• Journal of Pharmacopuncture
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• v.27 no.2
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• pp.142-153
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• 2024

Objectives: This study aimed to analyze the educational needs of interns and residents in Korean medicine as the first step in developing an education program to improve their research competencies. Methods: A mixed-method design, incorporating both quantitative and qualitative data collection methods, was used to investigate the educational needs for research competencies among interns and residents working in Korean medicine hospitals nationwide. Data were collected through online surveys and online focus group discussions (FGDs), and processed using descriptive statistical analysis and thematic analysis. The study results were derived by integrating survey data and FGD outcomes. Results: In total, 209 interns and residents participated in the survey, and 11 individuals participated in two rounds of FGDs. The majority of participants felt a lack of systematic education in research and academic writing in postgraduate medical education and highlighted the need for nationally accessible education due to significant disparities in the educational environment across hospitals and specialties. The primary barrier to learning research and academic writing identified by learners was the lack of knowledge, leading to time constraints. Improving learners' research competencies, relationship building, autonomy, and motivation through a support system was deemed crucial. The study also identified diverse learner types and preferred educational topics, indicating a demand for learner-centered education and coaching. Conclusion: This study provides foundational data for designing and developing a program on education on research competencies for interns and residents in Korean medicine and suggests the need for initiatives to strengthen these competencies.

• Journal of Korean society of Dental Hygiene
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• v.9 no.1
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• pp.193-205
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• 2009

The purpose of this study was to examine the needs of learners in an advanced major course in a bid to strike a balance between theory and practice. And it's also meant to suggest an actual case of that effort in an advanced course. As a result of analyzing the collected data, the largest number of the learners who signed up for the advanced course chose that course to earn a bachelor's degree, and the second greatest group did that to bolster their expertise. The name of the college that offered that course (41.4%) had the most impact on their choice of it, followed by accessibility(28.6%). The most common thing they practiced in the oral health education course as one of major courses was forming a lesson plan, followed by teaching at schools and kindergartens, trial student teaching, producing PPT, making OHP materials, making a bulletin board and producing leaflets. During clinical activities for oral health education, the largest group considered it necessary to learn about more theories on educational psychology(54%), followed by the production of teaching media(29.9%) and teaching methods(25.3%). Likewise, the greatest group found it more necessary to practice educational psychology(42.5%), followed by the utilization of media(37.9%) and teaching methods(28.7%). An one-on-one interview was implemented before and after their classes to obtain more detailed information on their needs, and what their needs were in relation to the given curriculum was eventually confirmed, which made it possible to offer better education in response to their needs.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.97-106
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• 2004

Recently, the demand for the customized courseware which is required from the learners is increased. Therefore the needs of the efficient and automated education agents in the web-based instruction are recognized. In this paper we propose a multi-agent system for course scheduling of learner-oriented using weakness analysis algorithm. At first proposed system analyze learner's result of evaluation and calculates learning accomplishment. From this accomplishment the multi-agent schedules the suitable course for the learner. The learner achieves an active and complete learning from the repeated and suitable course.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.5
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• pp.906-912
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• 2009

Offline-based study is proceeding effectively for directly teaching and communication between a learner and a professor. In general virtual education system have been solve this problem using provides search of particular learning domain and auto feedback of relative learning domain after examination. But the learner needs personally select the right document among search result set and interconnected precedence study domain. Therefore, the unskilled learner is difficult of learning progress over against offline-based study. This paper suggests a index mechanism of varied views for helps to learner understand the flow and direction of learning and correlation between units.

• Proceedings of the Korea Contents Association Conference
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• 2004.05a
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• pp.63-69
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• 2004

Information society, which requires knowledge-workers having creative and active problem-solving ability, needs development of on-line educational contents technique from existing teacher-oriented to learner-oriented education. Special quality of most on-line studying contents is real condition that is not satisfying on-line studying special quality that learner-oriented becomes center by lacking functions of lecture progress of teacher-oriented, contents manufacture and contents offer platform than learner-oriented. Wish to propose about way to compose existent contents offer platform and complementary situation about contents offer platform for on-line education of learner- oriented that is on-line studying special quality in this research.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1209-1219
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• 2016

In knowledge based society, lifelong learning is increasing in order to meet educational needs of adult learners. Credit Bank system which is credited by individual experience, learning and qualifications are also emphasized for continuing learning participation. However, in spite of the importance of concern in the Credit Bank System, adult learners expectation and value are not high. The purpose of this study is to analyze participation valence and learning flow of adult learner in the Credit Bank System. The result of this study is summarized as follows: first, adult learners participated in the Credit Bank System to get new knowledge and skill based on internal and external motivation and requirement not involved with individual degree. Second, adult learners participating in the Credit Bank System are experiencing learning flow realizing that behavior of participation is compensated, adult learners are concentrating and feeling with satisfaction and pleasure to study. Third, participation in the Credit Bank System based on adult learner's own right learning requirement have been analyzed as it has a positive effect to the learning flow and have indicated that adult learners having high level of valence experience, recognition immersion, behavioral devotion, and egoistic immersion. Based on the conclusion, further studies are suggested.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.333-349
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• 2021

The fourth industrial revolution based on information and communication technology has increased the need for an environment where contents in new technologies can be learned for the development of lifelong vocational capabilities. To prepare for this, K University's online lifelong education center has established STEP, a smart learning platform. In this study, we conducted a study and other platform case analysis for STEP learner types, a survey of learners, and a comprehensive analysis based on these results to classify characteristics by learner types. It also intended to establish a plan to provide customized services to meet the needs of STEP learners in the future. The derived results are as follows. It is necessary to constantly manage learning content difficulty and learning motivation survey, and also needs to refine the operation of learning content in terms of learning composition. In addition, it is important to secure specialized content, to manage vulnerable learners, to actively introduce a learner support system and various educational methods.

• Journal of Engineering Education Research
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• v.21 no.2
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• pp.7-16
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• 2018

The purpose of this study is to develop and implement engineering education program by drawing out the educational needs creative engineering design ability. The importance and current level of creative engineering ability were surveyed and analyzed by using 29 sub - factors of creative engineering design ability presented by Kim Dae young et al(2006). from 234 engineering students in 6 universities. As a result, students recognized that all items of creative engineering design ability were important, and their level was generally recognized. The educational needs for creative ability and creative problem solving ability was high and the educational needs for creative engineering design project was relatively low. Based on these results, it is necessary to develop an educational program to enhance creative engineering design ability by considering learner's perception and professional and industrial recognition.

• The Korean Journal of Emergency Medical Services
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• v.7 no.1
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• pp.5-28
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• 2003

The purpose of this study which was conducted by framing of standardized advanced emergency care instructor qualification course outline and training competent instructor Course development based on following educational principle and it would be expected more improved aspect. Advanced Emergency care Instructor Qualification Course Development (1) based on advanced emergency care instructor job analysis and paramedic job description. (2) Learning of emergency care instructor qualification course is continuous. It is important to begin at the learner's level of knowledge and to relate new learning to information the learner needs. (3) Learning of emergency care instructor qualification course is purposeful and must make sense to the learner. Progress in learning must make sense to the learner. Progress in learning must be constantly appraised through feedback. The purpose of learning BLS information and skills must be kept in sharp focus. (4) Learning involves as many senses as possible. The more stimulating a learner activity is to the senses, the longer the information will be retained. Conservative figures indicate that 75% of what is heard is for-gotten after 2 days. It has been said that learners remember (5) Learning activities must be appropriate for the emergency situation through the PBL educational method. In BLS lecture skill learning, the greatest proportion of class time should be spent in manikin practice, using performance sheets as a learning tool or guide. (6) Learning must be stimulating. Instructors can motivate learners by helping them achieve higher levels of proficiency and encouraging other levels of course completion, such as instructor and instructor trainer. (7) Learning is affected by the physical and social environment. The physical environment should be conducive to both the kind of learning taking place and the activities used for learning. Advanced emergency care instructor qualification course organized educational psychology, educational methodology I,II,III, educational material making skill, lecture & conversational skill, BLS theory & pratice lecture skill, minic lecture designed PBL module. test of minic lecture & pratice lecture skill. Advanced emergency care instructor qualification course continued to active instructor training and motivated to active EMS system.

• Journal of Korea Multimedia Society
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• v.5 no.3
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• pp.290-297
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• 2002

The appearance of web technology has accelerated the role of the application of multimedia technology, computer communication technology and multimedia application contents. Recently WBI model which is based on web has been proposed in the part of the new activity model of teaching-teaming. How to learn and evaluate is required to consider individual learner's learning level. And it is recognized that the needs of the efficient and automated education agents in the web-based instruction is increased But many education systems that had been studied recently did not service fluently the courses which learners had been wanting and could not provide the way for the learners to study the learning weakness which is observed in the continuous feedback of the course. In this paper we propose design of multi-module system for course scheduling of learner-oriented using weakness analysis algorithm. First proposed system monitors learner's behaviors constantly, evaluates them, and calculates his accomplishment and weakness. From this weakness the multi-agent prepares the learner a suitable course environment to strengthen his weakness. Then the learner achieves an active and complete teaming from the repeated and suitable course.