아바타의 의복이미지

하오선,신혜원 한국의류학회 2003 한국의류학회지 Vol.27 No.5

The purpose of this study was to investigate the usage condition of avatar, the clothing images of avatars, and the difference of self images among avatar user groups which were clustered by the clothing image of using avatar. Avatars were decorated not only to get personal satisfaction and joyfulness but also to realize the desire of relationship with other people. The clothing images of avatars were classified into 7 factors, which were labeled as cute, mature, sexy, old-fashion, unisex, and unique factors. There were no significant differences in self images among 3 avatar user groups which were clustered by 7 factors of clothing images. The result indicated that avatar users pursued various clothing images for their avatar, however, no significant relations were existed between avatar's image and user's self images and further studies would be required to find out significant variables which determined avatar's clothing images.

학습자 관점에서의 대학교수 강의역량 요인 도출 및 강의 수준에 따른 차이 분석

하오선 교육종합연구원 2017 교육종합연구 Vol.15 No.1

This study aims to derive university professor’s teaching competency factors based on the directly-evaluated data of university professor’s teaching competency, identify the teaching competency that distinguishes university professors who are excellent at giving a lecture from those who aren’t, and provide the data to draw up measures to improve this teaching competency. To achieve this, survey was conducted to evaluate university professor’s teaching competency especially regarding the courses that the survey participants had took in D University, a four-year-course college located in Seoul. As a result, the findings from the survey are as follows: First, as a result of factor analysis of university professor’s teaching competency, ten factors that could account for total variance by 47% were drawn. Factor 1 was named as‘systematic composition and explanation’, Factor 2 ‘participation attraction’, Factor 3 ‘evaluation capacity’, Factor 4 ‘vibrant class formation’, Factor 5‘media utilization capacity’, Factor 6 ‘attitude toward students’, Factor 7‘presentation skills’, Factor 8‘class operation competence’, Factor 9 ‘class preparation competence’and Factor 10 ‘content expertise’. Second, with respect to lecture evaluation, it was found that all ten subgroups were less sufficient in teaching competency than upper-level groups at the significance level of 0.001, in particular, ‘systematic composition and explanation’ and ‘vibrant class formation’ showed a higher difference. Third, media utilization capacity was evaluated as being less than any other capacities in upper-level teachers as well as low-level ones. Fourth, as a result of regression analysis,‘systematic composition and explanation’, ‘evaluation’, ‘content expertise’ and ‘participation attraction’among the total ten capacities appeared as predicting variables that could evaluate excellent lecture. This study is significant in that it made an empirical analysis of and provided university professor’s teaching competency factors that were difficult to identify so far from the learner’s perspective and also provided the empirical basic data for finding out which teaching competency should be concentrated into and supported by making a detailed diagnosis of insufficient teaching competency among the professors who were evaluated as low in lecture level.

강의평가 응답분석을 통한 강의평가도구 개선방안 : D대학 강의평가 사례를 중심으로

하오선,정민호 한국열린교육학회 2014 열린교육연구 Vol.22 No.3

본 연구는 강의개선이라는 강의평가 목적을 달성하면서도 학생들의 성실한 답변을 유도할 수 있는 강의평가도구 개선방안에 대해서 논의하고자 하였다. 이를 위해 설문조사를 이용하여 학생들의 응답태도, D대학 2011년부터 2012년까지의 강의평가 자료를 이용하여 응답 결과를 분석하였다. 분석결과, 첫째, 학생들은 강의평가를 객관적 입장에서 하고 있으며, 충분히 읽고 신중하게 평가하고 있다고 응답했다. 둘째, 강의평가 결과자료 분석결과, 전체문항의 일관적 응답비율은 54.81%-62%, 강의평가 영역별 일관적 응답비율은 64.42-86.69%로 나타나 영역별 일관적 응답은 전체문항(17개 문항)에 대한 일관적 응답경향보다 20-30%까지 높게 나타났다. 이상의 결과에서 강의평가 문항을 축소하는 방향에 대한 추가적 논의가 필요하다고 판단되어 교수를 상대로 현 강의평가 문항별 중요도에 대한 인식을 조사하여 4문항을 추출하였다. 그리고 추출된 4개 문항을 이용한 강의평가 결과값과 17개 문항을 이용한 강의평가 결과값을 비교한 결과, 평균점수 차이는 0.026-0.036점 정도로 거의 차이가 없었다. 이러한 결과는 강의평가 문항 수 축소에 대한 시사점을 제공할 수 있을 것이며, 강의평가도구 개선을 위한 참고자료로 활용될 수 있을 것이다. This study aims to discuss an improvement of student evaluation for enhancing lectures and promoting sincere responses from students. For this purpose, students' response attitudes were analyzed through a survey and their response tendencies were analyzed using student evaluation result data from 2011 to 2012 in D University. The results highlighted several areas. Firstly students responded that they evaluated lectures carefully and objectively after reading evaluation questions fully. Secondly, the analysis of student evaluation data showed that the consistent ratio of response to total questions was 54.81% to 62% and the consistent response ratio of each dimension of student evaluation was 64.42% to 86.69%, which means the consistent response tendency of each dimension was 20% to 30% higher than the consistent response tendency of the total questions (17 questions). Considering these results, it was thought that an additional discussion on how to reduce student evaluation questions was needed, so recognitions of professors about the importance of each student evaluation question were examined and four questions were extracted. Then, when comparing the result value of student evaluation consisting of the extracted four questions to the result value of evaluations consisting of seventeen questions, the mean score was nearly 0.026-0.036 and there was little difference. In conclusion, this finding would offer an implication regarding the reduction in the number of student evaluation questions and be used as a reference for improvement of student evaluation.

평생교육 단과대학 학습자의 학습실태 및 강의에 대한 인식-D대학 사례를 중심으로-

하오선,김수영 교육종합연구원 2018 교육종합연구 Vol.16 No.4

The purpose of this study is to provide basic materials for lifelong college teaching-learning design and draw some suggestions for it, by analyzing characteristics, actual learning conditions and lecture of learners in lifelong colleges. To this end, a survey of and interviews with learners were conduted who were enrolled in the lifelong college in D university located at Seoul, and survey data of 114 learners were used in the final analysis. The findings are as follows: First, the ratio of females(71.1%) was higher than twice that of males(28.9%); most of them had high school diplomas(91.2%); younger than 25 years old(82.7%); and 94.7% of them had their jobs and 59.3% of them had no similarity between their majors and works. Second, they preferred individual learning and face-to-face lectures to cooperation learning and online lectures, respectively. They also wanted to ask professors to decide their learning methods, rather than relying on their own decisions. Third, works, lack of know-how for and studies, excessive amounts of learning and tasks and burden of school expenses were most serious learning obstacle factors. Fourth, although the satisfaction with lecture was mostly better than moderate, that with consideration of learners’individual differences and learning levels was lower. Fifth, it was considered that the utilization was lower than the need for lecture classes and that the former was significantly higher than the latter, for participating, Branded and online classes. Sixth, groups with lower similarity between their majors and jobs tended to be less satisfied with support for learning activities and did not prefer the learning method in which professors interact with students. Seventh, the group with stronger intention to give up their studies preferred online lectures to face-to-face lectures and did not prefer experience learning. In addition, they recognized learning obstacles to curriculum and support environment more strongly. The findings above would be used as basic materials for teaching-learning design adjusted for lifelong college learners.

의류브랜드 자산 척도 개발 -스포츠 의류를 중심으로

하오선,신혜원 한국의류학회 2004 한국의류학회 학술대회논문집 Vol.2004 No.1

대학생의 AI 기반 적응형 학습 플랫폼(ALEKS) 사용 만족도 및 학습성과에 대한 인식 연구

하오선,김수영,고은선,박찬규 부산대학교 교육발전연구소 2024 교육혁신연구 Vol.34 No.1

Purpose: The purpose of this research is to analyze satisfaction and perception of learning outcomes regarding the use of AI-based adaptive learning platforms. Method: To achieve this, a survey was conducted among university students who took the business statistics course utilizing the AI-based adaptive learning platform(ALEKS), and data from 128 respondents were used in the final analysis. The frequency analysis, t-test, and F-test were conducted using IBM SPSS 22.0, and the subjective items were presented as word clouds and frequencies by type. Results: Firstly, the respondents were satisfied with the AI-based adaptive learning platform in the order of content, personalization, and user convenience. Secondly, in relation to class satisfaction associated with the use of the AI-based adaptive learning platform, learners rated the support from instructors (monitoring learning activities, providing feedback, etc.) and assistant support (platform guidance, problem-solving, etc.) lower than the average. Thirdly, concerning the perception of learning outcomes, the platform was most helpful in understanding their own level, but it was relatively lowly rated in terms of sparking interest, increasing learning motivation, and encouraging them to keep up with the learning progress without giving up. Fourthly, those who were more satisfied with the AI-based adaptive learning platform had statistically significantly higher class satisfaction and perceptions of learning outcomes than those who were less satisfied. Fifthly, the reasons for satisfaction with the classes utilizing the AI-based adaptive learning platform included ‘provision of diverse and sufficient problems’, ‘ability to learn independently after class’, ‘ability to personalize learning’, and ‘ability to confirm individual learning content and outcomes’. The reason for dissatisfaction were summarized as ‘difficulty in using a new platform’, ‘increase in study time due to a large amount of assignments’, and ‘issues with the utilization strategy of the platform’. Lastly, learners demanded improvements in the aspects of both the ‘system’ and ‘course design and operation’. Conclusion: Based on the above results, the implications for the implementation of AI-based adaptive learning in universities are as follows. Firstly, it is necessary to consider flexible application options that are tailored to individual universities rather than applying the AI-based adaptive learning platform uniformly. Secondly, adjustments in course design and operation are required considering the implementation of classes utilizing the AI-based adaptive learning platform. Thirdly, further research including various variables is necessary for an in-depth discussion on learning outcomes.

유아복 구매 비용에 따른 소비자의 가치관, 라이프스타일 및 구매행동

하오선,신혜원,이정욱,김희라,김태인 한국의류학회 2004 한국의류학회 학술대회논문집 Vol.2004 No.-

패션마케팅분과 1 : 국내 인터넷 의류 쇼핑몰의 실태

하오선,신혜원 한국의류학회 1999 한국의류학회 학술대회논문집 Vol.1999 No.1

대학 교수자와 학습자의 원격 수업을 위한 물리적 학습 환경 실태 비교 분석 - D대학 사례를 중심으로 -

하오선 ( Oh-sun Ha ),김수영 ( Su-young Kim ),정민호 ( Min Ho Jung ),나윤주 ( Yoonjoo Na ) 충남대학교 교육연구소 2021 교육연구논총 Vol.42 No.4

이 연구는 대학에서 원격수업에 참여하는 교수, 학생의 물리적 학습환경 실태 및 수요를 살펴보고, 지원방안을 모색하는 데 목적이 있다. 이를 위해 서울 D대학의 교수ㆍ학생을 대상으로 설문조사를 실시하였으며, 주요 결과는 다음과 같다. 첫째, 교수는 대면수업을, 학생은 원격수업을 더 선호하였으며, 원격수업 유형별로는 교수, 학생 모두 실시간 쌍방향 수업에 대한 선호도가 가장 높았다. 둘째, 교수는 연구실에서 원격수업을 진행하는 비율이 높았고 학생은 집에서 수강하는 비율이 높았으나, 교수는 직급, 계열, 성별로, 학생은 계열과 연령별로 차이가 있었다. 셋째, 원격수업 시 활용 기기에 있어서 교수는 주기기, 주변기기를 학생보다 더 다양하게 활용하고 있었으나, 직급, 계열별로 차이가 있었다. 넷째, 교수, 학생 모두 학교에서 공식적으로 제공되는 온라인 플랫폼 및 학습관리시스템을 주로 활용하고 있었다. 다섯째, 학교의 원격수업을 위한 기기 지원은 교수 위주로 이루어지고 있었으나, 학생 역시 기기 지원에 대한 수요가 높게 나타났다. 따라서 대학에서 원격수업 환경을 조성하는데 있어서 교수-학생, 학생-학생 간 물리적 학습환경의 격차가 발생하지 않도록 좀 더 적극적이고 세심한 지원이 필요하다. This study investigated the current demand for and environment of physical learning environments of professors and students participating in distance classes at universities and to seek support measures. A survey was conducted for professors and students at D university in Seoul, and the following results have been obtained. Firstly, professors preferred face-to-face classes and students preferred distance classes. When it comes to distance class types, both professors and students had the highest preference for synchronous interactive classes, but students preferred content-based classes more than professors did. Secondly, the laboratory was the most common physical location professors reported teaching distance classes from, but there were differences based on position, department, and gender. Home was the most common location students participated in distance classes from, but there were differences according to department and age. Thirdly, as for devices used in distance classes, professors had more main and peripheral devices than students, and there were differences according to position and department. Fourthly, both of professors and students were using online platforms and learning management systems officially provided by the school. Fifthly, device support by schools for distance classes was more concentrated on professors than on students, and students showed high demand for device support. Therefore, more active and careful support of the distance class physical environment will be necessary at the university to avoid creating a gap in the physical learning environment between professors and students and between students and students of different means.

대학에서의 집중이수제 교과목 운영에 참여한 학습자와 교수자의 인식과 개선요구에 관한 연구

하오선(Ohsun Ha) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.24

목적 집중이수제로 진행된 13개 교과목에 참여한 학습자와 교수자를 대상으로 집중이수제에 대한 인식과 개선요구 사항을 분석하여 집중이수제 운영에 대한 시사점을 제공하고 한다. 방법 서울 소재 4년재 종합대학에서 진행된 집중이수제 교과목 수강생과 수업을 진행한 교수를 대상으로 설문조사를 진행하였고, 자료분석은 SPSS 25.0와 Nvivo12를 활용하였고 학생126명(36.2%), 교수 7명(70%)자료가 최종 분석에 활용되었다. 결과 첫째, 학습자와 교수자의 집중이수제에 대한 만족도가 높은 편이며, 모든 항목에서 학습자에 비해 교수자 점수가 높았다. 둘째, 학습자와 교수자 모두 교과목 수강과 개설 의향이 높았다. 셋째, 학습자의 시간활용과 학습부담감소를 위해 집중이수제 교과목을 수강했고, 교수자는 실습의 용이성, 학생의 집중도 향상, 수강생 특성을 고려하기 위해서 교과목을 개설했다. 넷째, 학습자가 인식하는 집중이수제 장점은 ‘빠른 종강(34.31%)’, ‘단기간 집중학습(26.47%)’, ‘효율적인 시간관리(17.65%)’ 등으로 교수자와 비슷한 이유였다. 다섯째, 학습자는 ‘수업시간조정(16.84%)’, ‘개설과목의 다양화(14.74%)’, ‘커리큘럼 개선(13.68%)’ 등에서 개선을 요구했고, 교수자는 수업준비와 운영 부담을 경감할 수 있는 대책 등을 요구했다. 결론 집중이수제는 중등교육 환경에서는 실패했지만, 다른 교육환경을 가진 대학에서는 자율성과 다양성을 확대하여 교과목별 특성에 맞게 수업형태를 지원한다는 측면에서 활용 가능성이 있음을 보여주었다. Objectives To make suggestions for the intensive course completion system operation by analyzing the perception and calls for improvement thereof by undergraduate learners and instructors who participated in 13 intensive units. Methods Undergraduate students(n=126, 36.2%) and instructors(n=7, 70%) who participated in the intensive courses at a university in Seoul were surveyed. Results First, both the learners and instructors showed relatively high satisfaction with the intensive course completion system, with the latter rating all the items higher than the former. Second, the learners and instructors showed strong intentions to enroll in and offer the intensive courses, respectively. Third, the learners enrolled in the intensive courses to manage time efficiently and reduce the burden of studying, whereas the instructors offered the intensive courses to help students focus on practical skills and improve their concentration on learning and to take the characteristics of students into consideration. Fourth, the learners perceived ‘early finish(34.31%)’, ‘short-term intensive learning(26.47%)’ and ‘efficient time management(17.65%)’ as the benefits of taking the intensive courses, which findings were comparable to the instructors’ response. Fifth, the learners thought the intensive courses should be improved in terms of the ‘adjustment of class time(16.84%)’, ‘diversification of intensive units(14.74%)’ and ‘improvement of curriculum(13.68%)’, whereas the instructors called for some measures to reduce their burden of class preparation(42.86%) and class operation(42.86%). Conclusions The findings suggest the viability of the intensive course completion system in terms of the extended autonomy and diversity and the support for the modes of classes suitable for the characteristics of each course offered in universities whose educational environment differs from that of the secondary schools where the system failed.