• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.149-157
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• 2020

This study aimed to explore the change of engineering students' competencies through the havruta class. In the havruta class, engineering students' competencies were compared with pre-test and post-test. The research tool was developed by selecting learning readiness, academic self-efficacy, and communication ability as the learner's competence in the havruta class. Finally, 105 data were analyzed with SPSS 21.0 for windows. First, there was a statistically significant difference in learning readiness. Second, there was no statistically significant difference in academic self-efficacy. Third, there was a statistically significant difference in communication ability. It was found that there was a positive change of competencies in learning readiness ability and communication ability in the havruta class. Although the findings are difficult to generalize to all majors, these results will be a useful basis for instructors who want to apply the havruta class.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.143-161
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• 2022

The aim of this study is to identify the learning performance of online classes using problem-based learning(PBL) for clothing and textiles majors in college with the increased use of online learning tools after the COVID-19 pandemic. In order to achieve this goal, the PBL was developed and applied to the 'Fashion Marketing and Merchandising' class conducted in real-time online at University in North Chungcheong Province, Korea for four weeks. After a four-week PBL class, a survey was conducted on 35 students in the 'Fashion Marketing and Merchandising' class and the 35 completed questionnaires were used for analysis. The measurement tools of this study were self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement regarded as an important learning effect in PBL class. In addition, students' self-reflective essays were also analyzed to examine the educational effect of PBL applying online classes. As a result of this study, bivariate correlations among the four variables, students' self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement were significantly positive. Furthermore, the results of multiple regression analysis showed that the three independent variables had significant effects on students' perceived learning achievement, in the order of cooperative learning ability, self-directed learning, and problem-solving ability. The students' self-reflective essays indicated that problem-based learning worksheet was helpful for identifying problems, and clarifying what they already and what they need to study more. Based on this study, it could be recommended that online class applying PBL could contribute to the improvement of student's learning performance.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.474-486
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• 2008

There has been an amounting interest and subjects in gifted education in recent years as a number of studies dealt with the development of gifted education programs. However, earth science area remained as a low profile in developing educational programs and materials that meet the varying curiosities and needs of gifted students with a focus on their characteristic development. This study developed a small group-based active-cooperative learning program in middle school to investigate the effects of the program in terms of the creative problem solving ability in science and learning attitude of the gifted students. Then the study examined the conceptions of the students after the implementation of the small group-based active-cooperative learning program. Findings of the study showed that there was a significant increase in participated gifted students' creative problem solving skills and their learning attitude. In addition, the small group-based active-cooperative learning program apparently increased the participants' interests, satisfaction, and participation toward the instruction, and significantly influenced their affective domain. It implies that these findings were not caused by the lectures from the teachers, but by the variety of activities in which the gifted students discussed and debated with the classmates to derive a positive reciprocal action. In conclusion, a small group-based active-cooperative learning program promoted a reciprocal action among all the students who participated in a small group by sharing their opinions and respecting each other.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.1
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• pp.43-51
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• 2013

Purpose: The purpose of this study was to examine the effects of peer feedback on nursing students using videos filmed during the catheterization procedure. Method: The study was a structured nonequivalent group, pretest-posttest design. The experimental group was filmed performing foley catheterization. After the procedure, the group video review followed and peer feedback was provided. Results: The experimental group had a higher mean score in learning motivation than the control group. However, the differences in learning attitude and self efficacy were not statistically significant. Conclusion: The results of this study indicate that video-aided peer feedback was effective in enhancing students' motivation to learn psychomotor skills.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.1-17
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• 2003

This paper aims to propose that Problem-Based Learning (PBL) is a method that can help meet the conditions in language learning and instruction. PBL was first used in medical education, where learners engaged in problem-solving activities that reflect the demands of real-life professional practice, thus promoting critical thinking in the content domain. The paper proposes that by applying PBL in language learning and creating situations in which learners work collaboratively on problems, the learners benefit in two respects: (i) they have the opportunity to practise the kind of thinking skills and problem-solving strategies needed in real life, and (ii) they engage in purposeful language activity with others through discussion and negotiation. The paper first provides a theoretical rationale far the use of PBL in language learning and suggests attendant changes in the role of a language instructor in a PBL context. The paper then presents an outline of the stages and components needed in designing an online PBL Unit far use in an undergraduate language class.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.11b
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• pp.677-680
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• 2002

요즘 원격 교육의 필요성으로 인하여 교사 연수에 있어서도 기존 출석 연수와 병행하여 원격연수가 증가하는 추세에 있다. 그러나 현재 이루어지고 있는 원격 연수의 상당 부분은 실제 현장 교사들이 원하고 교사 연수의 핵심인 교수법 향상에 대한 것보다는 교과에 대한 지식이나 기능위주로 시행되고 있는 것이 사실이다. 교사 연수의 궁극적인 목적인 교수법 향상을 위해서는 연수생들이 경험이 풍부하고 교수법이 뛰어난 교사가 실제 수업하는 것을 보고 동료 교사들끼리 서로 충분히 토의를 거치고 배우는 형태의 연수가 유용할 것이다. 그러나 시간, 인원, 경비 등의 문제로 실제 그렇게 하기 어려우므로, 교수-학습 지도안과 동기화된 동영상 중심으로 이루어진 원격 연수 시스템을 구축하는 것이 좋을 것이다. 본 연구에서는 동기화 동영상 저작 도구를 개발하고 이를 활용하여 원격 연수 시스템을 구축해서 교사들의 교수법 향상에 많은 도움이 되리라 기대한다.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.510-518
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• 2000

The purpose of this study was to develop learning materials for the discussion and examine the effects of the discussion learning over the students' conceptual change on force and motion. The subjects consisted of 360 middle school students, comprising of 5 discussion groups of 185 students and 5 traditional learning groups of 175 students. The results indicated that students in the discussion groups showed higher achievement than those in the traditional learning groups. Therefore this study supported the importance of discussion in conceptual change. However further research should be conducted to examine other educational effects of discussion.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.30 no.1
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• pp.74-81
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• 2007

절삭가공에서 가공조건은 가공비용의 감소와 제품 품질의 향상에 영향을 주는 주요 요인 중의 하나이다. 본 논문에서는 밀링작업을 대상으로 가공조건을 보다 효율적으로 수정하고 이를 지속적으로 향상시킬 수 있는 방법론과 이를 기반으로 개발된 작업설계시스템을 소개한다. 개발된 시스템은 (1) 표준 가공조건을 세부 공정별 요구 사항이 만족되도록 수정하고, (2) 퍼지아트맵 신경회로망 모델을 이용하여, 생성된 가공조건을 온라인(incremental) 학습한 후, (3) 보다 효율적인 새로운 가공조건이 생성되었을 때 이를 교체알고리즘이라 불리는 제안된 알고리즘을 이용하여 기존의 가공조건을 대체하는 3가지 핵심 기능으로 구성된다. 우선 새로운 방법론이 적용된 작업설계시스템의 전반적인 내용을 소개한 후, 다음으로 다양한 시뮬레이션을 통하여 제안된 방법론의 성능을 예시한다. 마지막으로 실제부품에 적용한 실행 결과를 기술하고 토의한다.

• Proceedings of the Korean Information Science Society Conference
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• 2000.10b
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• pp.323-325
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• 2000

정보통신의 발전에 따라 컴퓨터 및 주변 장치간에 칼라를 정확히 재생할 수 있는 능력이 산업 경쟁력에 중요한 요소로 부상하고 있다. 본 논문에서는 모니터 상의 이미지를 프린터로 인쇄하기 위하여 사용되는 기존의 참조테이블(Look Up Table) 방식을 살펴보고 이 기능을 대체할 수 있는 신경회로망에 의한 칼라보정 매핑 방법을 제안하였다. 참조테이블 방식에서는 3차원으로 구성된 테이블을 구성하기가 쉽지 않고 구간 사이의 칼라값은 보간법을 써서 구해야 한다. 신경회로망에 의한 방법에서는 일단 학습을 완료하면 실시간으로 칼라를 보정해 주는 장점이 있다. 실험에서는 두 가지 방법에 의한 칼라 샘플의 모델을 통한 결과 값을 비교해 보고 상호간의 장단점과 성능 향상을 위한 방법을 토의하였다.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.