This case study aimed to examine ways Korean university students in an English critical reading class participated in educational action projects. For this purpose, the reading class was designed to enhance students’ critical thinking skills and global citizenship as readers. Eighteen students in the class were taught by the teacher how to read texts in English using a critical perspective. The reading class was managed in a flexible mode with comprehension check-ups, critical dialoguing, and student-initiated action. Students were invited to connect what they discussed to action outcomes as a group project. Students in groups presented their understanding of readings and what they discussed in critical dialogues of the readings. They then reported what they did outside the classroom to foster themselves as truly active citizens in their local circumstances. Their group reports and project products were collected and analyzed into themes using qualitative methods. It was revealed that critical dialogue activities could help students come up with action-provoking questions on the readings, bring about a variety of action outcomes resulting from collaborations in groups, and help students become more active readers and citizens. Educational implications are also discussed.

The present study examines the extent to which key competence and learning competence in particular are promoted in the high school English classes attended by Chinese students. Eight hundred and thirty five college freshmen at a comprehensive four-year university in Jilin Province were surveyed on their experiences in high school English classes. In part 1 of the survey, we found that high school English instruction in China tends to be exam-focused rather than emphasizing the development of key competences. In part 2 of the survey, we found that three aspects of learning competence – attitudes toward learning English, meta-cognitive awareness concerning one’s own English learning, and knowledge about English language instruction – are not consistently instilled in high school English classes. Virtually no differences between ethnic majority and minority students were observed in survey. We believe that because English instruction in Chinese high schools is exam-oriented so that instructors do not have enough time to enhance learning competences. Our conclusion is that reform of instructional methods needs to include greater attention to the aspects of learning competence.

The study aims to assess the use of social networking sites among Educational Technology (Edtech) students of Philippine Normal University Visayas. Descriptive method was used. A total of 95 respondents participated, 27 were males and 68 were females. The statistics used were: frequency, percentage weighted mean, and rank. The top three uses of social networking in the personal life of the respondents according to rank are: 1) to connect with people, 2) to do research, and 3) to e-mail people. With regard to its use in their academic life, the top three are: 1) to do research, 2) to e-mail, and 3) to connect with people. The social networking sites which ranked number one as being used by the respondents are Google for research, Yahoo for e-mail, Facebook for connecting with people and OLX for purchasing. The study disclosed that the respondents “agree” with the benefits of social networking. It was concluded based on the findings of the study that there are social networking sites used to a high extent by the respondents. However, they are limited only to Facebook, Google and Yahoo. The foremost use of social networking is for researching, chatting and messaging and uploading and downloading. Furthermore, it was concluded that the respondents are aware that social networking has both benefits and risks. The researcher recommends the following: the students should be given trainings and workshops on the effective use of social networking; the teachers should monitor the social networking done by their students for purposes of proper guidance and information.

The study is aimed at investigating whether learning readiness contributes to university students’ group discussion in English in a flipped classroom. The research questions are: 1) Is there a change in learning readiness before and after flipped learning?; 2) Is there a change in students’ participation in group discussion before and after flipped learning?; and 3) Does learning readiness contribute to participation in group discussion? A total of 52 students participated in the study. Student survey questionnaires and quizzes were collected for data analysis. Wilcoxon matched pairs signed rank test, a non-parametric test for repeated measures t-test, and multiple regression analysis were utilized to answer the research questions. The statistical analyses produced the following results: 1) there was a significant change in students’ participation in learning readiness and group discussion; and 2) learning readiness and quizzes greatly contributed to group discussion. These findings corroborated the previous research that learning readiness is essential for self-directed learning in a successful flipped classroom. This suggests that teachers devise ways to help students engage in online activities for greater learning readiness.

본 연구에서는 학교숲을 활용한 산림치유 프로그램이 대학생의 정서안정과 긍정적 사고에 영향을 미치는가를 알아보기 위하여 실시하였다. 연구대상은 실험군과 대조군으로 구분하였으며 실험군 35명, 대조군 25명이다. 실험군을 대상으로 2018 년 9월 4일부터 2018년 12월 4일까지 총 120분씩 8회기의 산림치유 프로그램을 실시하였다. 프로그램 참가 전과 후의 정서안정과 긍정적 사고를 살펴보았다. 산림치유프로그램 실시 전과 후에 정서안정과 긍정적 사고의 차이를 알아보기 위해 대응표본 t-test를 실시하고 그 자료는 SPSS 21.0 프로그램으로 분석하였다. 연구 결과, 실험군의 정서안정과 긍정적 사고의 사전-사후 평균값이 증가하였음을 확인했다. 본 연구를 통해 학교 숲을 이용한 산림치유 프로그램이 대학생의 정서를 안정시키 며 긍정적으로 사고하는 것에 영향이 있음을 확인하였다. 이에 산림치유 프로그램은 대학생의 정신건강을 치유하고 예방하기 위한 대안활동으로 활성화 되어야 한다.

This study examined the nutritional status and dietary behaviors of university students in Gangwon-do as well as the effects of dietary education on them. Forty college students were recruited, and their dietary lifestyle was examined using an Adult NQ questionnaire before and after dietary education. The questionnaire items were grouped into four categories: balance, diversity, moderation, and dietary behavior. The mean NQ score out of 100 was 48.00. Among the three grades of the NQ grade criteria, most subjects (50%) were in the lowest grade, which was poor. The mean scores of the NQ factors were highest for moderation (68.76%), followed in order by diversity (50.81%), dietary behavior (45.66%), and balance (21.01%). Compared to the criterion value, moderation was only good, and balance was the worst. These results suggest that the nutritional status of the subjects is poor. On the other hand, there was a significant change in the areas of the NQ score (53.7), balance (29.22) and dietary behavior (56.77) after dietary education. Nevertheless, the ‘balance’ area remained lower than the average, highlighting the need for education on food intake to enable diverse food intake.

한국 사회의 유학생 관리 상황이 양적 팽창에 비해 그 질적 수준이 정체되고 있는 가운데, 본 연구는 한국의 제2도시인 부산이라는 공간 속에서 중국 유학생들이 어떤 선택과 삶의 계획을 실천하고 있는지 이해하기 위해 초보적인 조사를 진행하였다. 본 연구에서는 부산의 국립대학에 유학하고 있는 중국 유학생들이 체감하고 있는 한국 대학 교육 과정에서의 문제점과 인문학 소양 교육에 대한 실태들을 살펴보고자 했다. 논문에서 외국인 유학생 교육, 특히 중국인 유학생 교육에 있어서 보편적인 인문 교육의 확대를 강조하는 것은 그들로 하여금 지각된 차별감을 극복하는 사회적 지지 획득의 첫 단계라 판단된다. 이를 위해서 대학은 정책적 배려를 통해 이들 중국인 유학생들의 학습자 태도를 회복함과 동시에 유학 생활 속에서 만들어지는 스트레스와 우울을 제도적으로 관리할 수 있는 체계를 만들어 나가야 할 것이다.

With the arrival of the Fourth Industrial Revolution, our education has been increasingly focus on developing students' ability of questioning, discussion, communication and collaboration. However the Harvard learning method is in line with the current educational focus. To make the Harvard learning method can be applied to any level of Mandarin students, including entry level student who just started to learn initial consonant and syllable rime. Therefore, the purpose of this article is planning to introduce the method to Korean Mandarin class to enhance Korean student language learning ability. The thesis emphasize the application structure and detailed practice of Harvard Chinese learning method in the following chapters. Introduce the significance of the Harvard learning method for Chinese learning. In the following second chapters will focus on explain what is Harvard learning method base on prior study. How to design the actual operation process will be described more in the third chapter. The thesis make a sound analysis and exposition of three Harvard teaching modules: class design, actual practice and post study assessment. In the final chapter, brief the Harvard learning method future research interests integrate students feedback.

본 연구는 설문조사를 이용해 전국 대학생들의 생태통로에 대한 인식 및 지식수준을 알아보고자 하였다. 인간과 자연이 공존해야 하는 생태계는 사람들의 무분별한 개발로 인해 생태계의 균형을 파괴하고 있다. 생태통로는 이러한 생태계 파괴를 방지하고 생태계의 연속성을 유지하기 위해 설치하는 인공적인 생태적 공간이다. 그러나 국민들의 관심과 인식이 부족해 관리가 미흡한 실정이다. 그리하여 본 연구에서는 국민들의 생태통로에 대한 인식수준을 높이고 교육의 기회를 제시하고자 한다. 전국 대학생 100명을 대상으로 온라인 설문과 오프라인 설문을 통해 생태통로에 대한 인식 및 지식을 분석하였다. 생태통로에 대해 들어보았는지에 대한 인식을 조사한 결과 57%가 ‘있다’고 하였으며, 43%가 ‘없다’고 하였다. ‘생태통로는 야생동물들이 안심하고 통행할 수 있도록 나무와 풀로 뒤덮여 있을수록 좋다’는 지식 문항을 조사한 결과 생태통로에 대해 들어본 그룹은 22.8%, 생태통로에 대해 들어보지 않은 그룹은 23.3%만 올바르게 알고 있는 것으로 나타났다. 이를 통해 생태통로에 대해 들어본 그룹이 60% 미만으 로 생태통로에 대한 인식이 낮은 것으로 판단되며 생태통로에 대해 들어본 그룹이 생태통 로에 대해 들어보지 못한 그룹만큼 지식이 올바르게 정립되지 못한 것으로 판단되었다. 따라서 국민들이 생태통로에 대한 올바른 인식과 지식을 가지고 있을 수 있도록 교육적인 측면에서의 지원이 필요할 것으로 사료된다.

This study was undertaken to examine the dietary adaptation in Korea, and utilization of university foodservice (UF), according to the nationality of foreign students. The survey was conducted from April to June in 2017, and included 604 subjects studying in a university in Busan. The questionnaire was designed to examine the adaptability to Korean food and the consumption of UF. The nationalities included students from China (63.4%), Vietnam (13.2%), Central Asia (8.9%), Southeast Asia (5.0%), and others (9.4%). Vietnamese and Southeast Asians showed higher adaptation to Korean food than Chinese or Central Asians. The degree of contribution of UF to diet was highest amongst the Chinese, followed by Vietnamese. The main reason for not consuming UF for the Chinese and Southeast Asians was ‘lack of menu variety’, and for Central Asians was ‘no menu that can be eaten, including due to religious reasons’. In order to improve UF, all groups asked for increased ‘variety of menu’, and Vietnamese and Southeast Asians also asked for ‘decrease in price’. In meat, fish, and vegetable menus, there were significant differences in the types and recipes of foods preferred, as per the nationality. These results indicate that different approaches by considering the national characteristics are required, to help international students adapt to Korean food, and to increase their consumption of UF.

The purpose of this study was to investigate the factors related to milk consumption in university students. A questionnaire, comprised of general questions and factors related to milk consumption, was administered to 269 male and female university students (134 males, 135 females). The results show that the proportion of males reporting that they drink milk because “for good nutrition” was higher than that of females (p=0.0200). Additionally, males initiated more effort to drink milk than females (p=0.0192). Analysis of the groups classified according to milk consumption shows that the proportion of respondents exercising regularly was significantly high in the milk consumption group (p=0.0199). The proportion of respondents often consuming carbonated drinks as snacks was significantly low in the milk consumption group (p=0.0219). Whereas, the proportion of respondents consuming fruits as their main snack was significantly higher in the milk consumption group than in the non-milk consumption group (p=0.0063). Also, the milk consumption group shows significantly higher awareness of the importance of milk than the non-milk consumption group (p<0.0001). These results can be used as a valid foundation to provide university students with nutritional education relative to milk consumption and its associated benefits in the future.

본 연구의 목적은 대학에서 신입생들을 위한 선후배간 코칭의 효과성을 검증하는 것이며, 구체적으로 코칭 이전과 이후 피코치의 대학생활적응, 진로결정자기효능감, 진로결정수준을 비교하는 것이다. 이를 위해 사전에 코치에게 ‘CMOE 5-STEPS coaching process’에 기반한 코치양성교육을 이수토록 하였다. 신입생 피코치 38명에 대해서는 선후배간 코칭을 시작하기 전 사전검사를 실시하여 진로결정자기효능감, 진로결정수준, 대학생활적응을 측정하였다. 이후 3달 간 코칭 프로그램을 진행한 후에 동일한 사후검사를 실시하여 피코치의 진로결정자기 효능감, 진로결정수준, 대학생활적응을 측정하였다. 그 결과로 첫째, 대학생활적응과 관련하여 피코치의 사회적응은 유의하게 증가하였으나. 대학환경적응은 유의한 차이가 없었다. 둘째, 진로결정자기효능감과 관련하여, 피코치의 직업정보, 목표선택, 미래계획, 문제해결, 자기평가의 모든 하위척도가 유의하게 증가하였다. 셋째, 진로결정수준과 관련하여 확실성은 유의하게 증가하였으나, 미결정성은 유의한 차이가 없었다. 또한 피코치는 코치를 같은 눈높이를 가진 자신만의 정서적 후원자로 인식하고, 진로와 관련된 객관적 정보를 함께 탐색하는 것으로 분석 되었다.