Liberal Arts Courses Research Articles

마인드맵을 활용한 학부 유학생의 장르 지식 발전에 관한 연구

Mind maps are useful in education and practice because they are a means of activating students' background knowledge and schema in the field of education. This study tried to explore the process of developing genre knowledge of undergraduate international students who have not received training in academic writing education by using mind maps. While educating 27 undergraduate students who are taking the writing course as a compulsory liberal arts course on reading long texts and genre knowledge, we asked the undergraduates to create a post-professional mind map. There was an effect of widening in depth. Looking at the contents of the interview with the learner, it is revealed that the learner helped to increase the conceptual knowledge about the text and the recognition of the rhetorical component when constructing the map.

교양수업의 단편소설 강독 사례

This thesis aims to find a desirable direction for liberal arts classes by taking one of my liberal arts classes, Western Classics in Modern Age as an example and analyzing the main topics and discussions held in the class. Students were supposed to read 8 English short stories during a semester in the general liberal arts course of 2 credits, and all of the students majored in natural science or engineering. Among the 8 stories, this thesis exclusively pays attention to D. H. Lawrence's short story, “The Rocking-Horse Winner”. Students’ preference for this story stems from their interest in the issues of 'luck' and 'money' which are the central themes of “The Rocking-Horse Winner.” However, this story includes an acute criticism of the negativity of capitalist civilization and culture that make the desire for more money insatiable. Moreover, the process where a mother without maternal love drives her child to death is impressively devastating. “The Rocking-Horse Winner” was a good example that met the goal of this class in that it urged students to think of critical problems of ourselves and our times as well.

Analyzing Collaborative Talk in a Student Managed Task-based Fine Art Activity

Objectives This is a qualitative study of the fine art group activity in the eyes of sociolinguistics. Using conversation analysis, this study aims to scrutinize how the actual collaborative talk dynamics take place in a student managed task-based art activity.
 Methods In order to have a close look at the collaborative talk, we focused directly on face-to-face talk-in-interaction of four students’ during their two hour group activity in a college art class, ‘understanding of contemporary art’. The student managed task-based group activity was a part of liberal arts course especially in the 11th week of spring semester, 2022 at a university in Seoul, Korea. The data was collected via video recording of the two hour group discussion, and the recorded talk was all transcribed for conversation analysis which is the main tool of analyzing students’ talk.
 Results The procedure of students task-based activity included the following four steps: (1) sharing and choosing an agreed task topic to work on, (2) cooperative opinion sharing for making the art work, such as materials and method (3) actual making and art work completion, (4) wrapping up and cleaning. Conversation analysis is a study of turn-taking organization of talk-in-interaction to find how the participants manage and display intersubjectivity in talk. In the students’ talk occurred in the process of the student managed group task, we found several turn-taking types resulting reciprocal support in order to develop the task product: (1) topic change, (2) other-initiated second turn repair, (3) reactive tokens, and (4) other question-answer sequences with mutually supporting verbal and nonverbal moves.
 Conclusions This study is quite valuable in terms that it addressed the naturally occuring process of turn-taking sequences by analyzing students’ talk-in-interaction in depth when the students were engaged in collaborative task-based activity to complete an act work. As noted in the result, most of the various types of turn-taking lead mutual support and agreement of each other’s thought in order to produce the collaborative task completion rather than aggressive debate and disagreement.

A Case Study of Creative and Convergence Approach Arts-oriented Liberal Arts Curriculum Management Based on the Need for University Education Innovation

In overcoming the structural limitations of university education in the market economy system, this study was required to improve liberal arts education through the design and operation of an art-oriented liberal arts curriculum with a creative and convergent approach. To this end, first, the basis and examples of the need to improve university liberal arts education were examined through prior research on how the liberal arts curriculum system should be implemented to change the paradigm of university education in the digital era. As a methodical alternative to this, a case of curriculum operation was presented as an integrated or comprehensive learning practice to cultivate students' future design and necessary competencies through the design of an art-oriented liberal arts curriculum with a creative and convergent approach. The case of creative and convergent approach ‘Arts and Culture Planning’ liberal arts curriculum design and curriculum operation provides improvement measures through the application of customized teaching methods to foster students' actual career choices and era-required creative and convergence skills amid the current population decline and changes in the social environment after COVID-19.</br>The results of this study suggest that art-oriented liberal arts courses can play a role in opening possibilities for students when it comes to their career development in a way linked to their major. Such courses can also cultivate their aesthetic sensibility, appreciation for culture, and planning capabilities demanded by the times.

대학생의 창의역량 함양을 위해 개발된 교양강좌의 효과분석

Objectives In this study, the effectiveness of the liberal arts course developed to cultivate creativity, one of the core competencies of future talent, was verified for college students. Methods The liberal arts course for nurturing the creativity competency of college students aims to cultivate self-actualizing creativity, while continuously experiencing daily creativity, develop meta-cognition of creativity, and acquire integrated creativity by acquiring complex knowledge and thinking skills about creativity. Classes were conducted in a variety of ways, including lectures by professors, individual practice, conversation with peers, group games, team discussions, team projects, and presentations. The team consisted of 5-6 members per team considering the diversity of sex, grade, major, and problem-solving ability. The duration of the course was 13 weeks per semester (excluding midterm and final exams), and was conducted twice a week, 75 minutes at a time, over a semester. The questionnaire was conducted during the first week of class (1st week) and the week before the final exam (14th week), and the collected creativity and social efficacy questionnaire responses were analyzed through descriptive statistics and paired-sample t-test. Results It was found that the level of integrated creativity and social self-efficacy of the students who took the course increased significantly after taking the course. In addition, the perception of creativity was recognized as an abstract and single component before taking it, but as a concrete and complex component after taking it. Conclusions This study shows that the liberal arts course developed for the purpose of cultivating the creative competency of college students was effective. This provides meaningful implications for the direction and method of creativity education in universities.

영화 미디어 리터러시를 통한 만학도의 창의성과 삶의 의미 탐색

Objectives In this study, through media literacy that reads and interprets the medium of movie, the creativity and meaning of life of Mature-age Students, who are emerging as new learners along with the spread of awareness of lifelong education, the past and This is a narrative inquiry about understanding the present and the future. Through this, the cultural and artistic approach of lifelong learning through the media called movie can be enjoyed by anyone, anytime, anywhere, and the purpose of this is to suggest a way to improve the quality of life of individuals. Methods The subjects of the liberal arts course, ｢Creative Convergence through Movie｣, operated as a liberal arts course at D University of Busan Metropolitan City, were conducted as a 15-week hybrid learning class using 6 movies. Due to the characteristics of Mature-age Students, he works during the day and classes are held mainly at night. Of the 35 students in the night class, 13 who can be contacted frequently were selected as the analysis targets of this study. did Results The results of this study are, First, the meaning of creativity felt in Mature-age Students daily life discovered through movie media literacy was classified into personal and social experiences. Second, young students were able to discover their potential creativity through movie media literacy, and among them, they found that their potential was different from mine and the joint work. Third, through movie media literacy for Mature-age Students, he reflected his life as yesterday (past), today (present), and tomorrow (future), and found himself growing towards his dream. Conclusions In this study, it was possible to confirm the latent creativity, dreams and hopes of Mature-age Students, who has a desire for continuous learning through the cultural and artistic approach of movie. In other words, through the cultural and artistic approach of lifelong education, it is intended to provide implications for self-realization and life satisfaction for young students.

A Design and Application of Software Liberal Arts Course based on CT-CPS Model for Developing Creative Problem-Solving Ability and Learning Motivation of Non-software Majors

As the importance of computing education for nurturing computational thinking skills is emphasized in preparation for the era of the 4th industrial revolution, computing education for non-majors is also expanding in liberal arts education at universities. In this study, a software liberal arts course based on the CT-CPS model was designed and applied to non-software majored university students, and the effect on creative problem-solving ability and learning motivation were analyzed. The CT-CPS (computational thinking-based creative problem solving) model is an instructional model devised by fusing each element of computational thinking ability to the creative problem-solving stages. Creative problem-solving ability test paper and learning motivation test paper were used as test tools. Moreover, quantitative analysis through independent sample t-test and paired sample t-test and qualitative analysis through subjective responses were conducted. As a result of the study, it was verified that the software class applied with the CT-CPS model had a statistically significant effect on the creative problem-solving ability and learning motivation of non-software majors. In particular, compared to the control group, the experimental group showed significant changes in the motivational elements among the sub-factors of creative problem-solving ability and the self-efficacy factor among the sub-factors of learning motivation. In addition, it was confirmed through qualitative analysis that the software class to which the CT-CPS model was applied helped develop the problem-solving ability and learning motivation based on computational thinking through the process of discovering and solving problems on their own in real life.

코로나19상황에서의 대학 교양교육과정에 대한 학습자 요구도 탐색

Objectives The purpose of this study is to analyze learners' perceptions and necessity of the university liberal arts curriculum at the time when the government's COVID-19 prevention policy was in full swing. For this purpose, 475 students taking liberal arts courses at A Univ. located in the metropolitan area were evaluated on their experiences of taking liberal arts courses, awareness and necessity of lecture structure, learning activities, academic achievement, academic achievement, and evaluation. Methods As an analysis method, as a result of examining the requirement ranking by factor through the Borich’s Requirement Formula and the The Locus for Focus Model, it was found that there was a statistically significant difference in the t-test for importance and current level. Results First, the content showing the highest trend among the teachers' requests for lesson design perceived by learners was the composition of various theoretical lectures and learning activities tailored to liberal arts subjects. Second, it is necessary for teachers to improve students' ability to solve problems and think through liberal arts classes, and to have frequent opportunities for mutual communication between professors and learners. Third, students perceived positively both at the current level and importance in relation to the liberal arts class grade evaluation. Fourth, students gave an overall positive evaluation of the current liberal arts curriculum. Conclusions The researcher first needs to reinforce the lesson design that can communicate well with each other regardless of the type of class in order to increase the educational performance and effectiveness between professors and learners. It was suggested that universities and professors are required to prepare a standard system that can autonomously design lessons according to new lesson types and monitor learners' learning performance.

코로나19상황에서의 대학 교양교육과정에 대한 학습자 요구도 탐색

Objectives The purpose of this study is to analyze learners' perceptions and necessity of the university liberal arts curriculum at the time when the government's COVID-19 prevention policy was in full swing. For this purpose, 475 students taking liberal arts courses at A Univ. located in the metropolitan area were evaluated on their experiences of taking liberal arts courses, awareness and necessity of lecture structure, learning activities, academic achievement, academic achievement, and evaluation. Methods As an analysis method, as a result of examining the requirement ranking by factor through the Borich’s Requirement Formula and the The Locus for Focus Model, it was found that there was a statistically significant difference in the t-test for importance and current level. Results First, the content showing the highest trend among the teachers' requests for lesson design perceived by learners was the composition of various theoretical lectures and learning activities tailored to liberal arts subjects. Second, it is necessary for teachers to improve students' ability to solve problems and think through liberal arts classes, and to have frequent opportunities for mutual communication between professors and learners. Third, students perceived positively both at the current level and importance in relation to the liberal arts class grade evaluation. Fourth, students gave an overall positive evaluation of the current liberal arts curriculum. Conclusions The researcher first needs to reinforce the lesson design that can communicate well with each other regardless of the type of class in order to increase the educational performance and effectiveness between professors and learners. It was suggested that universities and professors are required to prepare a standard system that can autonomously design lessons according to new lesson types and monitor learners' learning performance.

여성주의 리더십 교육에 참여한 여대생에 관한 성찰적 탐구

Objectives In this study, the effects of feminist leadership education on female college students were analyzed by examining the changes in consciousness that female college students who participated in feminist leadership education had by reflecting on their own life contexts. Methods For this purpose, in-depth interviews were conducted with nine female college students who took the liberal arts course ‘Women's Leadership and Self-Management’ at University A using the same group sampling method. Through this research method, it was possible to understand the flow and change of consciousness among female students during the learning process, and to discover the pattern of meaning newly formed from the learning experience. Results First, female college students' participation in feminist leadership education provided an opportunity to learn about women's issues and women's leadership as a motivation for participation. Second, female college students reflectively reflected on the gender stereotypes inherent in feminism and leadership, which were uncomfortable due to the discriminatory perception of society. Third, female college students dismantled the stereotypes of gender discrimination that had been consciously and sought to transform into feminist leaders along with the practice of feminist leadership in everyday life. Conclusions Through the results of this study, female college students are the agents of social transformation by raising the need to develop a feminist leadership curriculum customized for each major along with a step-by-step feminist leadership curriculum in college education so that female college students can reflect on themselves as leaders who realize feminist values. to create a new leadership paradigm.

여성주의 리더십 교육에 참여한 여대생에 관한 성찰적 탐구

Objectives In this study, the effects of feminist leadership education on female college students were analyzed by examining the changes in consciousness that female college students who participated in feminist leadership education had by reflecting on their own life contexts. Methods For this purpose, in-depth interviews were conducted with nine female college students who took the liberal arts course ‘Women's Leadership and Self-Management’ at University A using the same group sampling method. Through this research method, it was possible to understand the flow and change of consciousness among female students during the learning process, and to discover the pattern of meaning newly formed from the learning experience. Results First, female college students' participation in feminist leadership education provided an opportunity to learn about women's issues and women's leadership as a motivation for participation. Second, female college students reflectively reflected on the gender stereotypes inherent in feminism and leadership, which were uncomfortable due to the discriminatory perception of society. Third, female college students dismantled the stereotypes of gender discrimination that had been consciously and sought to transform into feminist leaders along with the practice of feminist leadership in everyday life. Conclusions Through the results of this study, female college students are the agents of social transformation by raising the need to develop a feminist leadership curriculum customized for each major along with a step-by-step feminist leadership curriculum in college education so that female college students can reflect on themselves as leaders who realize feminist values. to create a new leadership paradigm.

The Study on AI Curriculum for Non-Computer Majors

Thanks to the advances made in the field of artificial intelligence, which is a key technology of the 4th Industrial Revolution, society is changing into one that is driven by intelligent information. In an intelligent information society, talent with digital literacy and AI literacy capabilities is needed to utilize artificial intelligence technology. Digital literacy refers to the ability to solve problems using digital technology. In this type of society, AI literacy supported by the right ethical consciousness should be cultivated in applying and utilizing AI technology. Talent with digital literacy and AI literacy capabilities is required regardless of computer-related majors, and education regarding this sort of content is required in all academic fields.<br/> Currently, at domestic SW-centered universities, non-computer major students are also being provided with essential basic education to cultivate digital literacy and AI literacy. In this paper, digital literacy and AI literacy capabilities were proposed through related research analysis and analysis of the current status of basic domestic liberal arts courses conducted for non-computer majors. In addition, through the analysis of the current curriculum, the basic curriculum that should be aimed at in the future for non-computer majors was discussed.<br/> The results of this study show that basic data for designing a curriculum for AI literacy education for non-computer majors is necessary.

An Efficacy Study of ALEKS-Based Placement in Entry-Level College Math Courses

ABSTRACT We studied ALEKS PPL placement scores, SAT scores, and entry-course grades for a population of 1659 students who placed into College Algebra or below over a span of 5 years. In addition to representing an understudied range of placement level, the study was conducted at an HBCU with majority Black/African American students, a demographic that is also underrepresented in other studies. We find that while many of the students who are placed into a course lack full mastery of the prerequisite topics, they nonetheless perform better than students who are placed into a lower-level course and worked their way up. We also find a chance (95% confidence) that ALEKS PPL will improve a student's placement by at least 1 level. ALEKS PPL proved a better predictor of student performance on Elementary Algebra topics than SAT score, but the reverse was true for a course that focused on consumer mathematics, statistics, and probability (called Math for Liberal Arts). Finally, we find that the cut scores used in most of our courses work quite well, except for the Math for Liberal Arts course.

A needs analysis to develop new curriculum for Korean college students in higher education

Language teachers and instructors should always consider how to successfully develop new curricula. A medium-sized university in Korea launched a new liberal arts course for freshmen. A language instructor conducted a need analysis to understand the needs of college students to develop a new curriculum of the assigned course. The purpose of this study is to examine the needs of Korean university students who learn English to develop new curriculum and instruction reflecting learner needs accordingly. Data were collected through interviews and survey questionnaires. The qualitative data of the interview went through a thematic analysis process, and the quantitative data of the survey were analysed through statistical tests. As a result, various perspectives of students were revealed. First, this study showed that competency-based language instruction is essential for learners’ language development. Second, skill integration was needed to improve language skills. Third, the students expected constructive feedback from the instructor on their English grammar and vocabulary use. This study presents the significance of performing needs analysis and suggests that language teachers should consider it for their professional development and growth in higher education.

토픽모델링과 키워드 네트워크 분석을 통한 K대학 교양교육 학습목표 분석

The purpose of this study was to identify the the co-relation among the learning goals in liberal arts courses core-competencies and ideal talents of the university.
 First, as a result of frequency analysis of 886 learning goals described in syllabus for liberal arts courses opened in the 1st semester of K-university, ‘diversity’, ‘cultivate’, ‘goal’, ‘understanding’, ‘society’, ‘science’, ‘foundation’, and ‘reflection’ were as keywords. Second, 49,873 keyword pairs were derived by frequency of co-word appearance analysis the learning goal statement. The most frequent keyword pair ‘about-understand’ is traced to. Third, the topics from the simultaneous network analysis were classified info 8 communities based on centrality. Fourth, the latent topics were match the core competencies of the K-university by deriving a latent topic modeling analysis. The analyzed learning goal were compared with ideal liberal arts goals suggested from Korea National Institute for General Education.

Case Study on the Class Content Composition and Practice of Academy Writing Utilizing Digital Media

Undergraduate students in the 21<sup>st</sup> century need to understand both the process of expressing their opinions and that of the critical acceptance of those opinions utilizing digital media. They also need to recognize the linguistic characteristics and linguistic expressions that are used in digital media in the language of their everyday lives. Since undergraduate students are both receivers of information utilizing digital media language and producers of new digital information, they should develop communication skills that better correspond to the language that they use in their offline lives. Hence, it is necessary to open liberal arts courses for the purpose of fostering more effective communication skills utilizing digital media. In keeping in line with the daily life and practical needs of undergraduate students living in the digital age, the writer developed a course (Digital Culture and Language) in the first semester of 2020, and has delivered lectures to the present date as part of a balanced (elective) liberal arts course (3/3). This thesis aims to suggest certain communication education content and to provide class cases utilizing the digital media that appeared in the Digital Culture and Language course, as taught in the second semester of 2021.

A Case Study of the Design and Operation of a Flipped Learning Class using Edu tech in SW Basic Liberal Arts Edu cation

In a world that is changing with digital technology, SW and AI are no longer necessary only for those students majoring in these fields. The Corona pandemic has accelerated these changes even more. A University also reorganized its information technology utilization competency curriculum to keep pace with these changes and opened SW basic compulsory liberal arts courses from 2021. Due to the nature of SW education, learning effects can be expected only when learning motivation and continuous learning are maintained. However, for learners who need to receive basic SW liberal arts education in a non-face-to-face class environment, the burden of learning has increased. Therefore, as a way to increase the learning effect of SW basic liberal arts education, Edutech was used as a relatively efficient flipped-learning teaching method during the Corona pandemic and the class was designed and operated. After operating a flipped learning class using Edutech in SW basic liberal arts education, students were asked to participate in the class through a questionnaire involving their level of understanding, interest, benefit, recommendation, satisfaction, appropriateness of learning materials, assignments and quizzes. Appropriateness of learning support was checked. As a result of the questionnaire analysis, it was possible to confirm the positive aspects of the effectiveness of the flipped learning class using Edutech in the SW basic liberal arts education, and also in the area concerning the need for improvement measures. Even in the post-Corona era, the use of Edutech is expected to develop more and more. In this respect, the flipped learning class design using Edutech in SW basic liberal arts education can be said to be a meaningful class design and mode of operation in preparation for the post-Corona era. In future research, by conducting in-depth research on improvement measures, we intend to develop a systematization plan for SW basic liberal arts education that can be helpful in strengthening information technology capabilities of the students and nurturing their talents.

A Study on the Use of Padlet in Non-Face-to-Face Liberal Arts English Classes and University Students’ Responses

The aim of this study is to present learning activities using Padlet to facilitate communication and exchange of opinions among learners in large-scale, remote liberal arts classes, and to examine learners' perceptions of and responses to the use of Padlet as a learning tool. Communication and opinion-sharing activities need to be managed efficiently to minimize the difference in quantity and quality of such activities in remote classes compared to face-to-face. Padlet was actively used for learning activities by 104 college students enrolled in this liberal arts course. In order to broaden the scope of understanding of the content, individual opinions, thoughts, and results of group assignments were uploaded to Padlet. Open-ended questionnaires and interviews were completed to analyze learners’ responses to the use of Padlet in a liberal arts class. As a result, it was found that learners had relatively high satisfaction with the use of Padlet in class activities. Specific reasons for satisfaction with using Padlet were found to be “ease of use”, “interactive sharing”, “fun and interest”, and “convenience”. In the remote educational era, instructors need to actively use tools such as Padlet for communication and sharing and focus on the development and optimal use of these tools.

A Case Study on the Development and Operation of Competency－Based Liberal Arts Courses in a Modularized Non-Curriculum Program

The purpose of this study is to conduct a case study of the development and operation of the ‘G-MAP blueprint’, a competency-based liberal arts subject that has modularized the non-curricular program of W University. In order to achieve this goal, we conducted an analysis of the operation status of liberal arts and non-curricular programs, focus interviews with professors, and a satisfaction survey of education consumers. The results of this study are as follows. First, this course is absolutely necessary for new students to improve their understanding and adaptability to college life in general. Appropriate guidance is available, and opportunities are provided to prevent dropout of freshmen, Second, a feasible case of developing liberal arts subjects for nurturing dedicated human resources and expanding the number of credits required for graduation from liberal arts is presented even at universities that do not have an organization dedicated to liberal arts education within the university. Third, in order to raise awareness of the importance of liberal arts education at the university level, the scalability of liberal arts education is suggested by sharing practical case studies that can be operated together by professors in charge of liberal arts subjects and professors in charge of majors. Fourth, by introducing the competency-based liberal arts development process and procedure through modularization of the non-curricular program, it presented important basic data for diversifying the operation of university liberal arts education and seeking developmental directions in the future. Fifth, it has important educational significance in that it presents a case in which it is possible to expand the educational performance and effectiveness of liberal arts education through a three-year longitudinal study. Therefore, although this study may have limitations as a case study at a junior college, it is expected that it will be of value to be used as a continuous research data in the future.

A Case Study of Developing and Running a Competency－Based General Education Class

This study aims to depict the process of developing and running a liberal arts course titled “Life and Dream.” This course was developed to guide the self-awareness of freshman students, along with their career paths, in accordance with the introduction of the “track system,” wherein students are instructed to choose two tracks (also known as sub-disciplines) as their majors with minimal restrictions. However, due to the absence of common textbooks, various complaints were raised about the large deviation between classes and the uncertainty of the class objectives. In the process of resolving these complaints, remarkable improvements were made in many ways. For one thing, <i>Life and Dream</i> has been developed and utilized as a regular textbook. In addition, as various performance activities related to the textbook were carried out in class, the homogeneity of the class was greatly improved. The effects of these improvements can be proved through analysis of the results of two types of surveys conducted at the end of the semester. In a questionnaire asking the students how much the “Life and Dream” class contributed to the improvement of the core competencies targeted, most students responded that their target competencies, that is, their self-management and interpersonal skills, were improved. They also answered that they were able to find their own identities and to effectively collaborate with others through this class, and that it helped them to better design their careers paths, all of which are exactly consistent with the goals of this course.