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인터넷 정보탐색 과정에서 정보구조와 메뉴디자인의 상호작용 분석
유병민,Yu Byeong-Min 한국정보처리학회 2005 정보처리학회논문지B Vol.12 No.4
이용자의 인터넷 정보탐색 과정에 웹사이트가 제공하는 메뉴디자인과 정보구조가 어떻게 상호작용적 영향을 미치는 가에 대하여 분석하였다. 상호작용 효과를 분석하기 위해서 두가지 정보탐색(서칭과 브라우징) 방식의 속도와 이용자가 느끼는 3가지 태도 (선호도, 이용도, 방향감 상실)를 분석하였다. 연구결과 서칭을 제외한 나머지 4개의 변인이 메뉴디자인(단순선택형, 풀다운)과 정보구조(증가형, 감소형)의 결합에 의해서 상호작용 효과를 받는 것으로 나타났다. 이러한 연구결과는 웹 사이트 설계와 웹 인터페이스 연구에서 메뉴디자인과 정보구조를 함께 고려하여야 한다는 점을 시사하고 있다. The purpose of this study was to investigate the interaction effect of Web site menu designs and information structures on two information searching performances (searching and browsing) and three measures of users' attitudes (appeal, usability, and disorientation). Pronounced interaction effects occurred across four dependent variables except searching when decreasing and increasing information structure were combined with a simple selection menu and a pull-down menu. Further studies are needed to investigate additional interactions among factors of interface and information structure of Web sites.
유병민 ( Byeong Min Yu ),김정주 ( Jung Joo Kim ),최영창 ( Yong Chang Choi ),박혜진 ( Hye Jin Park ),김선희 ( Sun Hee Kim ) 한국농촌지도학회 2010 농촌지도와 개발 Vol.17 No.1
The purposes of this study were to analyze the farmer education programs in Korea and to develop the strategies for improving its effectiveness. Questionnaires were used to collect data from institutes of farmer education. The framework of analysis was developed with four survey areas and 328 programs were analyzed based on it. The results show that the major learning domains of farmer education were concentrated on production skills and were overlapped with other training institutes. There was no systemic structure in whole programs for farmers. Evaluations for learning achievement were not fully implemented. It was recommended that there should be a system for improving quality of farmer education.
대학의 플립드러닝 수업 질 관리를 위한 인증기준 설계 연구
유병민(Byeong-Min Yu),남영옥(Yeong-Ok Nam),이화영(Hwa-Young Lee),엄희창(Hee-Chang Eom) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.14
목적 대학의 플립드러닝에 대한 양적 확산과 질적 향상 충족을 위한 인증제도 도입에 필요한 플립드러닝 수업의 인증기준 및 지표 개발을 목적으로 한다. 방법 이를 위하여 문헌연구와 전문가 협의회를 통해 인증기준을 도출하였으며, 전문가 타당도 검증과 시범 적용을 통해 수정 및 보완 과정을 거쳐 최종 인증기준을 확정하였다. 결과 3개 영역, 11개 기준, 28개 지표로 개발된 초안을 수정 및 보완하여 최종적으로 3개 영역, 8개 기준, 20개 인증지표로 구성된 인증기준을 개발하였다. 결론 대학의 플립드러닝 수업 특성을 고려한 인증기준과 지표를 도출했다는 점에서 의의가 있으며, 향후 플립드러닝의 질 관리를 위하여 수업 인증제도를 도입하고자 하는 대학에 유용한 기초 연구자료가 될 것으로 기대한다. Objectives The purpose of this study is to develop the Certification criteria and indicators for flipped learning classes necessary for the introduction of a certification system of flipped learning in universities. Methods For this purpose, the certification criteria were derived through a literature study and an expert council, and the final certification criteria were confirmed through a process of revision and supplementation through verification of expert validity and pilot application. Results The draft(3 areas, 11 criteria, and 28 indicators) were supplemented, Finally the certification criteria consisting of 3 areas, 8 criteria, and 20 certification indicators were developed. Conclusions It is meaningful in that is certification criteria and indicators that take into account the characteristics of flipped learning in universities. And the results are expected to be useful basic research data for universities that want to introduce class certification systems for quality management of flipped learning in the future.
농업정보사이트 사용성 테스트 사례연구 - A 사이트를 중심으로 -
유병민(Byeong-Min Yu),박덕병(Duk-Byeong Park) 한국농촌지도학회 2015 농촌지도와 개발 Vol.22 No.1
This article describes the process involved in usability testing a agricultural information Web site. In addition to determining the goals and requirements for the agricultural information Web site, a user and task analysis was conducted for defining the its user base and the types of tasks which users might be performing at the site. Usability testing methods with close observation and in-depth interviews provided fresh insights about how users are interacting with the agricultural information Web interface as they approach various information seeking tasks. This study uncovered problems related to unclear terminology, improper interface, location for navigational links, need for context sensitive help, built-in redundancy, and clear and consistent navigation.
성인학습자의 지각된 유용성과 태도가 학습몰입과 학습실재감에 미치는 영향
유병민(Byeong Min Yu),박혜진(Hye Jin Park),진현승(Hyun Seung Jin) 한국농촌지도학회 2016 농촌지도와 개발 Vol.23 No.4
The purpose of this study are to examine the educational use of the Facebook and to examine the effects of the learners perceived usefulness, attitude and self-efficacy on learning flow and learning presence at university classes using social network service. The subjects of this study are 155 university students attending a class at a 4-year university in Seoul, and certain questions verified in the existing studies were modified, complemented, and used as a tool for measurement. The details of the purpose are as follows. First, it turned out that there were significant differences in learning flow and learning presence in accordance with the levels of the usefulness that learners perceived. It can be said that the higher the perceived level of usefulness, the higher the learning flow and learning presence. Second, it turned out that there were significant differences in learning flow and learning presence in accordance with the levels of learners’ perceived attitudes. We can interpret such a result as suggesting that the higher a learner’s perceived attitude, the higher the learning flow and learning presence.
농업계 고등학교 학생의 자기효능감, 사회적 지원, 지각된 유용성이 진로결정에 미치는 영향
유병민(Byeong Min Yu),박혜진(Hye Jin Park) 한국농촌지도학회 2015 농촌지도와 개발 Vol.22 No.4
The purpose of this study was to verify the influence between the variables affecting the Agricultural high school students in career decisions. The results of this study are as follow. First, self-efficacy(??=.14, p=.000), perceived usefulness(??=.52, p=.000) and social support(??=.31, p=.000) were found to be significant according to career decision of agricultural high school student the result of analysis of multiple regression. all regression coefficients were positive. second, perceived usefulness(??=.52) was found on the most influential of the three variables. Finally, when students perform studies related to agro-industry can be called self-efficacy are important factors. also The real working environment for the agro-industrial field placement, explore the world of work, ways of understanding reality based on what they learned at school such as university-industry linkage will also be established.
대학 수업에서 개인적 성찰과 협력적 성찰이 학습동기 및 자기효능감에 미치는 영향
유병민 ( Byeong Min Yu ),전종철 ( Jpng Chul Jeon ),박혜진 ( Hye Jin Park ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2013 교육정보미디어연구 Vol.19 No.4
현대사회에서 대학생의 필요 역량은 자기주도적 학습(self-directed learning)능력이다. 성공적인 자기주도적 학습을 위해 스스로 학습을 하고자 하는 동기, 자신감, 자기효능감, 반성적 사고가 필요하다. 특히, 자기주도적 학습을 성공적으로 이끌기 위해 "성찰(reflection)"이라는 요소는 꾸준히 주목받아 왔다. 이에 본 연구에서는 성찰유형 중 개인적 성찰(individual reflection)과 협력적 성찰(collaborative reflection)을 수업에 적용하였다. 연구 결과는 다음과 같다. 첫째, 학습자의 학습동기와 자기효능감 모두에서 성찰유형에 따라 사전-사후점수가 통계적으로 유의한 차이가 있었다. 결과적으로 개인적 또는 협력적 성찰일지를 활용하는 것은 학습동기와 자아효능감에 긍정적인 효과가 있다고 할 수 있다. 둘째, 사전점수를 공변량으로 통제한 후, 개인적 성찰을 한 집단과 협력적 성찰을 한 집단의 사후점수는 모두 두 변인(학습동기와 자아효능감)에서 통계적으로 유의미한 차이가 있는 것으로 나타났다. 셋째, 성찰유형에 따른 일원다변량 분석결과 학습동기에서는 협력적 성찰 집단이 학습동기의 하위요인 중 관련성, 자신감, 만족감이 높은 것으로 나타났다. 자아효능감에서도 하위요인인 과제난이도 선호, 자기조절 효능감, 자신감 모두에서 협력적 성찰일지를 작성한 집단이 더 높은 효과가 있는 것으로 나타났다. For the university students in the modern society, one of the required abilities is a self- directed learning capability. The strong will, trust, and confidence to their study is essential for successful self-directed learning. It is proved by the pre-studies that reflection is a useful learning tool that can improve the learning motivation and self-efficiency. The results were as follows. First, there were significant differences in both group of an individual reflection and a collaborative reflection on pre-test and post-test for learning motivation and self-efficacy. Second, learning motivation depending on the reflection type had a greater effect on students in a group of a collaborative reflection. Furthermore, students in a group of a collaborative reflection were more affected by all the sub-factors such as relevance, confidence, and satisfaction except attention. Third, self-efficacy depending on the reflection type had a greater impact on a group of a collaborative reflection. Sub-factors of self-efficacy also had a stronger effect on a group of collaborative reflection. These results show that the process of collaborative reflection made students to make their knowledge become greater and to get self-confidence when they try to convince their opinion to the others.