2,000 members, and its academic achievement has grown so rapidly that the IF (Impact Factor) of the <i>Korean Journal of General Education</i> ranked 1st in the major category of ‘Complex Studies’ and ranked 7<sup>th</sup> among all academic journals.The National Research Foundation of Korea's <Classification Table of Academic Research Fields> is used as a coordinate for establishing academic status in Korea and as a criterion for distributing shares of the national R&D budget for research support projects. The organizational size of the Korea Association of General Education and the academic level of its journal definitely deserves a higher ranking than the ‘Medium Classification’ in the <Classification Table of Academic Research Fields>, which is hierarchically divided into “Large Classification, Medium Classification, Small Classification and Detail Classification.” However, in reality, it is located in ‘Detail Classification’, which is the lowest rank under the name of ‘Basic and General Education’. This classification system does not sufficiently reflect the academic characteristics of general education. As a result, it is difficult to receive an appropriate evaluation in terms of academic research activities and research support. Over the past decade, the Korean Association for General Education, the National Council for General Education, and the Korea National Institute for General Education have continuously made many attempts to correct such contradictions.This study summarized the past efforts into a history of Korean general education and sought where and how we should relocate general education in the <Classification Table of Academic Research Fields> in order to live up to the spirit of the era of the 4<sup>th</sup> Industrial Revolution. In the era of the 4<sup>th</sup> Industrial Revolution, which calls for fostering convergence talents, a renaissance of general education designed for a fusion of the academic fields, is expected, instead of one that promotes specialization. If the placement of general education in the <Classification Table of Academic Research Fields> is a matter falls under the knowledge category, the subsequent classification method is determined by how, in our times, we can conceptualize general education. In order to study the category and concept of general education, it is necessary to establish a new academic field called ‘General Studies’.This study proposes to set the academic status of ‘General Studies’ in the <Classification Table of Academic Research Fields> in the following three ways. The first option is to take the spirit of the 4<sup>th</sup> Industrial Revolution and upgrade it to the ‘Large Classification’. The second option is to position it as a division of v","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126528565","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 : 2023-02-28DOI: 10.46392/kjge.2023.17.1.115
Mingyu Seo
This study aims to reconsider the norm of ‘humanitas’ that the liberal education pursues from the perspective of 21st century post-humanism. For the outcome of this reconsideration, I suggest an alternative view point about what we need regarding ‘humanitas’ at this time. The concept of ‘humanitas’ and its value to the world was coined and founded during the ancient Greek and Roman period, and after the Medieval period, which saw the rise of Christianity, it was revitalized with the movement of the Renaissance. However, I insist that humans entered a barbaric and disastrous stage at this time instead of one that led to an increase in humanitas. This is made all the more clear when we examine human history and the system that has led us into an ecological crisis after the advent of the 20th century. The 21st century of post-humanism is the era in which humans live with the new existences that never been experienced. The era of post-humanism needs to undergo a paradigm shift from anthropocentrism to ontocentrism. When we do not share the crucial values promulgated by ‘humanitas’ with our newly evolved non-anthropic existences, we are doomed to continue walk down a barbaric and disastrous path.
{"title":"An Anti-anthropic Approach to ‘Humanitas’\u0000－A Realism on the Era of Post-Humanism","authors":"Mingyu Seo","doi":"10.46392/kjge.2023.17.1.115","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.115","url":null,"abstract":"This study aims to reconsider the norm of ‘humanitas’ that the liberal education pursues from the perspective of 21st century post-humanism. For the outcome of this reconsideration, I suggest an alternative view point about what we need regarding ‘humanitas’ at this time. The concept of ‘humanitas’ and its value to the world was coined and founded during the ancient Greek and Roman period, and after the Medieval period, which saw the rise of Christianity, it was revitalized with the movement of the Renaissance. However, I insist that humans entered a barbaric and disastrous stage at this time instead of one that led to an increase in humanitas. This is made all the more clear when we examine human history and the system that has led us into an ecological crisis after the advent of the 20th century. The 21st century of post-humanism is the era in which humans live with the new existences that never been experienced. The era of post-humanism needs to undergo a paradigm shift from anthropocentrism to ontocentrism. When we do not share the crucial values promulgated by ‘humanitas’ with our newly evolved non-anthropic existences, we are doomed to continue walk down a barbaric and disastrous path.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132153161","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 : 2023-02-28DOI: 10.46392/kjge.2023.17.1.169
hyung-sung han
This study divided college students who received liberal arts accounting education into two groups (a traditional accounting-educated group, and a traditional accounting and corporate ethics-educated group) to analyze how traditional accounting education and corporate ethics education affect college students' corporate ethics.As a result of the analysis, there was no statistically significant results showing that traditional accounting education had a effect on the formation of college students' ‘21st Century Corporate Ethics’. On the other hand, in the case of the group that received both traditional accounting education and corporate ethics education, statistically significant results were obtained showing that corporate ethics related education had a positive effect on the formation of values that conform to ‘21st Century Corporate Ethics’.What the research results mean is that in order for college students to form the corporate ethics required in the 21st century, supplementary education related to corporate ethics is needed. As confirmed in the ‘2020 Davos Declaration,’ the formation of the ‘21st Century Corporate Ethics’ will have a great impact on the college students themselves, as well as on companies and communities. Therefore, future research regarding the contents of education and teaching methods that will allow students to better adapt to the ‘21st Century Corporate Ethics’ is also required for liberal arts accounting education.
{"title":"Liberal Arts Accounting Education in Accordance with ‘21st Century Corporate Ethics’","authors":"hyung-sung han","doi":"10.46392/kjge.2023.17.1.169","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.169","url":null,"abstract":"This study divided college students who received liberal arts accounting education into two groups (a traditional accounting-educated group, and a traditional accounting and corporate ethics-educated group) to analyze how traditional accounting education and corporate ethics education affect college students' corporate ethics.As a result of the analysis, there was no statistically significant results showing that traditional accounting education had a effect on the formation of college students' ‘21st Century Corporate Ethics’. On the other hand, in the case of the group that received both traditional accounting education and corporate ethics education, statistically significant results were obtained showing that corporate ethics related education had a positive effect on the formation of values that conform to ‘21st Century Corporate Ethics’.What the research results mean is that in order for college students to form the corporate ethics required in the 21st century, supplementary education related to corporate ethics is needed. As confirmed in the ‘2020 Davos Declaration,’ the formation of the ‘21st Century Corporate Ethics’ will have a great impact on the college students themselves, as well as on companies and communities. Therefore, future research regarding the contents of education and teaching methods that will allow students to better adapt to the ‘21st Century Corporate Ethics’ is also required for liberal arts accounting education.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114443844","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 : 2023-02-28DOI: 10.46392/kjge.2023.17.1.27
Soon-Ja Hwang
Self-regulated learning has received much attention in the realm of education since the mid 1980s, and there has been a good deal of domestic as well as overseas research in this area. In this context, self-regulated writing strategies have been designed and were proved to be effective for education on the writing process. However, to date, there is no research analyzing previous related research into this area in Korea. This study aims to analyze the research trends of self-regulated writing with a focus on domestic research, and to suggest implications for future research. For this purpose, 110 domestic research papers (graduate theses and academic articles published since 2000) were collected. All 110 research papers have been reviewed and classified according to analytical criteria such as year of publication, research method, learners and research topics.Our findings show that firstly, related research on self-regulated writing has been growing since 2000. Also, there was more research conducted using the quantitative method compared to research that made use of other research methods. Second, as a result of analyzing the research papers by learner's school level, most of the studies were conducted on elementary school students, followed by high school students, and finally middle school students. Third, research topics based on thematic analysis included six categories. Namely, self-regulated learning/strategy intervention and its effect analysis, analysis of variables related to writing ability, the utilization of writing activities, a self-regulation writing strategy plan, an exploration of the self-regulated writing process, and the development of a self-regulated writing related inventory and test. Based on these findings, it is necessary for us to continue studying self-regulated writing using various research methods, as well as to examine the research considering diverse variables.
{"title":"A Systematic Review of Self-Regulated Writing Strategies Related Research Trends in Korea","authors":"Soon-Ja Hwang","doi":"10.46392/kjge.2023.17.1.27","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.27","url":null,"abstract":"Self-regulated learning has received much attention in the realm of education since the mid 1980s, and there has been a good deal of domestic as well as overseas research in this area. In this context, self-regulated writing strategies have been designed and were proved to be effective for education on the writing process. However, to date, there is no research analyzing previous related research into this area in Korea. This study aims to analyze the research trends of self-regulated writing with a focus on domestic research, and to suggest implications for future research. For this purpose, 110 domestic research papers (graduate theses and academic articles published since 2000) were collected. All 110 research papers have been reviewed and classified according to analytical criteria such as year of publication, research method, learners and research topics.Our findings show that firstly, related research on self-regulated writing has been growing since 2000. Also, there was more research conducted using the quantitative method compared to research that made use of other research methods. Second, as a result of analyzing the research papers by learner's school level, most of the studies were conducted on elementary school students, followed by high school students, and finally middle school students. Third, research topics based on thematic analysis included six categories. Namely, self-regulated learning/strategy intervention and its effect analysis, analysis of variables related to writing ability, the utilization of writing activities, a self-regulation writing strategy plan, an exploration of the self-regulated writing process, and the development of a self-regulated writing related inventory and test. Based on these findings, it is necessary for us to continue studying self-regulated writing using various research methods, as well as to examine the research considering diverse variables.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132135927","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 : 2023-02-28DOI: 10.46392/kjge.2023.17.1.63
Seohyun Ahn, Yoon Heo
This study aimed to explore the principles and practices of college writing education using the metaverse. To this end, the background theory of the educational use of the metaverse was first explored, the basic principles of metaverse map implementation were derived, and the direction of map design and implementation specialized for writing education was presented. So far, university education using the metaverse has been conducted at its introductory stage, in the form of a one-off event or ‘classroom’ that is not very different from the existing teaching method. However, considering the effectiveness of metaverse education, the important thing for educators to focus on is the actual design of the metaverse space, which must allow for greater interaction among the students if they are ever going to reach their full potential.These design principles should be embodied through close connection between teaching objectives and subject characteristics. This study exemplifies space design for university writing education and describes cases of introducing it to actual classes. It also empirically reports on the class experience of activating potential through the introduction of virtual education, which is different from the normal face-to-face classes as commonly seen in classrooms or video conferences.
{"title":"The Principles and Practices of College Writing Education Using the Metaverse","authors":"Seohyun Ahn, Yoon Heo","doi":"10.46392/kjge.2023.17.1.63","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.63","url":null,"abstract":"This study aimed to explore the principles and practices of college writing education using the metaverse. To this end, the background theory of the educational use of the metaverse was first explored, the basic principles of metaverse map implementation were derived, and the direction of map design and implementation specialized for writing education was presented. So far, university education using the metaverse has been conducted at its introductory stage, in the form of a one-off event or ‘classroom’ that is not very different from the existing teaching method. However, considering the effectiveness of metaverse education, the important thing for educators to focus on is the actual design of the metaverse space, which must allow for greater interaction among the students if they are ever going to reach their full potential.These design principles should be embodied through close connection between teaching objectives and subject characteristics. This study exemplifies space design for university writing education and describes cases of introducing it to actual classes. It also empirically reports on the class experience of activating potential through the introduction of virtual education, which is different from the normal face-to-face classes as commonly seen in classrooms or video conferences.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"9 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132708415","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 : 2023-02-28DOI: 10.46392/kjge.2023.17.1.197
Hyeyeon Huh, Mi Jeong Kim
The purpose of this study was to derive a plan to improve the quality of the liberal arts curriculum by comparing learners and instructors' perceptions and satisfaction levels with the current status of the liberal arts curriculum at C University in Korea. Questions on awareness and satisfaction with the curriculum were developed, and online surveys were conducted for all members. Data were analyzed through descriptive statistics and content analysis methods. The findings reveled the following points.First, the items that represented the instructors and learners’high awareness levels of the liberal arts curriculum were“operation based on the educational purpose and core competencies of liberal arts education”and “the liberal arts education completion system,” respectively.Second, the item denoting instructors' satisfaction with the liberal arts curriculum was “change according to the results of consulting diagnosis,”and the reason given is that they perceive the shift in and the need to manage the quality of liberal arts education. Learners were highly contented with the “cultured education completion system”regarding (when you say “as in” do you mean “regarding” or “the same for”?) awareness. This is owing to the fact that the area is organized such that various courses can be completed, and a student is able to choose and listen to the desired subject.Third, learners have a higher awareness of the university's liberal arts education completion system than instructors and are slightly more satisfied with certain aspects, such as the fact that “cultured education operates based on educational purposes and core competencies” and in regards to the “cultured education completion system operation.”Finally, based on the results, implications for improving the quality of the liberal arts curriculum and future studies are suggested.
{"title":"Analysis of the Perception and Satisfaction of Instructors and Learners on the Operation of the Liberal Arts Curriculum\u0000－Focusing on C University","authors":"Hyeyeon Huh, Mi Jeong Kim","doi":"10.46392/kjge.2023.17.1.197","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.197","url":null,"abstract":"The purpose of this study was to derive a plan to improve the quality of the liberal arts curriculum by comparing learners and instructors' perceptions and satisfaction levels with the current status of the liberal arts curriculum at C University in Korea. Questions on awareness and satisfaction with the curriculum were developed, and online surveys were conducted for all members. Data were analyzed through descriptive statistics and content analysis methods. The findings reveled the following points.First, the items that represented the instructors and learners’high awareness levels of the liberal arts curriculum were“operation based on the educational purpose and core competencies of liberal arts education”and “the liberal arts education completion system,” respectively.Second, the item denoting instructors' satisfaction with the liberal arts curriculum was “change according to the results of consulting diagnosis,”and the reason given is that they perceive the shift in and the need to manage the quality of liberal arts education. Learners were highly contented with the “cultured education completion system”regarding (when you say “as in” do you mean “regarding” or “the same for”?) awareness. This is owing to the fact that the area is organized such that various courses can be completed, and a student is able to choose and listen to the desired subject.Third, learners have a higher awareness of the university's liberal arts education completion system than instructors and are slightly more satisfied with certain aspects, such as the fact that “cultured education operates based on educational purposes and core competencies” and in regards to the “cultured education completion system operation.”Finally, based on the results, implications for improving the quality of the liberal arts curriculum and future studies are suggested.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"1983 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121195240","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 : 2023-02-28DOI: 10.46392/kjge.2023.17.1.91
Sunkyung Oh, Jung-Eun Park, Mijung Jang, Minae Yu
This study aims to find out what constitutes a good class as seen by foreign undergraduates in liberal arts college writing courses. A survey on the perception of a good class was conducted for 211 foreign students taking the College Writing courses. As a result, the factors that constitute a good class according to the students were the following: first, the instructors, second, the class environment, third, the evaluation and the atmosphere, fourth, the contents of education, and lastly, the teaching method by category. The students judged whether the class was good or not, largely according to the instructors’ kindness, the degree of care he or she gave to the students, and the ability of the instructor to communicate. Next, the study found that there was a difference in the perception of a good class according to the level of students’ Korean proficiency. Compared to intermediate and advanced learners, beginner learners recognized writing courses involving the learners' participation as worse in terms of teaching method, evaluation, and atmosphere. If instructors in charge of university writing courses for foreign undergraduate students plan and operate classes with the results of this study in mind, it is expected that the educational effect and student satisfaction will be enhanced.
{"title":"An Analysis of Foreign Undergraduates' Perceptions of a Good Class in College Writing","authors":"Sunkyung Oh, Jung-Eun Park, Mijung Jang, Minae Yu","doi":"10.46392/kjge.2023.17.1.91","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.91","url":null,"abstract":"This study aims to find out what constitutes a good class as seen by foreign undergraduates in liberal arts college writing courses. A survey on the perception of a good class was conducted for 211 foreign students taking the College Writing courses. As a result, the factors that constitute a good class according to the students were the following: first, the instructors, second, the class environment, third, the evaluation and the atmosphere, fourth, the contents of education, and lastly, the teaching method by category. The students judged whether the class was good or not, largely according to the instructors’ kindness, the degree of care he or she gave to the students, and the ability of the instructor to communicate. Next, the study found that there was a difference in the perception of a good class according to the level of students’ Korean proficiency. Compared to intermediate and advanced learners, beginner learners recognized writing courses involving the learners' participation as worse in terms of teaching method, evaluation, and atmosphere. If instructors in charge of university writing courses for foreign undergraduate students plan and operate classes with the results of this study in mind, it is expected that the educational effect and student satisfaction will be enhanced.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121335750","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 : 2023-02-28DOI: 10.46392/kjge.2023.17.1.47
N. Kim
The purpose of this paper is to seek ways to strengthen self-feedback to develop the writing skills of university students. The goal of self-feedback is to have the ability to recognize and adjust a student’s thinking process to improve the quality of his or her writing. It is necessary to recognize previous thinking patterns through self-feedback, learn coordination strategies for qualitative improvement, and to impart to our students higher cognitive strategies that are transferable. To this end, self-feedback should be focused on elements belonging to the higher hierarchy among writing-related errors. It is necessary to construct a thinking system that leads to further improvements from what has already been completed, focusing on the relationship between higher hierarchical elements such as subject and structure. This process should be repeatedly and developmentally performed not only in the revision of the draft, but also for extended writings such as memos, diaries, mind maps, and PPTs.The actual classroom will be able to improve a learner's ability as an author in a true sense only when it provides an opportunity for them to examine their previous thoughts around the macroscopic structure and train them in the self-checking, self-assessment, and the self-design process with self-feedback.
{"title":"Strengthening the Self-feedback on College Writing Classes","authors":"N. Kim","doi":"10.46392/kjge.2023.17.1.47","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.47","url":null,"abstract":"The purpose of this paper is to seek ways to strengthen self-feedback to develop the writing skills of university students. The goal of self-feedback is to have the ability to recognize and adjust a student’s thinking process to improve the quality of his or her writing. It is necessary to recognize previous thinking patterns through self-feedback, learn coordination strategies for qualitative improvement, and to impart to our students higher cognitive strategies that are transferable. To this end, self-feedback should be focused on elements belonging to the higher hierarchy among writing-related errors. It is necessary to construct a thinking system that leads to further improvements from what has already been completed, focusing on the relationship between higher hierarchical elements such as subject and structure. This process should be repeatedly and developmentally performed not only in the revision of the draft, but also for extended writings such as memos, diaries, mind maps, and PPTs.The actual classroom will be able to improve a learner's ability as an author in a true sense only when it provides an opportunity for them to examine their previous thoughts around the macroscopic structure and train them in the self-checking, self-assessment, and the self-design process with self-feedback.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123479108","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 : 2023-02-28DOI: 10.46392/kjge.2023.17.1.245
Chaeyoung Woo, Hyangsook Kim
This study aimed to find out the reaction of instructors according to online and offline education in a situation where non-face-to-face classes were introduced in general universities due to COVID_19. For this study, a survey was conducted on professors at K University, and the results of the survey were used in the final analysis of 185 people. The collected data were analyzed using the SPSS 28.0 program. The analysis results are as follows. First, in online education, the main teaching method of instructors were classes using non-real-time recorded videos, and the most advantageous aspect of online education perceived by instructors was the securing of free time. On the other hand, the greatest disadvantage perceived was the absence of immediate feedback from the students and the lack of interaction with them. In addition, media literacy perceived by instructors in online/offline teaching environments showed a positive correlation with online/offline teaching presence and instruction satisfaction. In particular, media literacy and online instruction satisfaction showed the highest positive correlation. Second, there was a statistically significant difference according to the instructor's personal characteristics in teaching presence and instruction satisfaction in the online/offline educational environment. In other words, in the online education environment, female instructors perceived learning promotion and instruction satisfaction to be higher than male instructors. Furthermore, when the major was taken into consideration, this study found that humanities and social science professors perceived learning promotion higher than natural engineering professors. In addition, instructors under the age of 40 perceived media literacy as higher than those over the age of 61. Third, there was a statistically significant difference in teaching presence and instruction satisfaction depending on the online/offline educational environment itself. Specifically, teaching presence and instruction satisfaction were perceived to be higher in the offline education environment than in the online education environment. These results suggest that support for educational programs to improve teaching methods, including media literacy for instructors, should be continuously provided, and differentiated educational programs according to age and major are needed.
{"title":"Instructors' Response to the Online/Offline Educational Environment after the COVID 19 Pandemic","authors":"Chaeyoung Woo, Hyangsook Kim","doi":"10.46392/kjge.2023.17.1.245","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.245","url":null,"abstract":"This study aimed to find out the reaction of instructors according to online and offline education in a situation where non-face-to-face classes were introduced in general universities due to COVID_19. For this study, a survey was conducted on professors at K University, and the results of the survey were used in the final analysis of 185 people. The collected data were analyzed using the SPSS 28.0 program. The analysis results are as follows. First, in online education, the main teaching method of instructors were classes using non-real-time recorded videos, and the most advantageous aspect of online education perceived by instructors was the securing of free time. On the other hand, the greatest disadvantage perceived was the absence of immediate feedback from the students and the lack of interaction with them. In addition, media literacy perceived by instructors in online/offline teaching environments showed a positive correlation with online/offline teaching presence and instruction satisfaction. In particular, media literacy and online instruction satisfaction showed the highest positive correlation. Second, there was a statistically significant difference according to the instructor's personal characteristics in teaching presence and instruction satisfaction in the online/offline educational environment. In other words, in the online education environment, female instructors perceived learning promotion and instruction satisfaction to be higher than male instructors. Furthermore, when the major was taken into consideration, this study found that humanities and social science professors perceived learning promotion higher than natural engineering professors. In addition, instructors under the age of 40 perceived media literacy as higher than those over the age of 61. Third, there was a statistically significant difference in teaching presence and instruction satisfaction depending on the online/offline educational environment itself. Specifically, teaching presence and instruction satisfaction were perceived to be higher in the offline education environment than in the online education environment. These results suggest that support for educational programs to improve teaching methods, including media literacy for instructors, should be continuously provided, and differentiated educational programs according to age and major are needed.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121642436","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 : 2023-02-28DOI: 10.46392/kjge.2023.17.1.155
Bokyoung Lee
University science and engineering education has traditionally focused on science knowledge and scientific methods. However, the recent global trends are to emphasize generic abilities and skills such as communication skills, personal and social responsibility, ethics, and team skills that go beyond science when it comes to university science and engineering education. Furthermore, the current trends aim to incorporate generic abilities and skills into the regular science curriculum to ensure inclusiveness and accessibility. Based on these factors, there is the perception that chemistry professionals need to develop generic skills as well as chemistry knowledge, and that generic skills can be effectively developed in various contexts in the field of chemistry itself. This article presents the background and process in which education for cultivating students' generic abilities and skills is integrated into the college chemistry curriculum in the case of the United States, Europe, and Australia. The American Chemical Society, the Royal Australian Chemical Institute, and the European Chemical Society have established new standards for their chemistry bachelor programs, including generic abilities and skills, through accreditation such as the ACS Approval program, Chemistry Threshold Learning Outcomes (CTLO), and the Eurobachelor® framework, respectively. In order to cultivate students’ generic abilities and skills in college chemistry education, a fundamental change from curriculum design to one that emphasize teaching-learning methods and evaluations is needed. To this end, professors' active participation is essential, so cooperation between academia and the government and financial and institutional support from the government are needed. Considering the criticism coming from academia for the demands for all universities to rapidly change into competency-based education in connection with the government’s financial support, all of which is taking place without sufficient discussion and preparation in Korea, it is worth noting the implications of mutual respect and cooperation between the government and academia in the aforementioned three cases.
{"title":"Trends in the Integration of Generic Skills to College Chemistry Curriculum and their Implications","authors":"Bokyoung Lee","doi":"10.46392/kjge.2023.17.1.155","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.155","url":null,"abstract":"University science and engineering education has traditionally focused on science knowledge and scientific methods. However, the recent global trends are to emphasize generic abilities and skills such as communication skills, personal and social responsibility, ethics, and team skills that go beyond science when it comes to university science and engineering education. Furthermore, the current trends aim to incorporate generic abilities and skills into the regular science curriculum to ensure inclusiveness and accessibility. Based on these factors, there is the perception that chemistry professionals need to develop generic skills as well as chemistry knowledge, and that generic skills can be effectively developed in various contexts in the field of chemistry itself. This article presents the background and process in which education for cultivating students' generic abilities and skills is integrated into the college chemistry curriculum in the case of the United States, Europe, and Australia. The American Chemical Society, the Royal Australian Chemical Institute, and the European Chemical Society have established new standards for their chemistry bachelor programs, including generic abilities and skills, through accreditation such as the ACS Approval program, Chemistry Threshold Learning Outcomes (CTLO), and the Eurobachelor® framework, respectively. In order to cultivate students’ generic abilities and skills in college chemistry education, a fundamental change from curriculum design to one that emphasize teaching-learning methods and evaluations is needed. To this end, professors' active participation is essential, so cooperation between academia and the government and financial and institutional support from the government are needed. Considering the criticism coming from academia for the demands for all universities to rapidly change into competency-based education in connection with the government’s financial support, all of which is taking place without sufficient discussion and preparation in Korea, it is worth noting the implications of mutual respect and cooperation between the government and academia in the aforementioned three cases.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"688 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132224254","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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