• 공학교육연구
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• 제22권4호
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• pp.43-49
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• 2019

A case of course-embedded assesment in electronic engineering was studied. In particular, a realistic evaluation system was developed in consideration of characteristics of the major field and university realities. 10 program outcomes were mapped with all courses in the program. 5 probe courses were selected and their course learning objectives were defined. Measurements of the course learning objective were made by term project and written course test. With using course-embedded assesment, the measurement system of the program outcomes should be changed.

• 한국의사학회지
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• 제28권2호
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• pp.15-22
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• 2015

Objectives : The each college of Korean medicine in Korea adopts diverse textbooks for the medical history class, resulting in educational contents variations. This proposal aimed for the standardization of educational contents. Methods : The transition of medical history curriculum will be attempted based on the understanding of paradigm change in modern education. The first step is investigation on the course credit and curriculum grade of medical history class presented in education status reports of all Korean medicine schools. The next step is study on the various methods about changes of medical history education base on the learning objectives of colleges of Korean medicine. Results : The researchers of medical history should make an agreement on modification of learning objectives of the curriculum, and then educational standardization must be achieved by publishing a medical history textbook in accordance with the modified learning objectives. Conclusions : The researchers of medical history must collaborate to standardize medical history education by developing and applying internet-based flipped learning model.

• 패션비즈니스
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• 제13권5호
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• pp.93-101
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• 2009

The purpose of this study was to examine the effects of PBL (Problem based-learning) on the social psychology of clothing course. Thirty-seven undergraduate university students completed a 15-week capstone course in a clothing and textiles department. Eighty-one percent of the participants were majoring in the clothing and textiles. The study was conducted two focus group interview with 37 undergraduate students. The participants demonstrated positive attitude toward the PBL (Problem Based Learning) in Social Psychology of Clothing course. The results showed that the students have more opportunities to practice collaboration within the team and to increase their self-esteem and self-confidence through the 15 week of teamwork. The participants were developed to express their opinion actively and solving the problem skills. Eighty percent of the instructors had a positive attitude toward the achievement of the course objectives. Seventy-five percent of the instructors expressed the difficulty of student's evaluation. Fifty-five percent of the instructors had a difficulty of development of module problems.

• 공학교육연구
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• 제19권2호
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• pp.70-75
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• 2016

This paper deals with a result of case study for the development of CEA(Course-Embedded Assessment) design tool for engineering education accreditation implementing programs. Many programs have been devoting efforts to apply CEA to their engineering education. In order to effectively apply the CEA to educational program, it is required to develop the standardized form or scheme for CEA application. As a preliminary approach, we propose the design tool and the result of a case study for CEA application in engineering education.

• 대한예방한의학회지
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• 제22권2호
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• pp.1-12
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• 2018

Objectives : Recently, the interest on medical education in flipped learning has been growing. Competency-based curriculum is also required through changes in teaching methods within the Korean medicine education. In this study, flipped learning method was applied to 'medical ethics' class to examine the perception and experience of flipped learning from the Korean medical student's perspectives. Methods : The study was conducted on 15 preparatory course freshmen students who took the 'medical ethics' course, in the second semester of the year 2017 at 'A' University. The study was proceded in two steps; 1) fill-in the questionnaire twice (before and after the class), and 2) in-depth interview with semi-structured questionnaire. The $1^{st}$ questionnaire in the first step was consisted of 'Experience on flipped learning before the class', 'Which section of the flipped learning class do participants have expectation', 'Interest and expectation on flipped learning'. In the $2^{nd}$ questionnare, the participants were asked 'Which section of the flipped learning section that the learning effect was maximized', 'Association between 'flipped learning' method and 'Medical ethics' course' with 5-point Likert scale and frequency. Results : The results showed that flipped learning method works very effectively in the 'medical ethics' course (63.6%). After the flipped learning class, the participants showed positive change in a attitude of the class (72.7%). However, this teaching method might be inappropriate for participants who had difficulties in pre-learning or a passive attitude and lecture-centered instruction (LCI) classes. Conclusions : Though applying flipped learning method to the 'Medical Ethics' was effective, to make pre-learning better, the instructors should prepare countermeasures for passive participants, help interact well among the participants, and plan a lesson thoroughly for changing LCI classes to student-centerd instruction(SCI).

• 복식문화연구
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• 제32권3호
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• pp.334-344
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• 2024

This study aimed to develop a new convergence course applying project-based learning (PBL) and collaborative teaching methods and identify its educational effects. The course development proceeded as follows: First, three instructors collaborated to define course goals, plan objectives, content, and methods, and create a syllabus for a PBL-based fashion studio course. Roles were divided to maximize expertise: one instructor focused on fashion design, another on three-dimensional cutting, and the third on flat cutting, and digital techniques. Second, the classes were conducted and feedback on student progress was shared, enhancing class quality and engagement. Third, teaching effectiveness was assessed through learner evaluation questionnaires, reflection journals, and performance assessments. Lastly, based on the results from these evaluations, positive aspects of the course were reviewed, and ways to modify it and enhance course quality for continuous improvement were explored. The results showed high satisfaction with the learning effects on major competencies, indicating that students not only effectively learned major skills but also improved their communication and teamwork. The students perceived the teaching methods positively allowing them to be more active in class. Instructors noted that the course produced higher-quality design and production outcomes compared to previous courses. Overall, the course applying PBL and collaborative teaching methods was found to improve educational quality and effectiveness, making it a valuable approach for learner-centered education.

• 한국융합학회논문지
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• 제11권11호
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• pp.103-114
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• 2020

본문의 연구목적은 디자인 교육의 도형 기초 다자인 과정에서 다양한 지식차원의 교육콘텐츠에 대한 플립러닝 수업모델의 효율성을 테스트하고, 도형 기초 다자인 과정을 대상으로 한 플립러닝 수업방안 및 의견을 제시함으로써 교육효과를 높이는 데 있다. 블룸의 교육목표 분류학의 지식차원을 사용하여 도형 기초 다자인 과정의 교육내용을 분류하고, 120명의 학생을 4개의 실험조로 나눈 다음, 다양한 지식차원과정 콘텐츠의 플립러닝 학습을 각각 진행하고, 수업 전에 실시한 테스트와 수업 이후 실시한 테스트를 통해 실험데이터를 얻어 분석을 진행하였다. 그 중 사실성과 개념성 지식 수업의 경우 자기주도적 학습, 절차성과 메타인지 부류의 지식수업에서의 플립러닝 수업방식은 학습의 적극성을 유발하여 학습효율을 높일 수 있다. 연구결과와 학생의 피드백을 근거로 도형 기초 다자인 과정 콘텐츠의 분류방법 및 도형 기초 다자인 과정 플립러닝모델에 대한 수업전략을 제시하였다.

• 공학교육연구
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• 제18권6호
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• pp.24-31
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• 2015

The purpose of this study is to develop the model of course evaluation design for CEA(Course-Embedded Assessment), which is focused on course level for assessment reliability. This study was conducted by the process of model development and validation according to Richey & Klein(2007)'s model development methodology. The model of this study was comprised with the three steps of learning objectives based on course outcome, assessment design and goal achievement analysis of course, which were explained by specific design principles. Also, this model was validated by two steps, which one was on the inner validation and the other was the outer validation(Richey & Klein, 2007). Considerations for designing the model of course evaluation have been suggested and a few implications were discussed.

• 한국응급구조학회지
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• 제16권1호
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• pp.31-51
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• 2012

Purpose: This study was to develop PBL packages geared toward fostering the problem-solving ability, self-directed learning capability and communicative competence of emergency medical technician students and to give some suggestions on the development of PBL packages of the approach based on the evaluation results of the packages by experts. Methods: First, real clinical situations that learners would be exposed to after graduation should be provided as examples when the packages are developed. Second, a variety of learning-facilitating tools should be offered to facilitate their understanding, because they don't yet gain plenty of clinical practice experiences. Third, they should be encouraged to have an energetic discussion in small group when the developed packages are applied. Conclusion: First, the packages developed in this study were just incorporated into some areas of a single course. In the future, the integration of an entire course or the development of a new course is required to attain the multiple learning objectives in the provided clinical situations. Second, this study attempted to develop the PBL packages to boost the problem-solving ability, self-directed learning capability and communicative competence of emergency medical technician students, and follow-up research should be implemented to finalize the packages based on the suggestions of the experts who evaluated them and to determine the effects of the packages.

• Safety and Health at Work
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• 제3권3호
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• pp.199-208
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• 2012

Objectives: Although evidence-based medicine (EBM) is a useful method for integrating evidence into the decision-making process of occupational physicians, occupational physicians lack EBM knowledge and skills, and do not have the time to learn the EBM method. In order to enable them to educate themselves at the time and place they prefer, we designed an electronic EBM course. We studied the feasibility and utility of the course as well as its effectiveness in increasing EBM knowledge, skills, and behaviour. Methods: Occupational physicians from various countries were included in a within-subjects study. Measurements were conducted on participants' EBM knowledge, skills, behaviour, and determinants of behaviour at baseline, directly after finishing the course and 2 months later (n = 36). The feasibility and utility of the course were evaluated directly after the course (n = 42). Results: The course is applicable as an introductory course on EBM for occupational physicians in various countries. The course is effective in enhancing EBM knowledge and self-efficacy in practising EBM. No significant effect was found on EBM skills, behaviour, and determinants of behaviour. After the course, more occupational physicians use the international journals to solve a case. Conclusion: An electronic introductory EBM course is suitable for occupational physicians. Although it is an effective method for increasing EBM knowledge, it does not seem effective in improving skills and behaviour. We recommend integrating e-learning courses with blended learning, where it can be used side by side with other educational methods that are effective in changing behaviour.