• Research in Community and Public Health Nursing
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• v.33 no.2
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• pp.153-163
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• 2022

Purpose: A care coordinator is an emerging nursing professional role in South Korea. The purpose of this study was to identify educational needs and priorities for care coordinators among nurses. Methods: An online survey was conducted on 661 current or retired nurses from January 30 to February 28, 2021. A total of 17 essential competencies for care coordinators, recognized based on literature review, were used to analyze the educational needs. The data were analyzed using descriptive statistics, a paired t-test, and one-way analysis of variance with SPSS 25.0. The educational needs analysis was conducted by using a paired t-test, the Borich Needs Assessment Model, and the Locus for Focus Model. Results: Five contents were identified as the first priorities for educational needs: 'Health program planning and evaluation', 'Care planning', 'Coordinating community-based services', 'Case management', and 'Transitional care'. The second priorities for educational needs included 'Population health management' and 'Welfare resource linkages via communicating with social workers'. Conclusion: The priority items derived from this study offer underpinning insights for the development of care coordination training program.

• Journal of Information Technology Applications and Management
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• v.30 no.6
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• pp.53-68
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• 2023

Through the COVID-19 pandemic, the demand for non-face-to-face communication systems has surged, leading to an increased prevalence of virtual interactions across various domains, such as tasks, meetings, orders and deliveries, and even student education. Against this backdrop, interest in the metaverse platform has been on the rise, with metaverse services like Zepeto, Roblox, and Minecraft expanding beyond gaming to encompass educational fields as well. This study aims to identify authenticity factors influencing metaverse platform-based educational services and examine their impact. The authenticity components are defined as integrity, empathy, interactivity, presence, and uniqueness. The study investigates the effects of these authenticity components on both service value and service satisfaction. To achieve this, a survey involving 320 metaverse users was conducted, and the model was subjected to statistical validation. The findings of this research underscore that perceiving metaverse education services, still in the early stages of introduction, as authentic educational methods for learners positively influences satisfaction with the educational service.This study holds significance as it lays the theoretical groundwork for enhancing the authenticity of educational services in virtual space. It defines and proposes authenticity elements for customer satisfaction in metaverse educational services, which are still in their nascent stages. Moving forward, it is anticipated that various studies will be conducted to enhance the value of metaverse education services and achieve higher customer satisfaction as customer experiences evolve and deepen.

• Convergence Security Journal
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• v.23 no.5
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• pp.157-164
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• 2023

As the MZ generation, which has recently become a hot topic, enters a major generation that plays various social roles, the need for research on efficient educational methods and content production tailored to the level of the MZ generation continues to be raised. In this reality, this paper was described to discuss the direction of development and raising the level of security educational content. To this end, the effectiveness of security educational content currently being used socially was analyzed, the content of a gametoon that combines the concept of gamification with a webtoon as a development plan was explained, and the educational effect was verified through the Likert scale. Furthermore, it was proposed to effectively utilize it by presenting the direction of development applicable to security educational contents.

• Educational Technology International
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• v.25 no.2
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• pp.297-329
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• 2024

The recent advancements of AI-based educational platforms are opening up a new era for personalized learning as an alternative for future education. This study explores the structures of personalized learning in the current AI-based educational platforms to interpret their meaning from the perspective of Learned Curriculum. For this, three leading AI-based educational platforms, Classting (Korea), Squirrel AI Learning (China), and Khan Academy (USA) were described with a focus on the personalized contents, methods, and pace to meet students' needs. The results are as follows: First, the personalized contents offered by the platforms are the sequenced contents within the total content structure that students are required to learn; Second, student choice for learning methods is partially being provided within the platforms; Lastly, personalized learning provided by the platforms ultimately means the personalization of pacing based on assessment results. Consequently, the discourse surrounding personalized learning provided by AI-based educational platforms needs to expand beyond personalization within the predetermined content areas to encompass curriculum-level openness. Moreover, the "students' needs" used for diagnosis for personalization should include not only the assessment results of Given Curriculum contents, but also the students' personal interests or goals as guiding objectives for each student's Learned Curriculum.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.37-50
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• 2001

This is the study on the characteristics of advanced students and teaching material in elementary mathematics education. There is a survey on the needs of considering mathematically advanced students in teacher's, students', and social point of view, respectively. We present an exemplary teaching plan and material.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.691-708
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• 1998

The purpose of this study is to review mathematical communication theories. This study has the content of general communication, communicative learning goals in mathematics. modes of communication, methods of teaching communication and values of communication.

• Journal of Distribution Science
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• v.9 no.2
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• pp.73-81
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• 2011

This study is designed to examine the effects of information source effects of the word mouth have on the formed expectations for the private institution and to explore the formed expectations' effects on the actual sales of the educational service. Moreover, its purpose is in analyzing what medication effects the pre-conceived expectation has on selecting the educational service. After testing hypothesis, the results showed that the source effects of the information from word of mouth had a significant effect on the expectation factors, in terms of expertise, similarity, likability and familiarity expectation factors. However, it was found that effect was not significant for the truthfulness. The significant result was found on the expectation factors before visiting the private institution on selecting educational service, indicating a positive effect. As for the influence of source of the word of mouth information on selecting educational service, the results from the mediation effects of the expectation factors on selecting the educational service showed that for expectation factors, expertise had the partial mediation effect, truthfulness, perfect mediating effect, similarity, partial mediation effect, likability, perfect mediating effect, and familiarity, perfect mediating effect. A test of the mediating role of attribute expectations in the influence of WOM message source attributes on educational services choices showed the following: 1) It was proven that attribute expectations played a partial mediating role in the influence of expertise and similarity, respectively, on educational services choices. 2) On the influence of trustworthiness, likability, and familiarity on educational services choices, respectively, attribute expectations had a full mediation effect. This research differs from the previous ones, which focused only on consumer satisfaction with educational services offered by private educational institutions in that it covers not only the influences of both WOM source attributes and key component factors of educational services on both educational services choices and satisfaction with such services but also the influence of WOM source attributes on attribute expectations prior to the first visit to a particular private educational institutions, and in turn the influence of such attribute expectations on educational services choices. Most particularly, the significance of this study lies in the fact that in an effort to more clearly explain the causal relationship between WOM source effects and educational services choices a test of the mediating role of attribute expectations was conducted. Although the research seems simple, some theoretical implications can be drawn as follows: WOM message source effects on educational services choices were positive and moreover these positive impacts are likely to be reinforced by means of the mediating variable of attribute expectations.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.321-340
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• 2001

The researcher compared the curricula, the textbooks, the methods of didactic transposition, teacher practices of elementary and secondary mathematics education. The study reviewed several mathematics education theories in the aspect of the differences between the two levels. Findings from this study show a little difference between elementary and secondary mathematics education. There are special difficulties in didactic transposition in elementary mathematics education since it is so far from scientific mathematics. From this study we can conclude that further research needs to be done in the area of development of perspectives on elementary mathematics education.

• Journal of the Korean Mathematical Society
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• v.44 no.2
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• pp.249-260
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• 2007

By variational methods, we prove the existence of positive solutions of a class of indefinite weight semilinear elliptic boundary value problems on critical Sobolev exponent.

• Journal of Preventive Medicine and Public Health
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• v.53 no.4
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• pp.275-284
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• 2020

Objectives: Police officers may be at a greater risk for cardiovascular disease (CVD) than the general population due to their highstress occupation. This study evaluated how an educational program based on the health belief model (HBM) may protect police officers from developing CVD. Methods: In this single-group experimental study, 58 police officers in Iran participated in a 5-week intervention based on HBM principles. Outcomes included changes in scores on an HBM scale, time spent on moderate to vigorous physical activity (International Physical Activity Questionnaire), body mass index (BMI), blood lipid profile, blood glucose, and blood pressure. The intervention consisted of 5 HBM-based educational sessions. Follow-up was conducted at 3 months post-intervention. The paired t-test was used to examine differences between baseline and follow-up scores. Results: All aspects of the HBM scale improved between baseline and follow-up (p<0.05), except the cues to action subscale. Self-efficacy and preventive behaviors improved the most. BMI decreased from 26.7±2.9 kg/㎡ at baseline to 25.8±2.4 kg/㎡ at follow-up. All components of the lipid profile, including triglycerides, cholesterol, high-density lipoprotein, and low-density lipoprotein, showed significant improvements post-intervention. Blood glucose and blood pressure also decreased, but not significantly. Nearly 25% of participants who were not physically active at baseline increased their physical activity above or beyond the healthy threshold. Conclusions: A relatively brief educational intervention based on HBM principles led to a significant improvement in CVD risk factors among police officers. Further research is needed to corroborate the effectiveness of this intervention.