• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.1
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• pp.33-42
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• 2010

Purpose: The purpose of this study was to ascertain the degree of students' educational satisfaction according to their Problem-based learning strategy. Method: The subjects were 277 nursing students in C College. A questionnaire modified by researchers was used and analyzed by the SPSS WIN 12.0 program. Result: This study showed that there's a positive relationship between the level of students' educational satisfaction and their learning strategies, including collaborative, self-directed, self-expression and time management strategies. Those who were in the second year and those who have considered temporary absence from school and/or change of academic courses used the least learning strategies and showed the lowest level of educational satisfaction. The top three learning strategies influencing educational satisfaction were time management, collaborative strategies and self-directed strategies respectively. Self-expression strategy was not statistically significant as an influencing factor on educational satisfaction. Conclusion: The more learning strategies that are used, the higher the level of educational satisfaction as a whole. Further studies on how to increase student's educational satisfaction and a way to advance in learning strategies are recommended.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.19-33
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• 2008

The purpose of this study is to find out the effects of the use of Chatting Method(with AI Chatting robot: Chatterbot) and Computer Interest Levels on Teaching & Learning. The major findings of the study are as follows. Firstly, the chatting activities using the chatterbot method and computer Interest Levels were not effective in the academic achievement. Secondly, the chatting activities using the chatterbot method and computer Interest Levels were effective in improving the learning motivation. Thirdly, According to the result of post-feedback analysis, the benefits of chatterbot method was 'the new', 'transcends time and space', 'drill and practice learning' and was some of the drawbacks 'response fixed', lack of emotional transactions. and the proposal 'PBL' was reached(1. strength: new experience, 2. weakness: be tired, 3. proposal: PBL approach). Fourthly, the relationship between the academic achievement, learning motivation, post-feedback was no correlation. Based on these results, the study suggests that the chatterbot method was need for multiple instructional design strategy.

• Journal of Convergence for Information Technology
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• v.9 no.5
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• pp.130-136
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• 2019

Recently, the importance of creativity and problem-solving skills are being emphasized in engineering education. In particular, research is actively being conducted on learning models considering practicality or applicability in practice and education among many creative problem-solving methods. The objective of the present study is to develop a teaching and learning model and verify its effects in order to promote creative thinking and problem-solving skills using the TRIZ Contradiction Analysis. This study led the participants to obtain basic knowledge of creative engineering design through the creative engineering design course for freshmen at an engineering college, and come up with ideas and solutions using the TRIZ Contradiction Analysis. A survey was conducted and analyzed to verify the effectiveness of education using the proposed teaching and learning model, and as a result, the effectiveness of education has been proven by an average of 89 positive responses. Follow-up research is needed on improved application models so that the proposed learning model can be applied to various subjects.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.247-251
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• 2014

As smart education increases the demand for new teaching-learning methods, teacher training colleges need to systematize smart education teaching-learning methods for pre-service teachers. This study designed a smart education teaching-learning model, which is applicable to pre-service teachers, by analyzing the smart education teaching-learning types for primary and secondary schools at national and international levels and by analyzing the Creation Teaching Learning Assessment (CTLA) model. The goal of smart education is to reinforce capability of learners. The smart education teaching-learning model designed to help pre-service teachers reinforce their smart literacy is suitable for reinforcing capability of future learners to receive smart education. The smart education teaching-learning model in this study was designed as a 15-week teaching plan applicable to pre-service teachers at teacher training colleges. In the teaching-learning model, problem-based learning (PBL), a situated learning model, and cooperative learning model were applied to weekly instructions. Further research should be conducted to prove its effectiveness in allowing pre-service teachers to reinforce their smart literacy by making gradual improvement in this model and to develop and test smart education teaching-learning models constantly.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.7
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• pp.3349-3357
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• 2013

The purpose of this study was to verify the effectiveness of an integrated nursing curriculum based on simulation with problem-based learning (PBL) by comparing the clinical competence and the self-confidence of newly graduated nurses. A non-equivalent control group post-test design was employed to compare the clinical competence and the self-confidence in the clinical performance examination using standardized patients between 39 newly graduated nurses with the traditional nursing curriculum and 35 with the integrated nursing curriculum. Data analysis involved Fisher's exact test, t-test, Pearson's correlation coefficient, and ANCOVA with the SPSS 19.0 program. The total clinical competence mean score graded by the standardized patients was not different between the two groups. However, the total clinical competence mean score graded by faculty was significantly higher in the integrated curriculum group than the traditional curriculum group. The mean self-confidence score was significantly higher in the integrated curriculum group than the traditional curriculum group. Active teaching-learning strategies including simulation or PBL in the nursing curriculum could benefit for nursing students by inducing favorable clinical competence and self-confidence. Longitudinal follow-up studies based on observation are needed to explore the patient outcomes in addition to the learner outcomes in clinical settings.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.633-634
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• 2020

본 논문에서는 소외계층 초등정보영재를 위한 온라인 머신러닝 교육 프로그램을 개발하였다. 교육 프로그램은 초등정보영재 전문가가 개발하였으며, 인공지능 교육 전문가가 검증하였다. 교육 프로그램은 15차시로 구성하였으며, 인공지능에 대한 이해, 데이터 수집 및 표현, 모델 선택, 훈련, 평가, 실생활 사례 제작, 예측으로 내용을 구성하였다. 교육 프로그램에서 학습 모형은 이재호와 홍창의(2009)의 문제 중심형 e-PBL 학습 모형을 본 연구에 맞게 수정하여 활용하였다. 향후 연구에서는 개발한 교육 프로그램을 소외계층 초등 정보영재에 적용하고, 교육 프로그램을 통한 소외계층 초등정보 영재의 변화를 분석하고자 한다.

• Journal of the Korea Society for Simulation
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• v.32 no.4
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• pp.27-39
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• 2023

This study aimed to develop SSTPBL (Student-led Simulation with Team and Problem-Based Learning), whichcombines TBL and PBL with a student-led method to strengthen knowledge application, nursing diagnosis ability, and collaboration ability among the core competencies of nurses. Then, SSTPBL was applied to nursing students, and the results were assessed. The data was collected from September 15, 2022, to December 21, 2022, with structured questionnaires and focus group interviews with 51 fourth-year nursing students at a university in A City. The collected data were analyzed using SPSS version 25.0 and topic analysis. As a results, it was effective in simulation experience satisfaction(t = 3.51, p < .01), vSim experience satisfaction(t = 3.50, p < .01), preparation as a prospective nurse(t = 3.73, p < .01), learning self-efficacy(t = 3.87, p < .01), collaborative self-efficacy (t = 4.30, p < .01), problem-solving ability(t = 5.26, p < .01), educational satisfaction(t = 3.54, p < .01), digital health equity(t = 2.18, p < .05). Through the qualitative data's topic analysis, six main topics were derived. The main topics were 'similar to clinical practice', 'difficulty in immersion', 'learning through others', 'learning through self-reflection', 'improving confidence through new experiences' and 'new teaching methods'. Based on the results of this study, it is expected that SSTPBL can be used in various ways as a new training method for prospective nurses in the face of growing clinical practice restrictions after the pandemic.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.149-158
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• 2009

Purpose: This study investigated critical thinking disposition and clinical competency of senior nursing students in 3 nursing colleges whose education methods were different; lecture based education, partially problem based learning (PBL) applied education or whole problem based learning applied education. Method: Participants were 399 diploma nursing students, and 92 undergraduate nursing students. The instruments used for this study were critical thinking disposition scales and clinical competency scales. Results: There was no statistical difference on critical thinking disposition except healthy skepticism between the 3 colleges. Clinical competency of the lecture based college was the highest. A significant positive correlation between critical thinking disposition and clinical competency were found in students whose scores of critical thinking disposition were greater than the median. Conclusion: This finding indicates that there is a need for further research on diverse nursing students who are studying by a various methods, prior to acceptance of a paradigm shift in nursing education from conventional lecture based methods to PBL applied methods.

• Journal of Engineering Education Research
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• v.12 no.1
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• pp.73-81
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• 2009

This paper discusses the changing roles of tutors when engaging with e-learning of engineering basic design courses. Understanding the importance of these roles and identifying necessary tutoring skills are the two main keys to the success of e-learning solutions. Since online tutors play a critical role in e-learning, they must be equipped with an appropriate set of skills and attributes. The roles of e-tutors involve the social, organizational, intellectual, and technical tasks.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.158-170
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• 2022

The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience.