포스타 발표 : 산과학 ; 임신 기간 중 처음으로 진단된 성인기 발병 Still disease 1예

최미나,송재연,권지영,이영,김사진,이종건,나종구,김수평 대한산부인과학회 2004 대한산부인과학회 학술대회 Vol.90 No.-

대학생의 모바일 러닝에 대한 현황 및 인식에 관한 연구

최미나 청주대학교 학술연구소 2013 淸大學術論集 Vol.20 No.S-7

The purpose of this research is to provide actual data to impose and spread mobile learning in university education through the empirical study of university students’ recognitions and the current situation about mobile learning. The subjects of the study were 137 students in ‘Marketing’ course of C university. I conducted a survey for the fall semester, 2011. The questionnaire consisted of 26 items about current situation of mobile learning use, and recognitions of mobile learning. The results of this study were as following. Most of the university students had a smart phone(34.0%) among mobile device. One third of university students experienced mobile learning(37.2%). The average of learning time by mobile learning was 1.88 hours. The foremost way of mobile learning was the way of download (32.5%) or real time streaming contents(31.2%). The foremost place of mobile learning was at home(31.1%). The foremost field of mobile learning was a language study(44.1%). Recognitions of mobile learning were generally moderate level(M=3.47). Recognitions of utility of mobile device(M=3.5) were relatively more higher than recognitions of usefulness of mobile learning(M=3.4). Intends of participation of mobile learning(M=3.6) were relatively the highest.

예비교사들의 티칭스타일 및 교수철학 성향 분석에 관한 연구

최미나 청주대학교 학술연구소 2017 淸大學術論集 Vol.- No.S-11

The purpose of this study is to investigate the teaching style and teaching philosophy about preliminary teachers in order to explore the applicability of teaching style to instruction. For this study, I conducted a questionnaire survey of 47 students in the fourth year students of C university. I used Grasha's Teaching Styles inventory Ver 3.0 for teaching style diagnosis and Pratt & Collins Teaching Perspectives Inventory for teaching philosophy diagnosis. The results of the study are as follows. First, Facilitator and Expert had the most teaching styles, followed by Personal Model and Formal Authority, and there was no Delegator type. Second, there was no statistically significant difference in teaching style by gender and subject area. Third, Nurturing type was the most dominant, followed by Transmission, Apprenticeship, Developmental, and Social Reform in teaching philosophy. Fourth, there was no statistically significant difference in teaching style by gender and major subject. The significance of this study is to analyze tendency of preliminary teachers' teaching style and teaching philosophy.

대학e-러닝지원센터의 만족도 및 효과 분석을 통한 발전방안 연구 : 충북권역을 중심으로

최미나 청주대학교 학술연구소 2008 淸大學術論集 Vol.11 No.S

The purpose of this study was to analyze satisfaction and effect of e-learning supporting center of university and to find an improvement way about e-learning supporting center of university. The subjects of the study were 4,489 students in CeLC(Chungbuk e-learning Center). I conducted a survey for a week in November, 2007. The questionnaire developed by KERIS was used for this study(cronbach's α=.920). The questionnaire consisted of ten items for satisfaction of e-learning contents and satisfaction of e-learning lecture both. The results of this study were as follows. Overall satisfaction of e-learning contents was not high (M=3.58). And overall satisfaction of e-learning lecture was not high (M=3.56). There were statistically significant differences according to student status (a gender, a grade, a subject, a university). To improve e-learning supporting center of university, we should develop a various e-learning contents and manage e-learning lecture with closer interaction and more careful concern and facilitation. Key Word : e-learning supporting center ofuniversity, e-learnin satisfaction, e-learning effect

코로나 19 상황의 대학 비대면 수업에 대한 운영 현황 및 교수 인식 분석에 관한 연구

최미나 淸州大學校 學術硏究所 2022 淸大學術論集 Vol.38 No.-

The purpose of this study is to provide implications for successful university non-face-to-face classes operation by analyzing the operational status and the perceptions of professors about non-face-to-face classes of a university in the COVID-19 situation. I executed statistics, frequency analysis, multiple response analysis, t-test, and one-way ANOVA on the data of 167 professors from University C. The main research results are as follows. First the results of analyzing the non-face-to-face class operation status are as follows. The most common non-face-to-face class types were video lectures (28.7%) and lectures that were a mixture of video lectures and real-time lectures (26.3%). For communication with students the most frequent use of LMS (27.0%) and text messages or phone calls (26.0%). Second the results of analyzing the professor's perception of the preparation and operation of non-face-to-face classes are as follows. Regarding the non-face-to-face class preparation process, professors had been the most difficulty in ‘it takes a lot of preparation time for class preparation (M=4.16, SD=.768)', 'Class design and preparation for learning content that is difficult to conduct online (M=3.86, SD=.983)' and 'Video lectures self-production (M=3.81, SD=.963)'. Regarding non-face-to-face class operation, professors had been the most difficulty in 'management of cheating due to non-face-to-face test implementation (M=3.66, SD=1.149)' and 'management of poor learning and non-attendance (M=3.51, SD=.969)'. It was found that professors' perceptions of those differed by gender, position, and major in some items. In order to prepare and operate successful non-face-to-face classes at universities, it is necessary to support a teaching method program customized according to the professor's position and major and to support one-on-one consulting-type teaching methods that can foster practical knowledge and skills for teaching-learning.

대학의 교수역량 강화를 위한 티칭포트폴리오의 개발 사례 연구

최미나 청주대학교 학술연구소 2010 淸大學術論集 Vol.14 No.S

The purpose of this research is to analyze how teaching portfolio is made of, utilized, and has an effect on improvement of teaching competency through case study of teaching portfolio development. The subjects of the case study were 16 professors in C university. I conducted a survey and interviews for fall semester, 2009. The questionnaire consisted of seven items about difficulty of teaching portfolio development, effect of teaching portfolio, and validity of teaching portfolio items. The results of this study were as follows. All items of teaching portfolio were appropriated. Professors felt difficulty in several items such as 'instruction reflection', 'instruction analysis' and 'student analysis'. Teaching portfolio provided opportunity to reflect and improve his/her instruction through objective analysis and self-diagnosis and -reflection. To diffuse teaching portfolio, we should continue a study about teaching portfolio's development and effect.

대학에서의 교수역량(teaching competency) 분석을 통한 효과적인 교수역량 진단 방안 탐색

최미나 淸州大學校學術硏究所 2006 淸大學術論集 Vol.7 No.S

The purpose of this study is to investigate the teaching competency level of professor and to provide developing guidance for the teaching competency diagnosis to researcher and developer in interested about higher education. The subjects of the study were sixty-three professors in H University. We conducted a survey from June, 2003 to October, 2004. The subjects voluntarily answered the questionnaire and self-diagnose themselves for test items. The questionnaire used for the study is developed by H University (cronbach's a=.93). The questionnaire consisted of thirty-six items for diagnosing eighteen teaching competencies divided into nine core competencies and nine common basic competencies. The results of the study were as follows. there were not statistically significant differences according to department(science & engineering, humanity & sociality, medicine, and art) and status(a fulltime lecturer, an assistant professor, an associate professor and a professor) of professor. But, trend of mean of professor's specialities and status was remarkable. The department of science & engineering, and an associate professor have relatively a low level of teaching competency in all of eighteen teaching competencies. Finally, this study suggested future directions of teaching competency diagnosis development: the method of scale is needed to change to proficiency level from Likert level, and teaching competency diagnosis is need to be complimented of lecture video taping analysis.

전자책과 학습의 융합으로서 디지털 교과서의 개발을 위한 이슈 및 과제

최미나 청주대학교 학술연구소 2014 淸大學術論集 Vol.2014 No.S-8

Purposes of this research are to examine concept and recent trend of digital textbook and then to find a pursuing direction through drawing various issues and tasks of digital textbook. I drew issues and tasks of digital textbook as three perspectives. The first is a aspect of digital textbook as learning. It is associated with complementary and discriminative issues between digital textbook and e-learning. The second is a aspect of digital textbook as e-book. It is associated with an implication that a digital textbook gives to e-book industry. The third is a aspect of digital textbook as convergence contents. It is associated with functions and roles of the digital textbook as smart convergence contents. In the future, we need to pursue development of digital textbook through issues and tasks proposed in this study

인적자원개발부서 주도의 실행공동체(Cop) 창출 및 활성화 과정에 대한 사례연구

최미나,유영만,김정원 한국인사ㆍ조직학회 2003 한국인사ㆍ조직학회 발표논문집 Vol.- No.-

보육경험과 어머니의 양육행동이 유아의 문제행동에 미치는 주효과와 상호작용 효과

최미나,신나나 한국보육지원학회 2015 한국보육지원학회지 Vol.11 No.2

The purpose of this study was to examine the main and interaction effects of day-care experiences and maternal parenting behavior on preschoolers’ externalizing and internalizing problem behaviors. A total of 248 preschoolers(112 boys and 136 girls) and their mothers participated in this study. Mothers provided information about their children’s day-care experiences(i.e., age of entry, hours per week, days per week, and number of day care centers attended by the preschoolers), their parenting behavior, and their children’s problem behavior. Data were analyzed using correlations, multiple and hierarchical regressions, and post-hoc analysis suggested by Aiken and West(1991). First, preschoolers who frequently changed day-care centers showed higher levels of aggression. Second, maternal logical explanation, coercive and neglecting parenting behavior significantly influenced preschoolers’ externalizing and internalizing problem behavior. Finally, interactions of day-care experiences and maternal parenting behavior were significant in predicting preschoolers’ problem behavior. These findings suggest that day-care experiences need to be considered with other family variables in predicting preschoolers’ developmental outcomes.