• 의학교육논단
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• 제16권3호
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• pp.132-140
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• 2014

Higher education is under unprecedented pressure for quality improvement and cost containment/reduction due to global competition and ever-increasing tuition costs. These twin challenges require an unconventional approach, and massive open online courses (MOOCs) and flipped learning have recently emerged as two promising educational alternatives not only to address the current problems but also to direct the future of education. This paper discusses the rapidly changing environment for education, MOOCs, and flipped learning as learning alternatives, the relationship between MOOCs and flipped learning, and course redesign for the implementation of flipped learning. The case of Ulsan National Institute of Science and Technology (UNIST) is also discussed for benchmarking purposes since it has been pioneering an innovative educational methodology for teaching and learning IT-enabled active learning methods from its inception in 2009. It has redesigned almost 70 courses (20% of all the courses to offer) for flipped learning. The objectives of UNIST's educational experiment are three-fold: improving the quality of education for students, improving teaching productivity for the faculty, and containing/reducing education costs for the university.

• International Journal of Computer Science & Network Security
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• 제22권9호
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• pp.159-168
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• 2022

No one denies the importance of online courses, which provide a very important alternative, especially for students who have jobs that prevent them from attending face-to-face in traditional classes; Engagement is one of the most important fundamental variables that indicate the course's success in achieving its objectives. Therefore, the current study aims to build a model using machine learning to predict student engagement in online courses. An online questionnaire was prepared and applied to the students of Jouf University in the Kingdom of Saudi Arabia, and data was obtained from the input variables in the questionnaire, which are: specialization, gender, academic year, skills, emotional aspects, participation, performance, and engagement in the online course as a dependent variable. Multiple regression was used to analyze the data using SPSS. Kegel was used to build the model as a machine learning technique. The results indicated that there is a positive correlation between the four variables (skills, emotional aspects, participation, and performance) and engagement in online courses. The model accuracy was very high 99.99%, This shows the model's ability to predict engagement in the light of the input variables.

• 성인간호학회지
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• 제20권4호
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• pp.548-560
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• 2008

Purpose: This study was conducted to develop a simulation-based education course and to evaluate the results after the application for second year nursing students. Methods: This study was a non-equivalent control pre-post design. Based on the clinical situation scenarios about patients with COPD and MI, a total of two simulation-based learning modules was developed. Pretest and posttest was conducted to evaluate the difference in critical thinking disposition, problem solving, and clinical competence between two groups of 102 students for the experimental group, 2007 and 90 students for the control group, 2006. The experimental group conducted a clinical performance evaluation in the final test, on December 10, 2007. Results: In the experimental group, knowledge related to learning objectives was significantly increased and core intervention was performed almost exactly, but the same result was not observed in domains of analysis of laboratory test, and nursing education for patients. Self-evaluated clinical competence and problem solving level were significantly more improved in the experimental group than control group, but critical thinking disposition level wasn't. Conclusion: In conclusion, a simulation-based education course needs to utilize self-directed learning module like computer-based learning through web contents and MicroSim and video productions for improving nursing students' critical thinking.

• 여성건강간호학회지
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• 제11권2호
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• pp.99-109
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• 2005

Purpose: The purpose of this study is to present a procedure for developing a PBL package and to provide the example of its application. Method: In this study, the PBL package was proposed based on the integrated curricular under maternity nursing. The PBL package model proposed by Little was applied to this study. Result: The procedure for developing the PBL package includes course objectives, learning objectives, concept mapping, situation scenario, tutor guide, and evaluation method. Clinical scenarios used in 3 PBL packages were composed of a pregnant women, a childbirth women, and a postpartum women. The Eight detailed steps are given in this study. Conclusion: Through these findings, the steps might be easier and more useful for nurse professionals to begin using the PBL package in maternity nursing. In addition, the steps will actively contribute to imply the PBL in nursing education.

• 공학교육연구
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• 제21권1호
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• pp.3-13
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• 2018

The purpose of this study is to propose a teaching and learning model that can effectively manage convergence education, which is one of the concerns of university education, at the level of course. The pre-collaborative instructional design stage is to prepare the operation of the convergence project course. It shares the common goal and establishes a team of relevant professors to set up the actual convergence project topic and establishes cooperation relationships with industry or community as needed. In the convergence project activity, students will be able to understand the learning objectives, learning activities, evaluation methods, and explain the subject of the convergence project by proceeding with the whole orientation. Students organize teams of interest and conduct learning and design activities on convergence technologies and present their results. In the educational improvement activities, professors will share the lesson process and results and discuss improvements through the improvement seminar. As a result of analyzing the effectiveness of the proposed convergence project based teaching and learning model, the convergence project experience has improved the cooperative self - efficacy for the learners and the results were confirmed that students perceived to achieve the expected learning goal and satisfied with their experience.

• 대한한의학회지
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• 제33권1호
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• pp.121-135
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• 2012

Objectives: This article describes the effectiveness of, and student satisfaction with, the medical interview course. Methods: In the years 2010 and 2011, forty-two students took the medical interview course at the School of Korean Medicine, Pusan National University. The evaluation of the course was conducted using student questionnaires. Results: The students believed that learning medical interview skills was very helpful, and there was an increase in the number of students who thought they could improve their skills by learning the medical interview course contents. Also, they have come to feel that 'building a relationship' is the most important skill in the medical interview process. We used experiential teaching methods such as doctor-patient role-playing, and the students rated that method better than others. In addition, the students responded that the appropriate time to take a medical interview course is in the middle of a clinical practice. They also thought that the current credit value of the course was appropriate. Moreover, the students wanted to add some specific contents about specialized communication skills for Korean medical treatment. Conclusions: The medical interview course received a favorable evaluation from the students who finished the course. Among the course contents, they were most concerned with building the doctor-patient relationship. Also, they preferred experiential teaching methods more than didactic methods. The current timing and credit value of the medical interview class was evaluated as appropriate, and the students felt that communication skills specific to Korean medical treatment need to be taught. Therefore, we conclude the medical interview course is important and is worth considering as an independent course.

• 대한간호학회지
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• 제36권8호
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• pp.1324-1330
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• 2006

Purpose. This study developed a web-based wound care course for undergraduate nursing students and evaluated the course's content, system, and student-satisfaction. Methods. This study was done in three stages, the development of the web-based wound care course, the implementation and evaluation of the course. The course was developed based on the ARCS model. 80 under-graduate nursing students to Y University in Korea used the web-based wound care program during four weeks. After that, they completed questionnaires, evaluating the contents, system, and their satisfaction. Results. Eighteen learning objectives were used to create the web-based wound care course and the course was developed with 7 chapters and 20 subsections. The analysis of the questionnaires showed a mean score for content and system-related items of 3.04 each, out of a possible 4 points. Student satisfaction items had a mean score of 2.89. Conclusions. The web-based course allowed students access to the course anytime and anywhere, and according to their own learning abilities. However this advantage would only be possible when nurse educators develop qualitative web-based course to meet the demand of a complex health care system as well as the needs of the students and the effectively incorporate it into traditional lectures.

• 성인간호학회지
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• 제13권3호
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• pp.385-396
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• 2001

The purpose of this study is to present an actual example for procedures for developing a PBL package based on philosophical backgrounds derived from Problem-based learning. To perform a systemic study on the operations of an intergrated curricula under multidisciplines, a research team made up of several professors with different academic backgrounds was formed. Among the four situations for the patients with perception-adjustment disorder, especially a procedure for the development of PBL package which can be used in the emergency room situation has been proposed. The little(2000)'s PBL package model has been applied for this study. Tha package includes course objectives, learning objectives, concept map, situation scenario, tutor guide, and evaluation method. It is believed that learning objectives achievement procedures designed as a part of a problem-based learning package development procedures for the nursing of patients with perception-adjustment can be achieved at the same level as the learning objectives for the science of nursing founded by the Korean Nurses Association.

• 의학교육논단
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• 제24권2호
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• pp.128-140
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• 2022

The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students' clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.

• 한국학교ㆍ지역보건교육학회지
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• 제12권3호
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• pp.17-28
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• 2011

Backgroud & Objectives: The purpose of the study was to develop an innovative blended learning method on life style and health promotion and evaluate the educational effects for university students. Methods: The blended learning was developed to combine face-to-face lecture(off-line lecture) and on-line lecture that applied the subject of life style and health promotion. This course is a coordinated effort towards providing 5 topics of lifestyle such as smoking, alcohol, exercise, diet, and stress management. This has been verified by an expert in the field of nursing, education, e-learning technician and students. Participants were different part of university students (n=28) with major enrolled in a general culture course for 2 credits which composed of 8 sessions of each 2-hour in the first semester of 2010. The study was a one group posttest design. A self-report about health knowledge, attitude, and health behavior was organized by content analysis after the sessions. Results: Positive feedbacks from students were reflected in the outcome. Student regarded good lifestyle as being the most important. Student concerned those on-line lectures are not only available at most time and site, but also good for individualization, visual understanding and interest. Face-to-face lecture provided student a chance to integrate with knowledge and experience and had desire to improve good lifestyle and health promotion. Conclusions: The blended learning method on good lifestyle and health could make a best use of improvement for knowledge, attitude and behavior concerning. It is needed to identify the long term effects of a blended learning for further study.