• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.18 no.2
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• pp.31-39
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• 2012

Background: The purpose of this study was to develop a problem-based learning model for orthopedic manual physical therapy. A problem-based learning (PBL) model for orthopedic manual physical therapy developed from PBL module of Jeju C university (Halla-Newcastle PBL Center). A summary of this study is as follows: 1) PBL model is comprised of a class of 30 students, operated small group as of 4~5 students. 2) PBL is suggested a scenario of clinical case, induced variety reaction through group discussion and presentation. 3) PBL is occurred wide variety learning through group work activity and self-directed learning. 4) The tutor as a facilitator is played a guide for group discussion, work activity and team learning. 5) The evaluation for PBL is performed such as student self-evaluation, group activity evaluation, individual presentation, and practice. This model is considered wide variety learning through team learning and self-directed learning by clinical reasoning and problem solving for musculoskeletal clinical case. We suggest problem based learning for the education of orthopedic manual physical therapy in which the learners are very interested in and has the effective outcome.

• The Korean Journal of Rehabilitation Nursing
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• v.17 no.2
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• pp.90-96
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• 2014

Purpose: The purpose of this study was to determine the effects of simulation based training using a post-operating rehabilitation case on learning outcomes in nursing students. Methods: A quasi-experimental research design (one group pretest and posttest design) and a questionnaire for measuring learning outcomes were used in this study. The participants were 35 students in a college of nursing. Data were collected before the program and immediately after the program that applied simulation based training using a post-operating rehabilitation case consisted of 4th running and debriefing for 26 hours. With SAS 9.2 program, descriptive statistics and paired t-test were used to analyze the data. Results: There were statistically significant increases in necessity (p=.001) and performance of learning outcome (p<.001) of simulation based training using a post-operating rehabilitation case among students in a college of nursing. Conclusion: The findings of this study demonstrate that simulation based training using a post-operating rehabilitation case for nursing students may increase performance of learning outcomes on clinical reasoning and critical thinking.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.522-532
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• 2016

Purpose: This study was conducted to develop case-based self-learning multimedia contents for preventing malpractice that frequently occurred among nurses working in the operating room. Methods: Based on the learning needs of operating room nurses, real case reports, and literature reviews, the case-based multimedia learning contents were developed according to the instructional design procedure. The assessment of learning needs was performed by the combination of surveys using structured questionnaire and of interviews for 40 operating room nurses. Results: The learning contents included four learning modules with real malpractice cases from the areas of operating preparation, nursing skills during operation, environmental management of operating room, and patient safety and observation-related. The 80 minute long case-based multimedia learning contents were finally developed after content validity tests from clinical experts. Each module contained photos, sounds and flash animation with voice recording on the contents of nursing error cases and standardized protocols. Conclusion: The developed multimedia learning contents based on real error cases in this study can be utilized as an educational hands-on training materials for nurses to prevent malpractice in the operating room.

• The Journal of Korean Association of Computer Education
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• v.14 no.6
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• pp.53-64
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• 2011

This paper proposes and evaluates empirically a new recommendation method in order to improve the learning achievement of learners using case-based method. In this paper, we first carried out a survey targeting teachers who work currently in Gyeongbuk area, and constructed learning cases depending on critical factors of learning. We next recommended differentiated learning methods to learners classifying according to learning cases by achievement level through this survey. The students of a middle school took part in the experiment in order to evaluate empirically the proposed learning cases. The students were divided into three groups by their achievement level and three separate learning cases were applied to each group. The weights among learning improvement elements applying to each group were added through the survey result of teachers. The experiment using the proposed case-based recommendation method showed that the learning achievement of learners is improved considerably compared to the previous one.

• Journal of KIISE:Computing Practices and Letters
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• v.15 no.12
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• pp.978-982
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• 2009

This paper proposes a potential-based reinforcement learning, called "RLs-CBDT", which combines multiple RL agents and case-base decision theory designed for decision making in uncertain environment as an expert knowledge in RL. We empirically show that RLs-CBDT converges to an optimal policy faster than pre-existing RL algorithms through a Tetris experiment.

• Proceedings of the Korean Information Science Society Conference
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• 1998.10c
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• pp.75-77
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• 1998

Perhaps one of the most versatile approaches to learning in practical domains lies in case based reasoning. To date, however, most case based reasoning systems have tended to focus on relatively simple domains. The current study involves the development of a decision support system for a complex production process with a limited database. This paper presents a set of critical issues underlying CBR, then explores their consequences for a complex domain. Finally, the performance of the system is examined for resolving various types of quality control problems.

• Educational Technology International
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• v.9 no.1
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• pp.1-23
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• 2008

Despite considerable commitment to the application of action learning as an organization development intervention, no identified systematic investigation of action learning practices has been reported. Based on a systematic literature review, the purpose of this paper is to identify whether researchers strike a balance between action and learning in their studies of action learning. Research findings in this study included: (1) only 32 empirical studies were found from the electronic database search; (2) based on the hypothesized continuum of Revans' original proposition of balancing action and learning, the author categorized 32 studies into three groups: action-oriented, learning-oriented, and balanced action learning; (3) there were only nine studies on balanced action learning among 32 empirical studies, whose insights included an effective use of project teams, applications of action learning for organization development, and key success factors such as time, reflection, and management support; (4) case study was among the most frequently used research method and only six quality studies met key methodological traits; and (5) therefore, more rigorous empirical research employing quantitative methods as well as case studies is needed to determine whether researchers strike a balance between action and learning in studies on action learning.

• Journal of the Korea Society of Computer and Information
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• v.21 no.7
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• pp.93-100
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• 2016

This paper shows what kind of influence the learning motivation factors have on the effectiveness of Flipped Learning Model through the case of operating a JAVA programming subject. The Flipped Learning Approach consisting of Before Class, Before or At Start of Class, and In Class provides the students with learning motivation as well as satisfies Keller's ARCS(Attention, Relevance, Confidence, Satisfaction) to keep them studying steadily. This research conducts the operation of Flipped Learning and gets Exploratory Factor Analysis and Reliability Analysis from the result of the course experience questionnaire at the end of the class. Given this survey result, Flipped Learning approach improves the learners' satisfaction in class and the effectiveness in the fields of understanding learning context more than does the previous lecture-based learning approach by pacing learning procedure and conducting self-directed learning.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• Educational Technology International
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• v.6 no.1
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• pp.81-101
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• 2005

Campus-based universities have provided face-to-face instruction traditionally. But recently, it is becoming a trend that they provide blended learning which combines e-learning and f2f instruction. Therefore, traditional university has been installing the ICT related convenience for the faculty and students to use easily to their classes. The purpose of this study is to develop quality indicators of ICT-related support for proper blended learning in traditional campus-based universities. This indicators are used for measuring the quality of ICT-related services at university level for quality education. To this end, first, we reviewed literature about quality indicators of university evaluation and e-learning. Second,we did case study. We selected and analyzed one university for a case, And we identified what elements are perceived important to faculty for more efficient use of technology to their class. Third, we summarized all this data and established the quality indicators framework of ICT-related components for blended learning in campus-based universities. Then, these indicators were revised after the expert evaluation. And then 10 experts and practitioners scored importance rating. Finally, we sum them up to 17 indicators and 48 sub-indicators in three phases (input, process, output). Among them, e-learning related organization or body, usability of Learning Management System, and quality assessment system got the highest scores. These indicators are supposed to contribute to measure the quality of ICT-related environment for blended learning and to provide informations about what is required for efficient blended learning in the campus-based universities.