Traditional Education Programs Research Articles

메타버스 플랫폼을 활용한 국악교육 프로그램 개발 및 적용

The purpose of this study is to develop a program that can increase the effectiveness of Korean traditional music education using the Metaverse platform and to analyze the educational effect through application of the program. This study proposed a new direction for Korean traditional music education beyond the limitations of existing face-to-face practical education and sought specific ways to realize it. To this end, we reviewed existing studies and looked at the Metaverse platform currently being used for educational purposes. Then, according to the research procedure, Gathertown and Ifland were selected as the main platforms and a Korean traditional music education program based on them was designed over a total of 7 sessions. Each session included a variety of activities, including metaverse theory and practice and presentations of learners’ achievements. This program was pilot-applied to prospective culture and arts educators. A satisfaction survey was conducted on the effectiveness, ease of use, and necessity of continuous use of the Korean traditional music education program using Metaverse. Through this series of processes, it was confirmed that the Korean traditional music education program using the Metaverse platform was effective in improving learner immersion, communication and collaboration, and arousing interest in Korean traditional music. However, this study only described application results without controlling specific variables, and there are limitations in generalizing the results. In the future, based on this study, specific empirical research on Korean traditional music education using the Metaverse platform is required, considering various educational purposes and targets. This study provides a new perspective on Korean traditional music education methodology and is expected to promote follow-up research and practical application in this field.

Building The Future: Unveiling Educational and Competence Demands for Smart and Sustainable Buildings

The Swedish construction sector is said to be highly traditional with a slow pace of development, e.g., in terms of adapting new technologies. However, current developments related mainly to digitalization, but also sustainability and entrepreneurship, are forcing this sector to change from almost static to highly dynamic. This paper presents results from an interview study performed with eight industry experts from various property management and/or construction companies in Sweden, all in different ways connected to research at KTH Live-In Lab. The interviews were performed to discuss and identify what engineering skills are required to operate and manage the smart and sustainable buildings of the future. The results indicate that changes in the three areas of digitalization, sustainability and entrepreneurship have different characteristics. The interviewees describe rapid changes in these areas, changes that have an unknown end goal. What is asked for in the construction industry seems unreachable. The construction sector cannot fully harvest the benefits of ongoing technological development, and academia is, in the short term, unable to help. Hence, dedicated actors solve the competence need outside traditional university educational programs.

Reflections and Transformations in an Open University

Although Anadolu University is a dual mode higher education institution, it has been acting as an open university since 1982 and offering quality undergraduate education to millions in Turkiye. In 2023-2024 Fall semester, over a million students registered to its traditional distance education programs. Over four decades many changes and advances have happened nationwide and globally. Anadolu has been in a constant transformation mode since the beginning. This paper aims to summarize the major transformations the institution experienced as well as reflections of the stakeholders concerning these transformations.

“Going around it to go into it”: tensions and questions in teacher–researcher work towards a critical translanguaging stance

Abstract This article blends autoethnography with other qualitative research methods to address the following question: what tensions and questions emerged as a white, English-dominant researcher and white, English-dominant teachers co-developed a critical, anti-racist translanguaging stance? The co-development of such a stance occurred through a year-long professional development (PD) series on critical translingual approaches to English teaching (Seltzer, Kate. 2020. “My English is its own rule”: Voicing a translingual sensibility through poetry. Journal of Language, Identity and Education 19(5). 297–311), which, unlike many traditional teacher education and development programs, shifted away from “strategies” and “best practices” and instead centered and aimed to unpack ideologies that lead to deficit perceptions and ways of teaching racialized bi/multilingual students. By drawing on three moments from this PD series, I explore and raise questions about how (or whether) the translanguaging co-stance (García, Ofelia, Susana Johnson & Kate Seltzer. 2017. Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies 18(3). 203–228; Tian, Zhongfeng & Leah Shepard‐Carey. 2020. (Re) imagining the future of translanguaging pedagogies in TESOL through teacher–researcher collaboration. Tesol Quarterly 54(4). 1131–1143) the teachers and I were developing was as explicitly critical and anti-racist as I intended. To delve into these moments, I mesh data from the PD project with scholarship on whiteness, translanguaging, and raciolinguistic ideologies to explore these tensions and reflect critically on my own ways forward in collaborative translanguaging research with teachers.

Diversified Curriculum Innovation for Japanese Language Education in Colleges and Universities under the Deep Learning Model

Abstract This paper constructs a diversified Japanese language course recommendation model based on the autoencoder network model using deep learning, which includes stack autoencoder, self-attention mechanism encoder, and relevance decoder. A system for evaluating the quality of Japanese language education was constructed using hierarchical analysis. The correlation between the Japanese listening test and the degree of innovation of diversified Japanese language education courses and the influence of the innovation of diversified Japanese language education courses on students’ Japanese language performance were analyzed, respectively. The study showed that the correlation coefficient between the Japanese listening test score and the diversified Japanese language education program was 0.865, and the students who received the diversified Japanese language education program scored 7 points higher than the students who received the traditional Japanese language education program.

The Need of Global Understanding and Context: Multicultural and International Perspectives on Teacher Education

This paper examines the issue of lacking global context and international perspectives in the traditional teacher education program and research in the United States through literature review and content analyasis. Current research based on teacher quality, professional development, and teacher education programs have developed based on the U.S. focus, while pre-service and in-service teachers are having an increasingly diverse student population in their classrooms. The lack of appropriate trainings and preparations in developing multicultural and international teaching competence will create instructional barriers between teachers and their multicultural and international students. A more specific question this study poses from the review is the following: what we are missing in teacher education by having a U.S.-focused lens in the teacher education literature.

Digital Cultural Heritage

Session 1: Preserving Memories during the Wartime: Ukraine
 Ulia Gosart, Assistant Professor, School of Information, San Jose State University
 The first session focuses on pedagogical strategies supportive of utilizing and preserving Digital Cultural Heritage. Presented in a case study manner, the panel connects experiences of digital preservation with development of relevant curricula. The case studies include preserving memories during wartime in Ukraine; African American cultural heritage in the southwest of the US; conserving traditional knowledge (TK) and indigenous knowledge (IK) within Indigenous communities in Western Pacific. Each Case can lead to innovative pedagogy possibilities be they emerging as components of traditional educational programs; or exist as elements of innovative teaching centers, and/or growing interdisciplinary collaborations.
 
 Session 2: African American Digital Cultural Heritage through the San Antonio Public Library
 DL Grant jr, Carver Library Branch Manager, San Antonio, TX
 Libraries now transcend more traditional services and resources offering informal gatherings and community events that uniquely uplift the various communities they serve. History harvests, as they are sometimes known, celebrate the cultural heritage of the users leading to preservation of archival matter via digitization. This San Antonio based case study touches on two such services: 1) oral history events that weave stories of the past and document as well as entertain; and 2) a funeral program collection gone digital, making researching African American cultural heritage easier to research. With so much as a cellphone phone one can connect to electronic representations that document families, communities, rituals, institutions and genealogy, to name a few. These library programs encourage donations and help to ensure survivability of cultural heritage.
 
 Session 3: Digital Cultural Heritage and Our Existential Threat
 Cecilia Salvatore: Professor, School of Information Studies, Dominican University
 In communities where their existence is threatened by global climate change, the need for a digital cultural heritage repository is stark and poignant. For example, the small island nations in the Western Pacific, which are responsible for only 0.03% of global greenhouse gas emissions, and yet they are disproportionally facing many of the threats of climate change head on. The communities on these islands are not simply passive towards what’s going on. They want to be equipped with the resources to tackle climate change. And they know that their own traditional knowledge and indigenous knowledge, which has been passed on for hundreds of years, is the most critical resource. The presenter describes TK/IK in the Pacific Islands, some current practices for preserving this knowledge, and the role of digital cultural heritage tools and methodologies.

Using Mobile Gaming in Virtual Physical Education

Recent research in education during the COVID-19 pandemic has revealed several structural inequalities leading to problematic implementation of teaching and learning programs globally. However, while the use of communication technology has been greatly capitalized to bridge the physical distance between teachers and students, certain subjects such as Physical Education (henceforth PE) poses logistical challenges in terms of implementation since it entails actual development of physical skills on the part of the learner. This reflective piece examined the use of mobile gaming as an alternative to traditional Physical education programs. Specifically, we argue that mobile gaming helps develop peer engagement, critical thinking, and communication skills. On the other hand, challenges such as a need to engage in more physical activities, addiction and access to technology were encountered. 

플립러닝 기반 디자인씽킹을 활용한 교육프로그램 개발

Objectives The purposes of this study were to develop and apply a horticultural education program for adults with developmental disabilities(DD) using flipped learning based design thinking, and to verify its educational effectiveness. The goal was to examine the educational effectiveness of the program and provide basic data and insights for the development of educational programs targeting adults with DD, where research on teaching and learning methods has not been well done. Methods The program development was carried out following the procedures of the ADDIE model stages: analysis, design, development, implementation, and evaluation. The developed program was applied to the experimental group, and its effects were analyzed. In order to investigate the effectiveness of the horticultural education program using flipped learning-based design thinking, the educational effectiveness was evaluated through the analysis of empathy ability, self-directed learning ability, and academic achievement of adults with DD. Furthermore, a network text analysis was conducted to explore the frequency and centrality of keywords derived from individual interviews with participants in the experimental group and relevant stakeholders. Results The results of applying the developed flipped learning-based design thinking horticultural education program in this study showed statistically significant increases in empathy ability, self-directed learning ability, and academic achievement of adults with DD compared to before the program implementation. Additionally, through interviews with participants in the experimental group, improvements were observed in their attitudes toward class participation and satisfaction with learning experiences following the program intervention. Based on the results and implications obtained from each stage, the horticultural education program for adults with DD using flipped learning-based design thinking was ultimately completed. Conclusions This study holds significance in the development and validation of a horticultural education program using flipped learning-based design thinking, which is distinct from traditional lecture-based horticultural education programs, specifically targeting adults with DD. There is a need to examine the potential for the establishment of flipped learning-based design thinking as a teaching and learning method not only for adults with DD but also for learners with DD across various age groups.

A mobile augmented reality-integrated oral health education for community dwelling older adults: A pilot study

Providing oral healthcare education can be an optimal strategy for imparting knowledge and developing self-care skills for older adults to enhance their oral health conditions. However, traditional passive lecture-based education programs have several limitations. Integrating mobile augmented reality (MAR) into oral health education can potentially enhance the effectiveness of the education by mitigating those limitations. The objectives of this study are to develop and evaluate the effectiveness of MAR-integrated oral health education. The objectives of this study were to develop and evaluate the effectiveness of MAR-integrated oral health education. Twenty-four older adults from community dwellings participated in this study. The participants received MAR-integrated oral health education once at activity centers. Self-report questionnaires were utilized to assess oral healthcare-related knowledge and self-efficacy, and the usability score of the MAR system. The assessment was conducted before and after the educational program. Data were statistically analyzed using descriptive statistics and paired-t test. The mean scores of oral healthcare-related knowledge and self-efficacy showed a significant increase after the educational program, with P-values of <0.001 and 0.002, respectively. A majority of the participants exhibited a lack of knowledge and self-efficacy regarding the proper selection of toothpaste and interdental brushes. However, there was an improvement after the intervention. The usability score of the system was lower than the average level. MAR-integrated oral health education effectively increases oral health-related knowledge and self-efficacy among community dwelling older adults. Still, the usability of the MAR system needs to be improved. Further investigation of long-term effects and clinical outcomes, and the inclusion of comparative groups are recommended for the future study.

Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status

Abstract Community colleges may face challenges supporting the unique needs of language minority (LM) students whose primary language is not English. Florida provides a unique context for examining whether LM students who are considered underprepared for college-level coursework benefit more from traditional developmental education programs in reading and writing, or reformed programs that allow most students to accelerate or even bypass developmental requirements while providing additional support services. Utilizing statewide data from first-time-in-college students at all twenty-eight Florida College System institutions, we use an interrupted time-series design with an analysis of heterogenous effects to compare first year course-taking outcomes in English before and after Florida's developmental education reform for LM versus non-LM students. We also consider the intersecting identities of LM students by further disaggregating results based on whether students took high school courses in English for Speakers of Other Languages (ESOL), and for native-born versus foreign-born students. The findings suggest that while the reform's benefits are similar for LM and non-LM students overall, there are important differences among LM subgroups indicating that ESOL and foreign-born students may benefit most.

The effectiveness of an interdisciplinary postgraduate-taught program in terms of employability

The business sustainability of technological companies such as those operating in the extractive sector requires multi-faceted talented individuals able to invent and deploy cutting-edge technologies, minimize environmental footprint, secure financial stability, achieve and maintain the social license to operate, among other challenges. These requirements echo those needed for addressing grand challenges such as the Sustainable Development Goals presented by the United Nations. However, traditional educational programmes are structured within the silos of well-defined academic disciplines. This lag between industrial need of individuals proficient in a variety of disciplines, and the professional figures prepared by most academic establishments could be due to a combination of several factors, including (a) the difficulty of offering programmes that require expertise from across several academic departments, and in some cases universities; (b) the perceived lack of interest among students for learning about interdisciplinary challenges; and (c) the possibility that graduates from interdisciplinary programs might not be easily hired by corporations operating in related disciplines. Reflecting on the efforts required to establish the postgraduate masters’ program in ‘Global Management of Natural Resources’ (GMNR), we suggest a possible pathway to overcome the first of these hurdles. After five years of offering the GMNR program, we assess the latter two perceived hurdles using the responses to a questionnaire distributed among the graduates. In particular, we quantify whether the graduates have experienced benefits or hurdles in their professional careers directly related to their graduation from an interdisciplinary program. The results could help the community develop and when necessary improve interdisciplinary programs, which could allow industries to overcome their future challenges, and perhaps contribute to achieve the UN Sustainable Development Goals.

Taking Developmental Education Reform to Scale: How Texas Institutions Responded to Statewide Corequisite Implementation

In response to concerns about the additional costs and time-to-degree associated with traditional developmental education programs, several states and postsecondary systems have implemented corequisite reform where academically underprepared students take both a developmental education course and college-level course in the same subject area within a single semester. Texas is one of the first and most diverse states to require all public institutions to scale-up corequisite developmental education. In this study, we use longitudinal survey data from the population of public two-year and four-year colleges and universities in Texas to examine heterogeneity in institutional responses to implementation of a statewide corequisite developmental education reform throughout the 4-year scale-up timeline. We provide insight into how challenges, costs, and data-informed efforts differ for postsecondary institutions that were compliant versus non-compliant with the annual statewide targeted participation rates for corequisite enrollment. We conclude with implications for policy and practice to better support statewide corequisite developmental education reform.

Centering educators of color in teacher preparation

Traditional teacher education and alternative teacher preparation programs struggle to recruit and retain prospective and early-career educators of color. To address this challenge, Jalene Tamerat and Clifford Lee recount their experiences as teachers and teacher educators-of color. They propose a reframing of pedagogies, curricula, and programmatic structures so they will more effectively center the cultural assets and critical perspectives among future educators of color. They share their personal reflections and offer an overview of the current educational landscape to contextualize and ground their recommendations for how teacher training programs can be more attuned to the needs of teacher candidates from minoritized and historically marginalized backgrounds.

Evaluating the Outcomes of Human-Centered Design in a Virtual Program Development Higher Education Course

Societal changes brought about by the COVID-19 pandemic have shown the importance of both intrapersonal and interpersonal skills in virtual environments. Two midwestern university instructors joint-taught their spring 2021 agricultural education and training program development courses, bringing students together in virtual teams during the pandemic. Course content included human-centered design (HCD) practices (a problem-solving approach focused on the end-user) applied to traditional models of education and program planning. Previous research from other fields has shown that HCD helps students become more empathetic, collaborate in more meaningful ways, and appreciate the need to adapt their points of view. Students in this training program development course completed a retrospective pre-posttest survey about their perceptions of skills associated with HCD. Overall, the course had a significant impact on skills associated with human-centered design. Further research should be conducted to explore human-centered practices applied to traditional education and training program planning models.

Development of Teacher Education Candidates’ Self-Efficacy for Culturally Responsive Teaching Through Extended Clinical Experiences

ABSTRACT Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of an embedded internship in culturally- and linguistically-diverse elementary schools on self-efficacy for culturally responsive teaching. The results indicated candidates who participated in the internship demonstrated differences in self-efficacy for culturally responsive teaching that were significantly different in comparison to candidates who completed the traditional teacher education program. Implications are discussed as related considerations for teacher education programs as they seek to structure clinical experiences with focused opportunities for mastery experiences and relationship-building.

Overcoming the Challenges of COVID-19 by Hospitality Educational Administrators: A Grounded Theory Approach

The coronavirus pandemic has affected all walks of life across the globe. Higher education institutions confronted multiple challenges and disruptions in teaching and learning. However, the challenges hospitality education administrators need to resolve are distinct compared to other traditional higher education programs. This study aimed to understand the experiences and responses of hospitality educational administrators under crisis. The findings of the study are expected to assist hospitality education institutions to be prepared and respond better to any crisis in the future. To understand the challenges faced and strategies adopted by hospitality educational administrators, we interviewed 23 hospitality administrators across India. We have adopted a grounded theory approach to describe the challenges and strategies the hospitality educational administrators adopted. The analysis of data through the grounded theory approach yielded five main themes: antecedents that influenced the hospitality educational administrators’ response to the crisis, approaches toward strategies, strategies adopted to manage the crisis, perspectives of the consequences of strategies adopted, and intervening conditions that influenced the administrators’ choice of strategies. The result indicates that hospitality educational administrators need to be proactive. They have to create a crisis management system, adopt technology in teaching and learning, and engage with all stakeholders to manage the crisis. This study has multiple implications for hospitality educational administrators, policymakers, and researchers in educational administration.

Project Model in The Engineering Universities: Perspectives and Problems

The purpose of this article is to analyze ways to integrate the project approach into educational programs, taking into account the experience of Russian and foreign universities. An analysis of the research problem field has shown that over the past 10 years higher education institutions have significantly changed the traditional educational programs moving to open curricula, as well as project and problem-based approaches. In general, the modification of educational programs is aimed at strengthening their practice orientation to real industrial cases. The novelty of the work can be expressed by systematic analysis of various approaches to integrate project method into the educational models of the following universities: Singapore University of Technology and Design (SUTD); Olin College of Engineering; Aalborg University; TU Delft Iron Range Engineering; Singapore Polytechnic University. Over the past few years, the concept of the traditional implementation of project activities has been modified to the direction of the company-formulated projects, as well as interdisciplinary projects, where the education is student-centered. Methodology and research methods. When writing this article, the scientific basic method of theoretical and empirical research was used: methods of monographic research, questionnaire survey, methods of working with specialized software products, Internet sources, methods of analysis, synthesis, comparison, induction, and deduction.

CADETS' MOTIVATION FOR MOTOR ACTIVITY AS AN IMPORTANT FACTOR IN IMPROVING THEIR HEALTH.

Aim: To investigate cadets' motivational priorities for physical exercises and sports in the process of their training and the dynamics of their health indicators. Materials and methods: The research was conducted at the National Academy of Internal Affairs in 2018-2022. The research of motivational priorities involved 372 male cadets from the 1st to the 4th instructional years aged 17 to 22. Two groups were formed to investigate the state of cadets' health: group A (n = 39) included motivated cadets who were additionally engaged in sports, group B (n = 66) was represented by insufficiently motivated cadets who undertook training according to the traditional physical education program and did not additionally engage in physical exercises and sports. Results: It was found that the motivational priorities of cadets for physical exercises and sports vary depending on the instructional year. Group A cadets showed a significantly better level of health than those from group B, by 2.98 points (p ≤ 0.001) during the 4th instructional year. Conclusions: A high level of cadets' health formed in the process of physical exercises and sports during training will contribute to the mastering of the educational program and, in the future, will ensure the effectiveness of their service activities. Therefore, the formation of cadets' conscious motivation for motor activities during training in order to improve their health is an important task of higher educational institutions.

The Prospects for Recognition of Economics Specialties and Digital Assessment of a Scientist in Ukraine

Scientific research on the prospects for the development of education and science in Ukraine in the context of European integration and information transformation is considered at almost every scientific conference and is present in government decisions of the Ministry of Education and Science of Ukraine. However, there are still many unsolved questions (and often debatable) about the prospects for recognizing economics specialties in the new system of adaptation to the International Standard for the Classification of Education, which requires detailed revision. Simultaneously, given the positive trends in the development of the digital economy in Ukraine, we believe that it is worth exploring the possibility of developing a methodological approach to the digital assessment of a scientist. The article considers the analysis of economics specialties that were enshrined in the system of higher education in Ukraine before 2015 and further on, taking into account adaptation to international standards. However, blind copying of foreign standards has buried alive the economic science itself, which was based on marketing, accounting and auditing, and finance. Therefore, the publication presents a graphical model of the relationship between economics specialties through the analysis of the fundamental understanding of its individual directions. It is also emphasized that it is necessary to enshrine in the economic science the specialty «Management (by kinds of economic activity)» at the master’s and doctoral levels of higher education. This can be justified by the fact that not all specialists in a particular sector of the economy (educators, employees of health care institutions, etc.), although they are professionals in their field, due to the lack of knowledge in various disciplines of management and economics, can be efficient managers. Management is one of the directions of economic science, the subject of study of which is the search for methods of rational organization of the production system on the basis of marketing, financial and accounting support for the creation and realization of consumer value and obtaining the planned profit. The number of higher education institutions in each region allows creating new and improving traditional educational programs directly for the specific features of regional business. Thus, further research should be aimed at studying individual educational programs of economic specialties in the regions of Ukraine in order to form a national strategy for the development of higher education for subsequent years. Regarding the development of scientific research in the context of the formation of a digital society, we propose to create a web platform for assessing the scientific activities of scientists based on the results of conferences, seminars or forums on the basis of the Ministry of Education and Science of Ukraine (MES) in cooperation with other educational and scientific organizations. The algorithm of actions should be as follows: an educational and scientific organization coordinates with the MES the relevant scheduled conference; a scientific platform is created on the website of the MES, where interested conference participants register personal pages and which are open to other registered participants; the latter send materials to the educational and scientific organization holding the conference; the educational and scientific organization forms a scientific manual in electronic format, each article of which is displayed simultaneously on the personal page of the conference participant; in the future, each registered participant may, if desired, express his own scientifically based comment and rate for this material (0–100 points). Therefore, further scientific research should be aimed at determining the classification criteria in establishing points for scientific material in accordance with the assessment «Excellent, can be implemented (90–100 points)» to «Unsatisfactory, requires significant revision (up to 50 points)».