ScholarWorks@Dongguk University: Shin, Na min

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Shin, Na min (신나민)

College of Education (Department of Education)

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Tel 02-2260-3400
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AI:3||AI ethics:3||flipped learning:2||SNS fatigue:2||Class size:2||디지털 리터러시:2||AIbased interview:2||Learning flow:2||플립드러닝:2||OER:2||University students:2||Aggression:1||Alberta:1||Arizona:1||Artificial Intelligence:1||Artificial Moral Agent:1||Artificial intelligence:1||Artificial moral agent:1||Attitude towards AIbased interview:1||Attitudes Towards Handwriting:1||Augmented reality:1||ChatGPT:1||Children’s Dharma Teacher:1||Chinese students' attitude towards learning:1||Chinese students' overseas learning experiences:1||Class facilities:1||Classroom atmospheres:1||Classroom environment:1||Classroom size:1||Concentration in class:1||Concept mapping analysis:1||Content:1||Creative drama:1||Cyberbullying:1||Depression:1||Dharma Children’s Meeting:1||Educational drama/theatre:1||Educational effectiveness:1||Effects of mindsubtraction meditation:1||Elementary School:1||Elementary school students:1||Empathy education.:1||English free writing:1||Experiencebased safety education:1||Forum theatre:1||Free semester policy in middle school:1||Gender:1||Handwriting:1||Handwriting Practice:1||Happiness Index:1||Hierachical cluster analysis:1||High School Students:1||Indivisualized learning:1||Instructional design:1||Instructional method:1||Internet safety education:1||Intervention effects:1||Kakaotalk:1||Kazakhstan education:1||Ma umSuryun meditation:1||Maker Education:1||Management:1||Media literacy:1||Middle School Students:1||Middle school students:1||Mind subtraction meditation:1||MindSubtraction Meditation:1||Multicultural education.:1||Multimensional scaling:1||Mutual assistance learning:1||OER Platform:1||OER 플랫폼:1||Online games:1||Open Educational Resources:1||Optimization Method:1||Optimization method:1||Peer group interaction:1||Peer relationships among multicultral adolescents:1||Perception of AI Interview:1||Perceptions of AI:1||RSDA Model:1||RSDA model:1||RSDA 모델:1||Realtime online class:1||Robot Ethics:1||Robot ethics:1||Robot teacher:1||SNS:1||SNS media:1||Safe Nest Effect (SNE):1||Safety attitudes:1||Safety knowledge:1||Safety practices:1||Salivary cortisol:1||Scale development:1||School facilities:1||School satisfaction:1||Schoolbased meditation:1||Schoolbased meditation courses:1||Schoolbased meditation program:1||Self reflection:1||Selfreflection:1||Semantic Differential Scale:1||Simulation education:1||Smart media:1||Smartphone:1||Social anxiety:1||Stress:1||Strong AI:1||Student safety experience facilities:1||Subjective wellbeing:1||TMSI Model:1||TMSI 모형:1||TV time:1||TV 시청시간:1||Teacher Competencies:1||Teacher Evaluation Process:1||Teacher Policy:1||Teacher education:1||Technology:1||University Admission Examination:1||University admission:1||Virtual reality:1||Weak AI:1||academic emotion:1||adolescent:1||and digital  competence:1||and satisfaction with life:1||attitude towards video use:1||augmented reality:1||college students:1||college students’ employment:1||creativity training effect:1||cultural selfconstrual:1||cyber confidence:1||cyber violence:1||cyberbullying:1||dental education:1||digital  literacy:1||digital  technology  acceptance  intention:1||digital literacy:1||dislikeplace:1||distraction:1||dropout in higher education:1||epistemological belief:1||extended reality:1||flow:1||foreign students:1||forgiveness:1||future teacher:1||game time:1||gender difference:1||group creativity training:1||group dynamics:1||healthcare education:1||high sc hool students:1||innovation diffusion theory:1||innovation school:1||institutional support:1||integrative literature review:1||learning  agility:1||likeplace:1||major difference:1||media convergence:1||media literacy education:1||medical education:1||metaanalysis:1||mixed reality:1||multitasking:1||multigrade class:1||multigrade classroom:1||nursing education:1||online class at university:1||online learner:1||other behavior:1||pedagogy in university:1||preservice teacher:1||preservice teacher training and education:1||school life satisfaction:1||school satisfaction:1||school space:1||secondary  school  teacher:1||selfresilience:1||sense of place:1||student emotion in class:1||systematic review:1||teaching efficacy:1||teachinglearning environment:1||technology acceptance model:1||training style:1||university instructors:1||university students' emotion:1||video conference fatigue:1||video on/off:1||virtual reality:1||withdrawal in high:1||게임 시간:1||계열차:1||고등교육:1||고등학생:1||공감교육:1||공개교육자원:1||공조학습:1||교사교육:1||교수학습 환경:1||교수용 로봇:1||교수학습방법:1||교수효능감:1||교실 분위기:1||교실시설:1||교실크기:1||교실환경:1||교원 역량:1||교원정책:1||교원평가제도:1||교육 효과성:1||교육연극:1||기술:1||기술수용모델:1||내용:1||다문화 교육:1||다문화 청소년의 또래관계:1||다중회귀분석:1||대학 중도탈락:1||대학교수법:1||대학교수자:1||대학생:1||대학생 감정:1||대학생 취업:1||대학온라인수업:1||디지털 역량:1||디지털기술 수용의도:1||딴짓:1||또래집단 상호작용:1||로봇 교사:1||로봇윤리:1||마음빼기 명상수업:1||마음수련 명상:1||멀티태스킹:1||메이커 교육:1||몰입:1||미래 교사:1||복식수업:1||복식학급:1||불호장소:1||비디오 사용에 대한 태도:1||비디오 켜기/끄기:1||사이버 자신감:1||사이버 폭력:1||삶의 만족도:1||선호장소:1||성차:1||수업 시간의 학생 감정:1||수업집중도:1||실시간 온라인 수업:1||안전 실천:1||안전 지식:1||안전 태도:1||애리조나:1||앨버타:1||어린이 법회:1||어의차이척도법:1||예비교사교육:1||온라인 학습자:1||운영:1||유학생:1||인공윤리에이전트:1||인공지능:1||인공지능 교사:1||인공지능 면접:1||인공지능 윤리:1||인공지능 채용:1||인식론적 신념:1||인터넷 사용교육:1||자기인식:1||자아성찰:1||자아탄력성:1||자유학기제:1||장소성:1||조직의지원:1||주의분산:1||중국인유학생:1||중등교사:1||중등예비교사:1||중학생:1||지도 법사:1||창의적 드라마:1||체험형 안전교육:1||초등학교:1||최적화 알고리즘:1||카자흐스탄 교육:1||타인용서:1||토론 연극:1||통합적 문헌고찰:1||필기:1||필기실태:1||필기인식:1||필기태도:1||학교공간:1||학교만족도:1||학교생활 만족도:1||학교생활만족도:1||학교시설:1||학급규모:1||학급당 학생 수:1||학생안전체험시설:1||학습민첩성:1||학습실태:1||학습태도:1||학업 감정:1||학업중단:1||행복지수:1||혁신학교:1||혁신확산이론:1||3D Printer:1||화상회의 피로도:1||3D 프린터:1||AI Ethics:1||AI Interview:1||AI literacy:1||AI teacher:1||AIbased recruitment:1||AI윤리:1||Academic attention:1||Academic procrastination:1||Academic procrastination behaviors:1||

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