• Journal of Korea Entertainment Industry Association
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• v.13 no.6
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• pp.143-153
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• 2019

In order to save lives by recognizing the deteriorating changes of the patients, patient's assessment and reporting should be foundation, but this task is mainly delegated to nursing students or inexperienced nurses. A whisper game is a game in which the first person whisper selects a word, phrase or sentence and delivers it to the team member and finally confirms how many original message have changed during the transmit process. The purpose of this study was to develop a whisper game program to transmit the information of the children included in the DVD using in the pediatric advanced life support process. After four times of games, the experiences of 31 nursing students in the fourth grade were explored by analyzing the reflective journal. The results of the study showed three themes: learning motivation, metacognitive ability, and situated contextual learning. Repeated practice through a whisper game is expected to be widely used because it has been identified as a fresh and interesting learning method that enables nursing students to metacognize the process of assessing patients and conveying information in the contextual situation.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.59-70
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• 2010

This study aims to analyze research trend of Web 2.0 use in education and to suggest directions for further studies. Sixty representative studies were selected and analyzed in terms of a developed framework of Web 2.0 based learning environments and an analysis scheme. This scheme is divided into five dimensions: research targets, research themes, types of Web 2.0 tools, learning theories and research methodology. The findings indicate that a majority of the previous studies aimed to share information and reflect thoughts in collaborative contexts through blogs and wikis at universities. Some implications were discussed for further studies.

• Journal of Engineering Education Research
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• v.3 no.2
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• pp.71-83
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• 2000

Portfolio are emerging as a prominent type of alternative assessment. Portfolio assessment is becoming increasingly clear that this method of collecting and evaluating student work over time has significant advantages over more conventional approaches to assessment. So the purposes of the study were to review the concepts and steps for planning and implementing portfolio assessment in engineering education. In education, portfolio can be defined as a purposeful, systematic, reflective process of collecting and evaluating student products to document progress toward the attaintment of learning targets. Four steps for planning and implementing portfolio assessment in engineering education were suggested as follows: 1) determine purpose 2) determine sources of content, 3) teacher evaluation of contents and student self-evaluation, 4) using of portfolio.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.392-400
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• 2021

Basic nursing core skills are the essential skills required of nurses to effectively care for their patients. This study introduces an on-campus practicum using a mobile-based reflective journal, and attempts identify the challenges faced by students when performing core clinical nursing skills. The on-campus practicum was operated based on Kolb's experiential learning cycle. For each class, students used mobile devices to write an online reflective journal. Analyzing contents of the reflective log helped in identifying difficulties experienced in executing core skills, and classifying them in terms of knowledge, skill, and attitude. The level of difficulty, importance, and confidence in the core clinical nursing skills were also assessed. Students were found to be struggling with various aspects of performing core nursing skills, especially in the skill category. Students also showed a lack of confidence in items they perceived as "high" difficulty, such as IV injection and indwelling catheterization. Moreover, over 50% students considered IV injection and vital sign checking as the most important core clinical nursing skills. Our data suggests the necessity to develop various contents and apply instructional strategies to solve the core skills difficulties faced by nursing students, and to continuously generate evidence for the same.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.637-645
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• 2023

This study was conducted to confirm the meaning and essence of the interpersonal caring experience of nursing students who participated in an enneagram-based care intervention program. The subjects of the study were nine second-year students in the Department of Nursing at a university located in the region, and data were collected from April 25 to August 26, 2022, through interview records, statements, and reflection journals. The collected data were analyzed using Colaizzi's phenomenological method. Results, It appeared in three categories and 10 topic groups 'Recognition through sharing and listening', 'Acceptance through comfort and forgiveness', 'Praise and giving hope through participation and companionship in daily life', While writing a person care reflection journal, you can realize the meaning of care through critical reflection, understand the essence of the person care experience, and confirm the vivid person care experience, and develop the ability to care for people through in-depth reflection on personal experiences, feelings, and deep understanding. As this improved and internalized care, confidence in one's own ability to care increased. Therefore, it is believed that the experience of caring for people based on the Enneagram can be confirmed, the results can be used for learning, and it will be used as educational material to perform people care, contributing to the development of people care education.

• Journal of the Korea Society of Computer and Information
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• v.17 no.11
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• pp.207-214
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• 2012

This study tried to propose an optimal instruction-learning model for the cyber home learning system2.0 through grounded theory. In-depth interviews were conducted to investigate causes of underachievement and the causes were categorized according to common concepts. A total of 25 causes of underachievement could be grouped into four categories and eight sub-categories, as a result. Underachievers, then, participated in the lessons utilizing the cyber home learning system2.0 and their cognitive change process about learning was analyzed from reflectional journals and in-depth interviews with a teacher. It was found that underachievers were participated in learning by passing through 5 processes; adaptation to the cyber home learning system2.0, basic knowledge learning, task implementing, rounds of group discussions, feedbacks and evaluation. Based on analysis of these five processes, this study proposed a conditional matrix for the cyber home learning system 2.0 as the most personalized model for underachieving students.

• Journal of Korean Society of Disaster and Security
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• v.11 no.2
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• pp.75-82
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• 2018

The purpose of this study is designed to apply the model of the problem-based learning in the class of Disaster Psychology and then analyze the experiences that its students felt. The participants in this research are 56 undergraduates. The class of Disaster Psychology was conducted with blended learning using lecture and PBL. The PBL problem should be solved just for 3 weeks. The data collected after the class is an analysis of the PBL problem, log on group activities, personal reflection diary, Group evaluation. Then, each data should be collected and analyzed quantitatively through the repetitive comparison, and the triangle-measurement. The findings suggest that there is a remarkable educational learning experience in seven categories: acquire expertise, confidence, practical problem-solving skill, communication ability, roles of calling, efficacy, change in perspective. This study introduces a case of PBL course development and expects subsequent applications and research.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.45-50
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• 2022

In this study, an e-portfolio system was constructed and utilized to communicate with students, while processing the overall procedure of teaching-learning activities as data for qualitative improvement in the non-face-to-face educational environment. The e-portfolio system was designed to support the entire process of reflection from the instructor's lesson planning, regular checking of the learner's understanding during the course operation process, online communication, and support for learner-centered educational activities. Analyzing the effectiveness of the communication-based learning effect between instructors and learners using the e-portfolio in liberal arts programming classes, which may be difficult for non-major students, a significant correlation was found in problem-solving skills, and midterm and final exams. Additionally, the result of analyzing the expanded applicability of e-portfolio satisfaction demonstrated a significant correlation with the students' computational thinking ability, test results, assignments, and academic performance. It was found to have a significant effect on the improvement of computational thinking ability. If non-face-to-face education is conducted using the proposed e-portfolio system type, it will be possible to improve the quality of online education, while communicating effectively with students.

• Journal of Engineering Education Research
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• v.11 no.3
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• pp.12-23
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• 2008

The purpose of this study is to explore teaching and learning strategies through analyzing cases of foreign engineering education. With the analysis criteria composed of engineering education model, teaching and learning method, evaluation strategy, and technology supporting strategy, 10 foreign colleges of engineering in 5 countries were examined and analyzed. Teaching and learning strategies deduced from analysis state as follows. First of all, it need to develop engineering education models that reform should be made in systematic approach to teaching and learning, workplaces and laboratories, evaluation, technology support, etc. Secondly, the strategy for teaching and learning recommends supporting student directed learning, active learning participation, and collaboration learning by inductive learning strategies such as problem based learning, inquiry learning, project based learning, studio based learning, and blended learning. Thirdly, the evaluation strategy suggests that evaluation should be made to reflect students' learning and facilitate continuous learning based current learning results while it is necessary to build up a whole evaluation system. Finally, it is the educational technology approach for systematic engineering education that is required considering that many foreign colleges of engineering have reformed engineering education through technology supporting systems and are maximizing research and education in connection with other universities. This study is expected to contribute as preliminary data in developing further teaching and learning models and strategies for nurturing engineering students.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.349-359
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• 2022

The purpose of this study is to add and revalidate items of learning cognition and learning emotion factors for online use of the K-LSS for junior college. It is important for self-reflection and improvement of academic achievement to specifically explore and analyze the sub-factors of learning cognition, learning behavior, and learning emotion for each item that can affect the learning strategy of junior college students. The added items are two items for diagnosing the concentration of attention in the learning information processing process of the learning cognitive factor and two questions about the interpersonal anxiety factor for diagnosing the level of anxiety about others in the learning emotional factor. The study area was conducted in 5 areas nationwide, and the subjects of the study were 923 junior college students excluding 327 respondents who answered insincerity. The K-LSS_r scale is a learning strategy diagnosis scale of 52 questions composed of three sub-elements of learning cognition (18 questions), learning emotion (15 questions), and learning behavior (19 questions), and reliability for generalization in this study. As a result of the verification, Cronbach's α coefficient of the entire scale was .896, and Cronbach's α coefficient of the three factors ranged from .876 to .910. The half-segment reliability coefficient of the scale was .858 in total, and the half-segment reliability coefficients of the three factors ranged from .792 to .843. The test-retest reliability verification result for 3 weeks for 350 Junior college Students in 5 regions was .884, and the validity test for generalization also confirmed that the recruitment validity is significant.