Objectives The purposes of this study were to examnin college students’ educational needs for the development of career adaptability program. Methods To accomplish this purpose, a survey was conducted with 149 students at D university. We were analysed by the difference between impoartance and performance and were confirmed their educational needs using IPA. Results As a result for the study: first, we were confirmed the educational needs of career adaptability because of the importance of career adaptability was higher than the performance of career adaptability. Second, According to the IPA, the career adaptability factors with the highest priority in the eucational needs were career preparation behavior and social resource utilization ability. Third, Factors in the maintained and strengthened area were career goal adjustment ability and social responsible behavior. Fourth, Factors career adaptability with relatively low educational needs were found self-understanding, work environment exploration, and positive career beliefs. Conclusions Those results will suggest basic directions to development of the career adaptability program at college.

= 53) using the non-equivalent group pretest-posttest design, followed by a program satisfaction survey. This study is meaningful in that it developed an online program to help college students improve career adaptability and identified its effectiveness. This study yielded two results. First, it successfully developed a career adaptability improvement program for undergraduate students, wherein the career development tasks, and the sub-factors of career adaptability were organically interlinked. Second, it verified the statistically significant differences in the career adaptability scores among the experimental, comparison, and control groups. The highest mean score was obtained by participants in the experimental group, followed by the comparison and the control group.

The purpose of this study was to gather opinions from experts via the Delphi method to inform the future development of a virtual reality based English language communication program for university level students in Korea. The participants, who consisted of a panel of experts and professors who majored in English language and multimedia education, completed three Delphi surveys based on Context, Input, Process, and Product evaluation, which is referred to as CIPP. In the first Delphi survey, the participants answered multiple choice questions and open-ended questions related to four areas relevant to the development of a virtual reality based program. Based on their answers, a second Delphi survey was designed to determine the participants' level of agreement with the appropriateness of the questions related to the four areas. In the third Delphi survey, participants were shown the results (mean, standard deviation, median, interquartile range, consensus chart, and convergence degree) and were asked to confirm or modify their answers based on the other participants' answers. According to the analysis of the Delphi survey results, need for the development of a virtual reality based English language communication program was suggested, and recommendations were made regarding the content and application of the program.

목적 본 연구의 목적은 교직교과목에 e-PBL을 적용한 수업모형으로 운영한 후 학습의 성과를 분석하는 것이다. 방법 이러한 연구목적을 살펴보기 위하여 교육심리학 수업에 e-PBL을 적용한 수업모형을 개발하고 수강생 30명을 대상으로 수업전과 수업후의 문제해결능력, 협력적 자기효능감, ARCS 학습동기, 학습성과의 차이를 살펴보았다. 또한, e-PBL수업에 대한 개선방안을 도출하기 위하여 수업에 대한 심층면담을 실시했다. 결과 연구결과 첫째, e-PBL 수업전보다 수업후에 학습자의 문제해결능력, 협력적 자기효능감, ARCS 학습동기의 대부분의 하위요인이 향상된 것으로 나타났다. 둘째, e-PBL 수업에 대한 만족도와 인지된 학습성과는 높은 것으로 나타났다. 셋째, e-PBL 수업에 대한 1)학습상황 분석, 2) 필요성과 효과에 대한 인식, 3)교육내용 및 방법. 4) 성찰 및 활용(개선)방안의 요인에 대한 심층면담이 수행되었다. 결론 이 연구는 교직교과목에서 e-PBL 수업설계 및 운영에서 고려해야 하는 교육적 시사점을 제공했다는데 의의를 지닌다.

Objectives The purposes of this study were to examnin college students’ educational needs for the development of career adaptability program. Methods To accomplish this purpose, a survey was conducted with 149 students at D university. We were analysed by the difference between impoartance and performance and were confirmed their educational needs using IPA. Results As a result for the study: first, we were confirmed the educational needs of career adaptability because of the importance of career adaptability was higher than the performance of career adaptability. Second, According to the IPA, the career adaptability factors with the highest priority in the eucational needs were career preparation behavior and social resource utilization ability. Third, Factors in the maintained and strengthened area were career goal adjustment ability and social responsible behavior. Fourth, Factors career adaptability with relatively low educational needs were found self-understanding, work environment exploration, and positive career beliefs. Conclusions Those results will suggest basic directions to development of the career adaptability program at college.

= 53) using the non-equivalent group pretest-posttest design, followed by a program satisfaction survey. This study is meaningful in that it developed an online program to help college students improve career adaptability and identified its effectiveness. This study yielded two results. First, it successfully developed a career adaptability improvement program for undergraduate students, wherein the career development tasks, and the sub-factors of career adaptability were organically interlinked. Second, it verified the statistically significant differences in the career adaptability scores among the experimental, comparison, and control groups. The highest mean score was obtained by participants in the experimental group, followed by the comparison and the control group.

The purpose of this study was to gather opinions from experts via the Delphi method to inform the future development of a virtual reality based English language communication program for university level students in Korea. The participants, who consisted of a panel of experts and professors who majored in English language and multimedia education, completed three Delphi surveys based on Context, Input, Process, and Product evaluation, which is referred to as CIPP. In the first Delphi survey, the participants answered multiple choice questions and open-ended questions related to four areas relevant to the development of a virtual reality based program. Based on their answers, a second Delphi survey was designed to determine the participants' level of agreement with the appropriateness of the questions related to the four areas. In the third Delphi survey, participants were shown the results (mean, standard deviation, median, interquartile range, consensus chart, and convergence degree) and were asked to confirm or modify their answers based on the other participants' answers. According to the analysis of the Delphi survey results, need for the development of a virtual reality based English language communication program was suggested, and recommendations were made regarding the content and application of the program.

목적 본 연구의 목적은 교직교과목에 e-PBL을 적용한 수업모형으로 운영한 후 학습의 성과를 분석하는 것이다. 방법 이러한 연구목적을 살펴보기 위하여 교육심리학 수업에 e-PBL을 적용한 수업모형을 개발하고 수강생 30명을 대상으로 수업전과 수업후의 문제해결능력, 협력적 자기효능감, ARCS 학습동기, 학습성과의 차이를 살펴보았다. 또한, e-PBL수업에 대한 개선방안을 도출하기 위하여 수업에 대한 심층면담을 실시했다. 결과 연구결과 첫째, e-PBL 수업전보다 수업후에 학습자의 문제해결능력, 협력적 자기효능감, ARCS 학습동기의 대부분의 하위요인이 향상된 것으로 나타났다. 둘째, e-PBL 수업에 대한 만족도와 인지된 학습성과는 높은 것으로 나타났다. 셋째, e-PBL 수업에 대한 1)학습상황 분석, 2) 필요성과 효과에 대한 인식, 3)교육내용 및 방법. 4) 성찰 및 활용(개선)방안의 요인에 대한 심층면담이 수행되었다. 결론 이 연구는 교직교과목에서 e-PBL 수업설계 및 운영에서 고려해야 하는 교육적 시사점을 제공했다는데 의의를 지닌다.

In the case of Korea, the reason why the public is very interested in the education system related to the university entrance exam is that the university entrance exam is evaluated as a big factor influencing life, such as those who graduated from prestigious universities occupying a superior position in society in terms of employment. On the other hand, in Canada, the university entrance policy is not discussed in the public debate. This is because the goal of Canadian school education is to strengthen students’ competencies and vocational training for social advancement. Therefore, in this study, the characteristics of Canada’s education system and university entrance examination were examined, and through this study, the implications for the improvement of our university entrance examination system were investigated. This study emphasizes the universality of Korea’s university education as in the case of Canada at a national quality level.