• Title/Summary/Keyword: Experience of Learning

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A Study on the Path Analysis between factors affecting in Ubiquitous Living English Experience Learning Center (유비쿼터스 생활영어 체험학습장에 영향을 미치는 요인들 간의 경로분석에 관한 연구)

  • Baek, Hyeon-Gi
    • Journal of Digital Convergence
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    • v.8 no.4
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    • pp.151-164
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    • 2010
  • This study utilized SPSS and AMOS program to research a process of learning satisfaction of learners, who used Ubiquitous Living English Experience Learning Center. The following results were found ; First, there was a positive correlation between learning setting and learning interest, between learning setting and learning satisfaction, between confidence and learning interest, between confidence and learning satisfaction, and between learning interest and learning satisfaction. Second, the process of the research model was meaningful in various ways: learning setting ${\rightarrow}$ confidence, learning setting ${\rightarrow}$ learning interest, learning setting ${\rightarrow}$ learning satisfaction, confidence ${\rightarrow}$ learning satisfaction, learning interest ${\rightarrow}$ learning satisfaction. Finally, learning setting had a direct influence upon learning interest and learning satisfaction.

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The Influence of Self-directed Learning & Critical Thinking Disposition on Clinical Competence in Nursing Students (간호학생의 자기주도적 학습, 비판적 사고성향이 임상수행능력에 미치는 영향)

  • Kwon, Mal-Suk
    • The Journal of Korean Academic Society of Nursing Education
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    • v.17 no.3
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    • pp.387-394
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    • 2011
  • Purpose: The purpose of this study was to investigate self-directed learning and critical thinking disposition which influence clinical competence in nursing students. Method: As a descriptive study, a total of 271 third year students were recruited from a nursing college in Daegu. A structured questionnaire was self-administered from June 7, 2011 to June 10, 2011. The data were analyzed using SPSS/WIN version 12. Results: In self-directed learning, there were significant differences in gender (t=2.26, p=.025), satisfaction of major (F=7.77, p=.001), and satisfaction of clinical experience (F=10.39, p<.001). Critical thinking disposition differed in gender (t=2.82, p=.005). Moreover gender (t=4.00, p<.001), satisfaction of achievement (F=6.50, p=.002), satisfaction of major (F=4.24, p=.015), and satisfaction of clinical experience (F=9.54, p<.001) differed with clinical competence. Clinical competence was positively related to self-directed learning (r=.45, p<.001) and critical thinking disposition (r=.51, p<.001). According to the result of multiple regression, critical thinking disposition (t=5.80, p<.001), satisfaction of achievement (t=3.33, p=.001), gender (t=2.93, p=.004) and self-directed learning (t=2.35, p=.019) were significant factors of clinical competence explaining 33.0% of the variances. Conclusion: Critical thinking disposition, satisfaction of clinical experience, gender and self-directed learning had a positive effect on clinical competence in nursing students. To enhance clinical competence for nursing students, it is necessary to develop self-learning teaching strategy and curriculum.

A Study on the Impact of Intention of Technology Acceptance for Satisfaction in Blended Learning using Smart Devices (in Case Specialized Company with IT Service) (스마트 기기를 활용한 블렌디드 러닝에서 기술수용의도가 학습만족도에 미치는 영향 (IT서비스 전문기업의 사례 중심))

  • Park, Gooman;Park, Dong Kuk
    • Journal of Broadcast Engineering
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    • v.21 no.5
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    • pp.739-748
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    • 2016
  • This study quantitatively measured the impact of blended learning with smart devices for learning satisfaction. It is targeted in specialized domestic company with IT Service which build smart learning systems and utilize for employee training. Specifically, it empirically analyzed that learning attitude(Self-efficacy, Self-innovativeness, Perceived usefulness, Perceived ease of use) with smart devices affect acceptance of smart learning and offline face-to-face learning satisfaction. As a result, the learning attitude of the smart learning gave a positive effect on the acceptance of the smart learning and then acceptance of the smart learning gave a positive effect on offline face-to-face learning satisfaction. Additionally learning the attitude of the smart learning even gave a positive impact, as well as the acceptance of smart learning experience in offline training. It imply that this variables of smart-learning attitude affect the self-directed learning and positive learning experience.

A study on the impact of technology using for satisfaction in blended learning using smart devices (Reflecting the control effect with grade to organizations) (스마트 기기를 활용한 블렌디드 러닝에서 기술수용의도가 학습만족도에 미치는 영향 (계층별 조절효과를 반영하여))

  • Park, Dong Kuk;Park, Gooman
    • Journal of Satellite, Information and Communications
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    • v.11 no.3
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    • pp.43-50
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    • 2016
  • This study quantitatively measured the impact of blended learning with smart devices for learning satisfaction. It is targeted in specialized domestic company with IT Service which build smart learning systems and utilize for employee training. Specifically, it empirically analyzed that learning attitude(Self-efficacy, Self-innovativeness, Perceived usefulness, Perceived ease of use) with smart devices affect acceptance of smart learning and offline face-to-face learning satisfaction. As a result, the learning attitude of the smart learning gave a positive effect on the acceptance of the smart learning and then acceptance of the smart learning gave a positive effect on offline face-to-face learning satisfaction. Additionally learning the attitude of the smart learning even gave a positive impact, as well as the acceptance of smart learning experience in offline training. It imply that this variables of smart-learning attitude affect the self-directed learning and positive learning experience.

Basic Nursing Practice Blended Learning in Corona 19 Situation Class experience - focus group interview (코로나 19 상황 하 기본간호학 실습 블렌디드 러닝수업 경험 - 포커스 그룹 인터뷰를 중심으로)

  • Yoo, Mi-Ja
    • Journal of Industrial Convergence
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    • v.20 no.4
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    • pp.57-69
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    • 2022
  • This study is a qualitative study attempting to understand the experiences of blended learning of curriculum of fundamental nursing practice under the COVID-19. In the present study participated with 18 nursing students, data was collected through focus group interviews, the blended class was organized until 14th week by configuring a non-face-to-face e-Learning for the odd week and the face-to-face practice for the even week, and the collected data was analyzed using content analysis methods. As a result of analysis, a total of 250 significant statements were derived, the statements being analyzed based on eight subcategories, four upper categories, and two subjects. The derived four upper categories were "maladjustment to a sudden change in teaching method," "lowering of learning efficiency and confusion during class," "ambivalence toward online class," and "positive experience for a new learning method." The present study would be able to provide the basic data for developing a blended, learning operating program and applying to various practice-based curriculum by providing useful information relating to the blended learning class for the fundamental nursing practice for nursing students in the on-tact era.

Development of Teaching-Learning Materials and Analysis of Learning Experience Based on Design Thinking in Home Economics Curriculum: Focused on the Units of Sustainable Consumption (디자인씽킹을 적용한 가정과 교수·학습자료 개발 및 학습 경험 분석: 지속가능한 소비 단원을 중심으로)

  • Yuk, Kyung Min
    • Journal of Korean Home Economics Education Association
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    • v.32 no.1
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    • pp.145-165
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    • 2020
  • This study developed teaching-learning materials for 10 class periods that applies design thinking process for the units of 'sustainable consumption' of home economic subject, and examined the learning experience of students in the class. After the classes, reflection journals and in-depth interviews from 276 male and female students in ten classes were analyzed. The main results are as follows: The five steps of the design thinking process of the Stanford University d-School were applied to develop teaching-learning materials for the 'Sustainable Consumption Practice Book Creation Project'. Students' positive learning experience was evidenced through sustainable consumption classes that applied design thinking. The students were able to reflect through the experience of sympathizing with the real problem, and experienced an improvement in problem-solving ability through the process of idea construction and prototyping. Students expressed difficulties in reaching consensus among the members, and in devising ideas and implementing prototypes. Based on the learning experience of students this study, it is suggested that home economic teachers further develop and implement classes of various topics to which design thinking process is applied. A future study may need to verify the effectiveness of home economic classes to which design thinking is applied.

Minority Students' Learning Patterns in Science Class (소외 계층 학생들의 과학 학습 유형)

  • Shin, Donghee;Kim, Seolhee;Lee, Jihye
    • Journal of The Korean Association For Science Education
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    • v.39 no.1
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    • pp.129-141
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    • 2019
  • As the number of minority students such as multicultural, North Korean defectors, and low-income groups increases, more research is needed in science education to help their learning. Due to the various growth backgrounds and learning environments of the underprivileged students, there is a big difference in the individual characteristics of the group rather than the whole group characteristics. In this study, we conducted about 50 hours of science lessons for seven students in the underprivileged class, categorized them by observing and interviewing the characteristics of their science learning. Seven underprivileged students showed five different learning patterns, these are 'I love science', 'I think I know science', 'I want to know science', 'I need to know science', and 'I don't know what I want'. Although the scientific activities they experienced were not all of an excellent educational quality, their interest in science learning has increased with their experience in science activities. It shows the need to provide more abundant science experience and educational opportunities for these minority students who can only experience science learning under the public educational system.

A Study on the Experience of Writing a Learning Reflection Journal : Focusing on the case of Biblical Teaching Method Class (학습성찰일지 작성 경험에 관한 연구 : 성서교수법 수업사례를 중심으로)

  • Park Eunhye
    • Journal of Christian Education in Korea
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    • v.75
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    • pp.59-81
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    • 2023
  • Purpose of study: The purpose of this study is to analyze the experience of writing a learning reflection journal, identify the effects, and propose an effective learning reflection journal activity way. Research content and method: This study examined the theoretical background of the concept and educational effect of the learning reflection journal through literature review in terms of educational and Christian educational aspects, and analyzed the learning reflection journal experience through the interviews with six students. Through this, this study identifies the effectiveness of the learning reflection journal and suggests effective learning reflection journal activity way that can be applied to training that can grow as a Christian educator who practices what he or she know through major classes. Conclusions and Suggestions: For effective learning reflection journal activities, it was proposed to reduce the number of review and reflection questions so that they would not be burdensome, to include questions in a balanced way, to help learners to improve class attitudes. It was also proposed that the submission period and the number of writing journals should be agreed upon with the students at the beginning of the semester.

E-learning system to improve the endoscopic diagnosis of early gastric cancer

  • Kenshi Yao;Takashi Yao;Noriya Uedo;Hisashi Doyama;Hideki Ishikawa;Satoshi Nimura;Yuichi Takahashi
    • Clinical Endoscopy
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    • v.57 no.3
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    • pp.283-292
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    • 2024
  • We developed three e-learning systems for endoscopists to acquire the necessary skills to improve the diagnosis of early gastric cancer (EGC) and demonstrated their usefulness using randomized controlled trials. The subjects of the three e-learning systems were "detection", "characterization", and "preoperative assessment". The contents of each e-learning system included "technique", "knowledge", and "obtaining experience". All e-learning systems proved useful for endoscopists to learn how to diagnose EGC. Lecture videos describing "the technique" and "the knowledge" can be beneficial. In addition, repeating 100 self-study cases allows learners to gain "experience" and improve their diagnostic skills further. Web-based e-learning systems have more advantages than other teaching methods because the number of participants is unlimited. Histopathological diagnosis is the gold standard for the diagnosis of gastric cancer. Therefore, we developed a comprehensive diagnostic algorithm to standardize the histopathological diagnosis of gastric cancer. Once we have successfully shown that this algorithm is helpful for the accurate histopathological diagnosis of cancer, we will complete a series of e-learning systems designed to assess EGC accurately.

Learning experience of undergraduate medical students during 'model preparation' of physiological concepts

  • Soundariya, Krishnamurthy;Deepika, Velusami;Kalaiselvan, Ganapathy;Senthilvelou, Munian
    • Korean journal of medical education
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    • v.30 no.4
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    • pp.359-364
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    • 2018
  • Purpose: Learning physiological concepts and their practical applications in the appropriate contexts remains a great challenge for undergraduate medical students. Hence the present study aimed to analyze the learning experience of undergraduate medical students during an active learning process of 'preparation of models' depicting physiological concepts. Methods: A total of 13 groups, involving 55 undergraduate medical students with three to five individuals in each group, were involved in model preparation. A total of 13 models were exhibited by the students. The students shared their learning experiences as responses to an open-ended questionnaire. The students' responses were analyzed and generalized comments were generated. Results: Analysis of the results showed that the act of 'model preparation' improved concept understanding, retention of knowledge, analytical skills, and referral habits. Further, the process of 'model preparation' could satisfy all types of sensory modality learners. Conclusion: This novel active method of learning could be highly significant in students' understanding and learning physiology concepts. This approach could be incorporated in the traditional instructor-centered undergraduate medical curriculum as a way to innovate it.