ScholarWorks@Korea University: PARK, Inn woo

Detailed Information

PARK, Inn woo (박인우)

College of Education (Department of Education)

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Tel 02-3290-2303
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학업성취도:11||academic achievement:7||elearning:5||이러닝:5||자기주도학습:4||EBS:4||Satisfaction:4||selfdirected learning:4||수업설계:4||TPACK:4||창의성:3||instructional design:3||teaching competency:3||학습전략:3||Creativity:3||teaching presence:3||instruction:3||원격교육:3||초등교사:3||대학교육:3||만족도:3||administrative staff:3||competence:3||good instruction:3||요구분석:3||학습효과:3||교수실재감:3||eLearning:3||Teaching Presence:3||수업태도:3||수업:3||Digital Literacy:2||KMOOC:2||Technology Acceptance Model:2||협동학습:2||대학 교육과정:2||index:2||satisfaction of liberal education:2||future classroom:2||Multimedia:2||learner’s participation:2||measuring the participation:2||참여도:2||교수역량:2||Content Revision:2||Content Reuse:2||Instructional Effects:2||secondary education:2||Learner Variables and Design Variables:2||Media in education:2||Presence:2||실재감:2||Flipped learning:2||Information System Success Model:2||스마트로봇:2||초등학교:2||effectiveness:2||메타분석:2||higher education:2||사이버대학:2||강의평가:2||basic psychological needs:2||The Attitude of Adult and Continuing Education:2||Learner Participation Level and Satisfaction Level:2||Outsourcing:2||과제관리:2||coteaching:2||지식정보처리역량:2||학습 만족도:2||Learning Satisfaction:2||teacher efficacy:2||college curriculum:2||assessment frame:2||students ratings of teaching:2||student ratings of learning:2||consistent response:2||college teaching:2||교수 실재감:2||instructional strategy:2||ulearning:2||Future Classroom:2||Content Analysis:2||professionalism:2||teacher competency:2||knowledge and information processing competency:2||매개효과:2||class attitude:2||latent mean analysis:2||기술수용모델:2||교사효능감:2||교사:2||relatedness:2||support for autonomy:2||middle school student:2||participation in instruction:2||participation:2||effective teacher:2||Transfer Outcomes:2||Completion Outcomes:2||task management:2||잠재평균분석:2||Programming Education:2||Higher education:2||학사행정관리자:2||learning environment:2||학습자 참여:2||수업참여:2||technologyenhanced classroom environments:2||teaching and learning practice:2||degree of participation:2||participation scale:2||Interactive Media:2||earning achievement:2||Development Types of eLearning:2||관심도:2||HRD:2||learning achievement:2||online evaluation:2||KOCW:2||learner participation in instruction:2||autonomy:2||constructivism:2||미래교실:2||effective instruction:2||Career Planning:2||Web Based Online Discussion:2||latent profile analysis:2||동영상 유형:2||사교육비 지출:2||Elementary School:2||IPA:2||교수:2||checklist:2||liberal education:2||OCW:2||Secondary School Classroom:2||eLearning of Cyber Universities:2||학습적응성:2||측정도구 개발:2||고등학생:2||학습목표:2||OER:2||Teacher:2||좋은 수업:2||teacher evaluation:2||Discriminant Analysis:2||Selfdevelopment:2||Flipped class:2||learning adaptability:1||학업성취:1||parents’ educational level:1||플립드러닝:1||Instructional competency:1||교육정보화기기 활용:1||기업 이러닝:1||mathematical efficacy:1||교과흥미:1||Professional learning community:1||teacher cooperation:1||multigroup analysis:1||Academic performance of University:1||교육성과 요인:1||교사특성:1||교수학습 활동:1||science teaching:1||class size:1||수강신청 기준:1||수강 동기:1||Field Training:1||Korea DUAL System:1||Latent Growth Model:1||SMART Education:1||concepts of SMART Education:1||status of SMART Education:1||Collaborative writing:1||Second language writing:1||프로그래밍 교육:1||교육과정 운영 평가:1||Multidimensional scaling:1||법사랑 사이버랜드:1||‘Law love cyber land’:1||Blended learning:1||교육과정 지원 방안:1||faculty:1||cultural capital:1||교육방법연구:1||advanced proposals for educational methodology:1||structural equation model:1||instructorstudent interaction:1||인지전략:1||자기평가:1||학습자 특성:1||관계성:1||중학생:1||회귀분석:1||멀티미디어:1||성찰 유형:1||Group work:1||웹 기반 협동학습:1||상호작용매체:1||posttenure review. monetary incentives:1||수료점수:1||학습자 중심 수업 인식:1||Priority Decision:1||우선순위 선정:1||문제점:1||개선방안:1||participation variables:1||Subtitles:1||정신전력교육:1||Borich formula:1||Elementary school student:1||K12:1||포커스 그룹 인터뷰(FGI):1||기술 수용과정:1||Theory  of  Planned  Behavior:1||교육전문직:1||비디오 포트폴리오 평가:1||performance evaluation tool:1||활동이론:1||Activity Theory:1||비교과 프로그램:1||과학 수업:1||class participation:1||좋은 수업의 기준 변화:1||relationship formation:1||learning strategy level:1||professional development:1||Flow:1||the use of information and communication technologies:1||mediating effects:1||Organizational Commitment:1||Human Capital Corporate Panel(HCCP):1||정보시스템성공모델:1||Quality of KMOOC:1||Academy:1||Industry:1||NCSBased Recruitment:1||Core Competency:1||Visual cue:1||Age:1||classroom atmosphere:1||수업방식:1||대학 교육성과:1||cooperative learning:1||질적 사례 연구:1||수업코칭:1||교수법 유형:1||teaching practices:1||course selection:1||course selecting factors:1||델파이 조사:1||Digital Divide:1||정보격차:1||Khan Style video:1||preservice teacher:1||curriculum management:1||elearning readiness:1||IPTV VOD Usage Behavior:1||Concept map analysis:1||afterschool:1||교육방법:1||학습환경:1||Computer SelfEfficacy:1||regular classroom:1||learning objectives:1||Metadata standards in higher education:1||Englishmedium teaching:1||자율성:1||비판적 성찰:1||참여측정:1||Interdependence:1||사회연결망분석:1||교육에 대한 태도:1||성과급제:1||cooperation between industry and academy:1||MetaAnalysis:1||직업자기인식:1||연구역량 진단:1||Research Competency Assessment:1||비대면 학습:1||형성적 연구:1||teacher’s perception:1||효과:1||Analytic Hierarchy Process:1||원격수업 참여단계:1||Educational videos:1||The Locus for Focus 모델:1||Needs analysis:1||Level 1&2 groups:1||실재감 지각:1||Topic modeling:1||instructor:1||교사교육:1||Technology Integration:1||AI･디지털 기반 수업:1||디지털 리터러시 역량:1||Technology  Acceptance  Process:1||Video conferencing platform:1||메타버스 플랫폼:1||방해요인:1||활성화 방안:1||artificial intelligence convergence education:1||활동체제:1||Extracurricular Program:1||Prestudy:1||facetoface instruction:1||instruction evaluation:1||학부모 인식:1||기대:1||초등 학부모:1||learning strategy:1||관계형성:1||부모학력:1||Need analysis:1||corporate eLearning:1||Transfer of Learning:1||mathematical interest:1||NCS:1||강의 유형:1||연령:1||homework feedback:1||숙제 피드백:1||수업분위기:1||HESA:1||Factors for academic performance:1||의사소통중심 교수법:1||Teacher characteristics:1||Student's attitude:1||teachinglearning method:1||instructional resources:1||수업 선택 요인:1||수강신청 요인:1||현장실습:1||잠재성장모형(LGM):1||attributes of SMART Education:1||Class participation:1||Computer aided language learning:1||Smart Robot:1||학습만족도:1||learning satisfaction:1||Video Segmenting:1||교원핵심역량:1||notebook computer:1||college student learning:1||IPTV:1||강의계획서:1||교수이론:1||수업이론:1||수업설계이론:1||오프라인학습:1||Programming:1||평가틀:1||computer use:1||repeated MANOVA:1||교양교육:1||중등교실:1||성찰:1||measurement of interaction:1||상호작용 지각:1||interaction of learnerinstructor:1||학습 참여:1||Tenure 후 심사:1||Competencybased curriculum:1||R&D personnel training:1||역량기반 교육과정:1||교사평가:1||위탁 개발:1||문제/프로젝트 기반 학습PBL (Problem/ProjectBased Learning):1||전공직무 일치도:1||university career and employment programs:1||participation stage of distance education:1||Learning comprehension:1||1수준 및 2수준 집단:1||Priorities:1||Perception of presence:1||교육공학:1||연구동향:1||instructional media:1||systematic literature review:1||수업방법 선택 기준:1||학습자 질문:1||Lerner's question:1||questioninhibiting factor:1||military academy:1||생성형 AI:1||Generative  AI:1||Metaverse platform:1||Inductive Analysis:1||Informal learning:1||AI 기반 맞춤형 교육:1||선도교사:1||Development of Measurement Instrument:1||학습지:1||Pedagogical issues:1||AI digital textbooks:1||collaborative learning style:1||factor of graduate students’ satisfaction:1||수업역량:1||class recognition:1||수업 인식:1||2015 개정 교육과정:1||confirmatory factor analysis:1||학습몰입:1||수학선행학습:1||교과효능감:1||AcademiaIndustrial:1||교과:1||Academic Achievement:1||class improvement activities:1||전문적 학습공동체:1||teaching method:1||communicationcentered teaching method:1||수업장학:1||수업컨설팅:1||교수학습방법:1||teaching and learning activity:1||course selecting standards:1||Appraisal Criteria:1||Delphi Survey:1||평가준거:1||스마트교육의 속성:1||Video Lecture:1||Daycare Program:1||Video for Children:1||VOD(Video on Demand) for Children:1||대학 수업:1||다차원척도분석:1||instructional theory:1||Metaanalysis:1||Class satisfaction:1||문화자본:1||Internet use:1||교육방법 동향과 과제:1||Types of Task:1||Cyber university:1||learner characteristics:1||Cyber University:1||유능성:1||교수전략:1||유러닝:1||selfdirected learning readiness:1||문제중심학습(ProblemBased Learning):1||PBL(problembased learning):1||perceived interaction:1||상호의존성:1||이러닝:1||연구원 역량:1||연구인력 교육훈련:1||교사 역량:1||웹기반 실시간 온라인 토론:1||대학생활만족도:1||직장만족도:1||인문학 연구절차모형:1||A Military School:1||좋은수업의 요구분석:1||협동학습 구조:1||Cooperative Learning Structure:1||계층화분석:1||Autosubtitles:1||Cognitive load:1||The Locus for Focus Model:1||반복측정 분산분석(RM ANOVA):1||지속사용의도:1||대학 교양교육:1||Words:Liberal arts courses:1||elementary school teacher:1||Focus group interview:1||예비교사:1||Technological Pedagogical and Content Knowledge:1||AI and digitalbased lessons:1||focus group interview(FGI):1||Elementary  School  Teachers:1||Awareness of Smart Device Utillization:1||High School Teacher:1||necessity:1||activation methods:1||매개효과 분석:1||Program Satisfaction:1||예습:1||recorded videos:1||parental perception:1||학습전략 수준:1||leadership:1||class operation:1||Perceived Organizational Support(POS):1||mathematics prerequisite learning:1||Intention to take:1||대학알리미:1||teambuilding:1||모둠세우기:1||대학교육의 질 제고:1||university education:1||types of teaching methods:1||improvement of the quality of university education:1||challenges:1||course registration:1||Field Learning:1||현장학습:1||일학습 병행제:1||스마트교육 구현 실태:1||SNS for language learning:1||사회적 단서:1||Learning effects:1||프로그래밍교육:1||교육과정 운영:1||evaluation of curriculum management:1||indicator of college curriculum soundness.:1||유아 동영상:1||instructional design theory:1||블렌디드 러닝:1||고등교육:1||student engagement:1||인터넷 사용 형태:1||the parents’ concern:1||Learning Styles:1||Chinese Learning:1||평가지표:1||평가목록표:1||구조방정식:1||teachinglearning:1||school:1||Policy:1||자율성지지:1||Achievement:1||Tenure:1||미국:1||tenure:1||대학이러닝:1||대학교육 혁신:1||진로경험:1||대학교육만족도:1||University education satisfaction:1||학생의 실수에 대한 교사의 인식:1||A Need Analysis of Good Instruction:1||온라인 협동학습:1||Cooperative Learning:1||improvement plan:1||협력수업:1||relative importance:1||수업 주제:1||Distance Learning:1||Continuance Intention:1||Learning goal:1||키워드 네트워크 분석:1||교육적매체:1||조건:1||conditions:1||실행형태:1||Innovation configuration(IC):1||perceptions:1||계획행동이론:1||필요성:1||mediation analysis:1||Activity System:1||비교과 프로그램 만족도:1||worksheets:1||standards for good instruction:1||changes in student perceptions:1||Teaching/learning strategies:1||잠재프로파일분석:1||graduate students’ satisfaction:1||adaptability of learning:1||중학교 교사:1||스마트패드 기반 학습:1||디지털 리터러시:1||인터넷 학습:1||조직지원 인식:1||조직몰입:1||이러닝품질:1||시각적 단서:1||수업개선활동:1||다집단분석:1||collaborative learning:1||qualitative case study:1||Instructional Coaching:1||Instructional Consulting:1||개념 분석:1||구조관계분석:1||대학수업:1||motivation for taking courses:1||multimedia learning:1||동영상 분절:1||SMART Robot:1||사례연구:1||중등예비교사:1||교육과정 건전성 지수:1||학습자참여:1||IPTV(Internet Protocol Television):1||lerning effect size:1||교육과정 편성 및 운영:1||방과후학교:1||선형성장모형(Linear Growth Model):1||educational methodology:1||research of educational methodology:1||Facebook:1||교수자학습자 상호작용감:1||student 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