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실험계획법을 이용한 차량 Wiper Arm Head 의 형상 최적화
최윤정(Yunjeong Choi),안지연(Jiyoun An),김백용(Baekyong Kim) 대한기계학회 2009 대한기계학회 춘추학술대회 Vol.2009 No.11
The role of arm head is to connect module assembly and arm assembly in automobile's wiper system. It has to meet the design standard of the fracture torque when assembling arm head, pivot shaft and nut. In order to satisfy the fracture torque of arm head to identify primary factor which is effected fracture torque by contact with the nut and shaft and to optimize by using design of experiment (DOE). In this study determine the five arm head which had a similar form of wiper system and the primary factor that has effect on the fracture torque set up 4 factor 2 level of table of orthogonal arrays at this time, fracture torque defined the objective function. Calculated results made a main effect graph and interaction graph in Minitab. And the shape optimization of the arm head is satisfied fracture strength of design standard.
폐쇄형 SNS와 모바일 앱을 활용한 상호동료튜터링과 전문가튜터링의 학습 양상 및 만족도 차이 분석
최윤정(Choi, Yunjeong) 팬코리아영어교육학회(구 영남영어교육학회) 2020 영어교육연구 Vol.32 No.4
This study investigates the differences in learners’ participation patterns and satisfaction according to the type of English group tutoring within the context of mobile-assisted language learning. Thirtyfive Korean learners of English were placed in two different tutoring groups (reciprocal peer-tutoring vs. expert tutoring) and participated in 6-week online tutoring, supported by a closed SNS and a mobile application. To examine how differently learners were engaged in each group, their participation patterns in assignments and written feedback were analyzed. Participants also responded to an online survey on their satisfaction on tutoring experience. The results were as follows: 1) participants in reciprocal peer-tutoring worked more actively in completing assignments than those in expert tutoring, 2) tutors in expert tutoring groups provided more feedback focusing on the content of the assignment submitted, whereas peer-learners provided less feedback focusing more on the affective aspects, and 3) the survey results showed that learners in expert tutoring were satisfied more than the other in learning contents provided, facilitative monitoring by the researcher, feedback on assignments, and overall perceptions on tutoring experience. (175 words)
보육놀이치료가 유아의 또래유능성과 정서지능에 미치는 효과
최윤정(YunJeong Choi),정솜이(SomYi Jeong) 한국생애놀이치료학회 2024 한국생애놀이치료학회지 Vol.7 No.1
This study attempted to reveal the effect of childcare center based play therapy on children's peer competence and emotional intelligence. To this end, play therapy was performed at a childcare center for 9 children in the experimental group. Nine infants in the control group were not treated. Before implementing the program, the Mann Whitney test was conducted to measure the homogeneity of the experimental group and the control group. The Wilcoxon test was performed to measure the pre-post change. The research results are as follows. First, there was a significant positive change in peer competence of children in the experimental group after play therapy in childcare centers. Second, there was a positive change in the emotional intelligence of children in the experimental group after play therapy in childcare centers. In the case of the control group, there was no significant change in both areas. This study is meaningful in that it provided early intervention for social development in a space closely related to children’s daily lives.
최윤정(Yunjeong Choi) 한국영어평가학회 2024 영어평가 Vol.19 No.1
This study investigates the roles of self-regulated learning (SRL), course engagement, and interaction in non-face-to-face classes, focusing on their collective impact on course satisfaction as a learning outcome. Drawing on a sample of 419 undergraduate and graduate students enrolled in English language courses, the study examines the direct and mediated effects of SRL on course satisfaction, considering both synchronous and asynchronous formats. Results indicate that SRL is pivotal in enhancing course engagement and interaction, both of which are key mediators in achieving satisfying learning outcomes. Additionally, mediation analyses revealed that interaction plays a substantial role in live lecture formats, mediating the effects of SRL on course satisfaction. However, this mediating effect is noticeably absent in recorded lectures, where direct interactions are less prevalent. Similarly, course engagement emerged as a significant mediator in both live and recorded settings, albeit with a stronger influence in recorded lectures, highlighting its essential role across different formats of distance instruction. The findings suggest that effective distance learning depends on strategies that promote SRL and adapt to the specific demands of different instructional formats. Some implications for distance course design are discussed.
최윤정(Yunjeong Choi),김효정(Hyojeong Kim) 한국문화융합학회 2021 문화와 융합 Vol.43 No.1
본 연구는 효과적인 다문화교육을 위해서 필요한 교사들의 지식과 자질에 대해 논의하고 문화적·언어적 배경에 상관없이 모든 학생들을 수용하고 교육하기 위한 행정적·정책적인 대안에 대해서 제시하는데 그 목적이 있다. 이를 위해 관련 선행 연구를 고찰하여, 다문화교육의 현시점을 진단하고, 교실 내 다양성 수용을 위해 교사들에게 필요한 지식이 무엇인지 분석하였다. 문헌 분석 결과, 교사들은 현재 문화적, 행정적, 교육과정적인 지원을 필요로 하며, 다양성 수용적인 교사가 되기 위해 요구되는 교사 지식에는 이중 언어와 언어 습득에 관한 지식, 자산으로서의 문화적 다양성에 관한 지식, 효과적인 교실 자료와 평가에 관한 지식 등이 제시되었다. 본 연구에서는 교사들이 이러한 지식을 계발하기 위해 효과적인 교사연수 프로그램과 교사양성기관의 관련 교육과정 개발의 필요성을 제기하였다. 본 연구는 한국의 다문화 교육에 있어서, 교실현장에서 소외될 수 있는 다문화 학생들을 포용하고 효과적인 교육을 제공하기 위해 필요한 교사들의 지식과 기술에 관한 다양한 시각을 제시하였다는 점과, 현직 교사와 예비 교사들이 다문화교육에 필요한 지식과 기술을 계발하는데 보다 실질적인 방법을 제안하였다는 점에서 그 시사점이 있다. This paper discusses teacher knowledge and skills for effective multicultural education and suggests administrative and political ways to include all students regardless of their cultural and linguistic backgrounds. To achieve the aim of this paper, we reviewed the literature for inclusive education and analyzed the current situations in multicultural education and teacher knowledge necessary for inclusive teaching. From the analysis, we found that teachers need cultural, administrative, and curricular support and that for teachers to be inclusive, they should acquire knowledge of bilingualism and second language acquisition, knowledge of cultural diversity as an asset, and knowledge of effective classroom materials and assessment. We suggest that such knowledge can be developed through appropriate professional development programs and curriculum development of teacher preparation institutions. This study has implications on the current Korean multicultural education in that it provides diverse views around teacher knowledge and skills for multicultural students. In addition, the study suggests practical ways for both in- and pre-service teachers to develop teacher knowledge and skills for multicultural education.
비대면 영어 수업에서 상호작용과 수업 만족도와의 관계 연구: 수업 방식의 조절 효과를 중심으로
최윤정 ( Choi Yunjeong ),지난영 ( Ji Nan-young ) 한국멀티미디어언어교육학회 2020 멀티미디어 언어교육 Vol.23 No.4
The purpose of this study was to investigate the relationship between different types of learner interactions (student-student vs. student-instructor) and their satisfaction in online non-face-to-face English courses with a particular focus on lecture types (real-time vs. video-recorded) as a moderator. Four hundred forty-two university students who took non-face-to-face English-related courses delivered during the COVID-19 pandemic participated in the survey on the interactions with their course instructors and peer students during the semester. A series of multiple regression analyses were conducted to examine the impact of student-student and student-instructor interactions on course satisfaction and whether the lecture types moderated the relationship between each type of interaction and course satisfaction. The results were as follows: 1) students’ interactions with course instructors influenced more on course satisfaction than those with other students; and 2) lecture types worked as a moderator, indicating the impact of two types of interactions on satisfaction can vary depending on whether the class was delivered in synchronous, real-time mode or with video-recorded lectures. Pedagogical implications were addressed regarding the design and operation of online non-face-to-face classes with lecture types considered.