• Human Ecology Research
• /
• v.58 no.4
• /
• pp.561-583
• /
• 2020

This study developed and implemented a teaching · learning process plan for Home Economics in middle school by converging Habermas's three systems of action. It also examined the effect of the class through the evaluation of students and teachers who participated in the class. This study developed 10 sessions for a teaching and learning process plan by converging three systems of action and reconstructing learning elements related to 'balanced meal plan' and 'food choice' according to the practical action teaching model. After class, we surveyed the degree of help for students, analyzed the learning activity sheets, and analyzed the reflection journals of teachers to evaluate the effects of the class. This class was found to be the most helpful in practicing the healthy dietary life of students, expanding their thoughts, understanding learning contents, and helping them change their lives. As a result of analyzing the learning activity sheet, students gained enlightenment by reflecting and evaluating their action through the class; in addition, changes in interest, awareness, and action appeared. Through the convergence of three systems of action, teachers who practiced the class criticized and realized the act that students were unconsciously accepted. In addition, it confirmed the possibility that students could change their lives, family and society by promoting optimal nutrition and health for a good life that pursues the best good.

• Journal of Korean Society for Quality Management
• /
• v.45 no.4
• /
• pp.847-866
• /
• 2017

Purpose: The purpose of this study is to examine the effects of educational service quality, participation intention, and educational performance in action learning class. Methods: The proposed research model is tested using structural equation modeling for hypotheses based on the data collected from one of action learning class. Results: The results indicate that educational service quality(reliability, assurance, tangibles, empathy, information accuracy, and relationship quality) positively affects participation intention which in turn improve educational performance, including aspects of before and after class of action learning. In addition, participation intention in classroom positively affects educational performance with both groups. For after class of action learning, the result confirms the effect of responsiveness of educational service quality on participation intention, however, in before class of action learning there is not showed a significant relationship. Conclusion: This study would provide useful information and can be applied to the improvement of educational performance through the participation of students by the instructors and the educational institutes who want to apply the active learning forum in classroom.

• Journal of Arbitration Studies
• /
• v.27 no.1
• /
• pp.3-35
• /
• 2017

For recent years, several disputes between Korean consumers and multinational companies have arisen. Since the disputes were big and material that children's safety was at issue, a question started if Korean law properly has protected consumers' rights against multinational companies. While the Korean legal society tried to legislate punitive compensation with this concern, the U.S. Supreme Court reached an interesting case law regarding consumer contracts. A recent trend on consumer contracts in the United States shows that general terms have arbitration clause with class action waiver. As much as international arbitration has worked as the most effective resolution in international commercial disputes, the concept is still foreign and the experts are not approachable to lay individual consumers. However, class action in arbitration can hugely help for lay individual consumers to bring a case before arbitration tribunal. California courts consistently showed the analysis that the practical impact of prohibiting class action in arbitration clause is to ban lay individual consumers from fighting for their rights. However, the Supreme Court held that the arbitration clause shall be enforced as parties agree even if consumers practically cannot fight for their rights in the end. Even though consumer contracts are a typical example of lack of parity and of adhesive contract, the Supreme Court still applies liberalism that parties are equal in power and free to agree. This case law has a crucial implication since Korean consumers buy goods and services from the U.S. and other countries in everyday life. Accordingly, they are deemed to agree on the dispute resolution clauses, which might violate their constitutional right to bring their cases before the adjudication tribunal. This issue could be more important than adopting punitive compensation because consumers' rights are not necessarily governed by Korean law but by the governing law of the general terms and conditions chosen and written by the multinational companies. Thus this paper studies and analyzes the practical reality of international arbitration and influence of arbitration clause with class action waiver with the U.S. Supreme Court and California case laws.

• Journal of Digital Convergence
• /
• v.19 no.8
• /
• pp.397-404
• /
• 2021

The aim of this study is to explore the educational experience of nursing students after designing an action learning class suitable for basic nursing science class and applying it. A total 100 freshmen nursing students taking a basic nursing science class of K university in S city participated in this study. Data was collected from May 2019 to June 2020. The action learning class consisted of 5-6 people per team, a total of 9 teams, reflection diaries were collected and analyzed using the qualitative content analysis method of Krippendorff (2004). The analysis produced 45 significant statements in total, 8 themes and 4 categries for the experience of basic nursing science class based on action learning. The 4 categories were 'confidence in anatomy', 'growing teamwork', 'learned how to study', 'difficulties in the process'. The action learning applied class was found to be effective in problem-solving ability, teamwork, and self-directed learning. Therefore, it is proposed to evaluate the effect of action learning in other nursing subjects as well.

• Kyungpook Mathematical Journal
• /
• v.46 no.3
• /
• pp.399-408
• /
• 2006

The action of mapping class groups of a handlebody on the first homology group is investigated. A homological analogy of mapping class groups of a handlebody is defined and its system of generators is given.

• Journal of the Korea Institute of Building Construction
• /
• v.13 no.1
• /
• pp.10-19
• /
• 2013

Companies want universities to produce graduates with creativity and problem-solving skills, and for this reason universities have extended engineering design education, including in the field of architectural engineering. This paper investigates an engineering design class in the Department of Architectural Engineering, J University. The class was taught in 2010 and 2011using an Action Learning (AL) teaching-learning strategy. The students responded that the level of participation and satisfaction was high in the Action Learning classes, and role allocation or responsibility and communication of the project teams were very effective. But it was also found that as Action Learning is such a new method for students of engineering design, an orientation session that describes what to do and what to prepare should be given before the class starts.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.25 no.4
• /
• pp.259-268
• /
• 2018

Purpose: The purpose of this study was to identify the effects of the action learning approach on the self-confidence and knowledge of health assessment, critical thinking ability and class satisfaction in students taking health assessment courses. Methods: This non-equivalent control group pretest-posttest study enrolled 127 nursing students as participants, with 64 and 63 in the experimental and control group, respectively. These two groups attended 33 hours (2 or 4 hours per week for 11 weeks) of action learning and traditional classes, respectively. Differences in the dependent variables between the two groups were compared before and after the intervention using independent t-test. Results: The action learning group reported significantly greater self-confidence in health assessment (t=5.10, p<.001) and critical thinking ability (t=2.23, p=.027) than the control group. There was no significant difference in knowledge of health assessment or class satisfaction between two groups (p>.05). Conclusion: These findings indicate that action learning is an effective intervention for enhancing self-confidence and critical thinking ability in nursing education.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.24 no.4
• /
• pp.265-276
• /
• 2017

Purpose: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.

• Journal of the Korea Convergence Society
• /
• v.9 no.10
• /
• pp.103-108
• /
• 2018

This study aims to investigate the Convergence effects of a class using action learning on 4C core competencies of college students. A survey was conducted before and after the action learning class with the same questionnaire for some dental hygiene students in Busan. The collected data were analyzed by using the paired t-test with SPSS 24.0 program. As a result of comparing communication ability, critical thinking propensity, creative problem-solving ability, and cooperative self-efficacy scores, the score of each area after the class was higher compared to before the class, and significant outcomes were shown in the sub-factors as well(p<0.001). In conclusion, it was found that the class using action learning affects the 4C core competencies required. It is urgent to change the teaching method to self-directed learning rather than knowledge-oriented learning.

• Journal of the Korean Mathematical Society
• /
• v.33 no.1
• /
• pp.121-136
• /
• 1996

Met $\tilde{M} = (\tilde{M}, \tilde{J}, <>)$ be an almost Hermitian manifold and M a submanifold of $\tilde{M}$. According to the behavior of the tangent bundle TM with respect to the action of $\tilde{J}$, we have two typical classes of submanifolds. One of them is the class of almost complex submanifolds and another is the class of totally real submanifolds. In 1990, B. Y. Chen [4], [5] introduced the concept of the class of slant submanifolds which involve the above two classes. He used the Wirtinger angle to measure the behavior of TM with respect to the action of $\tilde{J}$.