• 한국운동역학회지
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• 제33권2호
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• pp.62-72
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• 2023

Objective: Although balance training has been used as an effective ankle injury rehabilitation program to restore neuromuscular deficits in patients with chronic ankle instability, it is not effectively used in terms of motor learning. Attentional focusing can be an effective method for improving ankle kinematics to prevent recurrent ankle injuries. This study aimed to 1) evaluate the effects of attentional focus, including internal and external focus, and 2) determine a more effective focusing method for patients with chronic ankle instability to learn balance tasks. Method: Twenty-four patients with chronic ankle instability were randomly assigned to three groups (external focus, internal focus, and no feedback) and underwent four weeks of progressive balance training. The three-dimensional ankle kinematics of each patient were measured before and after training as the main outcomes. Ensemble curve analysis, discrete point analysis, and post hoc pairwise comparisons were performed to identify interactions between groups and time. Results: The results showed that (1) the external focus group was more dorsiflexed and everted than the internal focus group; (2) the external focus group was more dorsiflexed than the no feedback group; and (3) the no feedback group was more dorsiflexed than the internal focus group. Conclusion: Because dorsiflexion and eversion are ankle motions that oppose the mechanism of lateral ankle sprain, using the external focus method during balance training may be more effective in modifying these motions, thereby reducing the risk of ankle sprain.

• 대한간호학회지
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• 제35권6호
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• pp.1113-1124
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• 2005

Purpose: The purpose of this study was to develop an e-Learning program about medication for nurses to enhance nurses' medication performance ability and to analyze learners' responses after studying with this program. Method: For the development of the e-Learning program, the NBISD(Network Based Instructional Systems Design) model, suggested by Jung(I999) was applied as a basic model and the instruction design theory of Gagne & Briggs(1979) and ARCS theory of Keller(I983) were applied. After the operation of this program for one month to 34 new nurses, learners' responses were analyzed. Result: Learners' knowledge of medication was greatly improved after this program. In addition learners' satisfaction with the overall education program, help in field applicability, ease of screen shift and exploration, and tutor activities were high and the contents were regarded suitable for e-Learning. Many things were advantageous such as easy accessibility, easy understandability with pictures and flash animation, practical cases and feedback from a tutor. Provision of a supplementary handout and improvement of a tight time schedule were pointed out as things to be improved. Conclusion: This e-Learning program can be used effectively for medication education for registered nurses, student nurses, and new nurses.

• International Journal of Contents
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• 제13권3호
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• pp.25-31
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• 2017

With tremendous advancement of information and communication technologies, mobile learning systems have been widely adopted in language learning contexts, and several frameworks have been developed for identifying and categorizing different factors of mobile-assisted language learning (MALL). However, pre-existing frameworks have limitations when evaluating the importance level of criteria. The purpose of this study is to develop a comprehensive hierarchical framework for identifying and categorizing success factors of MALL and prioritizing them according to the importance level. To do that, AHP method is used to quantitatively estimate weight values of MALL criteria. Results reveal that the priority of MALL criteria is ordered as follows: content, system, learner, language learning. Local weights of each criterion are also analyzed; for example, usefulness, accuracy, and authenticity are critical factors for improving MALL contents. Ease of use and mobility of MALL systems are also considered more critical than other systematic factors. In addition, availability of immediate feedback and self-directness has the highest weight values of importance. The findings of the study are discussed regarding hierarchical orders of MALL criteria and conclude that successful MALL implementation may be achieved if related elements are diversely measured and evaluated. Pedagogical implications and suggestions for further research are also presented.

• 한국정보통신학회논문지
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• 제7권6호
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• pp.1236-1243
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• 2003

본 논문에서는 ‘디지털 회로’과목을 효과적으로 학습하기위해서 실습 지향의 시뮬레이션형 웹 코스웨어를 설계하고 구현하였다. 구현한 웹 코스웨어는 학습의 이해도와 상호작용을 증진시키기 위해 그래픽, 애니메이션, 음성 등과 같은 멀티미디어 요소들을 활용하였다. 또한, 본 웹 코스웨어는 웹 서버 시스템에 구축한 데이터베이스를 이용함으로써 학습 정보를 쉽게 갱신할 수 있었다. 그 결과, 구현한 웹 코스웨어는 학습자에게 학습 동기를 유발시키고 학습의 효과를 증진시킬 수 있었다. 또한, 필요에 따라 데이테베이스에 다양한 내용을 추가할 수 있으므로 학습자는 폭넓게 학습할 수 있다. 더 나아가, 본 웹 코스웨어는 결과에 대한 피드백을 제공함으로써 학습에 대한 이해도를 증진시킬 수 있었다.

• Educational Technology International
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• 제22권1호
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• pp.57-85
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• 2021

The purpose of this study was to identify learners' perception of teaching activities in online classes that were forcibly switched due to COVID-19, and to compare and analyze differences in importance and performance of online teaching activities according to the level of self-directed learning in university students. To address these goals, 31 university students who took courses operated as online classes at university participated in this study, and the collected data were analyzed according to IPA procedures and methods. As a result, for online teaching activities, class attendance check and encouragement, clarity of class objectives, the ability to deliver the content of learning, and the ability of the instructor to deliver lectures were identified as factors to be constantly emphasized. Depending on the level of self-directed learning, there were significant differences between importance and performance in high level learners' interaction strategy with instructor, interaction strategy with learner, and timely provision of instructor's feedback. On the other hand, there was no significant difference between the importance and performance of online teaching activities for learners with a low level of self-directed learning. Based on these research results, several implications for the design of effective online teaching activities in future university education were proposed.

• International journal of advanced smart convergence
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• 제11권2호
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• pp.194-204
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• 2022

This study is a one-group pretest-posttest design to evaluate the effect of problem-based learning (PBL) for patient safety on self-leadership, patient safety competencies, and reflective thinking of nursing students. The research was conducted from March 2 to April 15, 2022, in which 57 nursing students participated. PBL for patient safety was examined in a total of 8 sessions in the order of motivation, problem identification, task performance planning, problem-solving methods, summary and solution, presentation, and evaluation. The following topics of patient safety were selected for each team: nursing records, high-alert medication, medication error and intravenous fluid regulation, blood transfusion care, fall, bedsore, infection control, and pain management. We provided feedback on the learning process and outcomes of nursing students. According to the results, self-leadership showed a statistically significant improvement in self-expectations (t=2.60, p=0.01), goal setting (t=2.84, p<0.01), self-reward (t=3.32, p<0.01), and self-criticism (t=2.32, p=0.02). Patient safety competencies showed a statistically significant improvement in patient safety knowledge (t=13.05, p<0.001) and patient safety skills (t=4.87, p<0.001) but not in reflective thinking. The results prove that PBL for patient safety is an effective teaching-learning strategy to improve self-leadership and patient safety competencies. Future studies must develop and validate specific and long-term teaching-learning methods to improve reflective thinking.

• Journal of Information Technology Applications and Management
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• 제29권3호
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• pp.43-55
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• 2022

In this study, with the goal of developing a deep learning-based product recommendation model for effective matching of influencers and products, a deep learning model with a collaborative filtering model combined with generalized matrix decomposition(GMF), a collaborative filtering model based on multi-layer perceptron (MLP), and neural collaborative filtering and generalized matrix Factorization (NeuMF), a hybrid model combining GMP and MLP was developed and tested. In particular, we utilize one-class problem free boosting (OCF-B) method to solve the one-class problem that occurs when training is performed only on positive cases using implicit feedback in the deep learning-based collaborative filtering recommendation model. In relation to model selection based on overall experimental results, the MLP model showed highest performance with weighted average precision, weighted average recall, and f1 score were 0.85 in the model (n=3,000, term=15). This study is meaningful in practice as it attempted to commercialize a deep learning-based recommendation system where influencer's promotion data is being accumulated, pactical personalized recommendation service is not yet commercially applied yet.

• 한국전문물리치료학회지
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• 제11권3호
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• pp.11-18
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• 2004

This study is aimed at investigating the influence of different quantitative knowledge of results on the measurement error during lumbar proprioceptive sensation training. Twenty-eight healthy adult men participated and subjects were randomly assigned into four different feedback groups(100% relative frequency with an angle feedback, 50% relative frequency with an angle feedback, 100% relative frequency with a length feedback, 50% relative frequency with a length feedback). An electrogoniometer was used to determine performance error in an angle, and the Schober test with measurement tape was used to determine performance error in a length. Each subject was asked to maintain an upright position with both eyes closed and both upper limbs stabilized on their pelvis. Lumbar vertebrae flexion was maintained at $30^{\circ}$ for three seconds. Different verbal knowledge of results was provided in four groups. After lumbar flexion was performed, knowledge of results was offered immediately. The resting period between the sessions per block was five seconds. Training consisted of 6 blocks, 10 sessions per one block, with a resting period of one minute. A resting period of five minutes was provided between 3 blocks and 4 blocks. A retention test was performed between 10 minutes and 24 hours later following the training block without providing knowledge of results. To determine the training effects, a two-way analysis of variance and a one-way analysis of variance were used with SPSS Ver. 10.0. A level of significance was set at .05. A significant block effect was shown for the acquisition phase (p<.05), and a significant feedback effect was shown in the immediate retention phase (p>.05). There was a significant feedback effect in the delayed retention phase (p<.05), and a significant block effect in the first acquisition phase and the last retention phase (p<.05). In conclusion, it is determined that a 50% relative frequency with a length feedback is the most efficient feedback among different feedback types.

• 한국응급구조학회지
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• 제7권1호
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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.

• 치위생과학회지
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• 제23권4호
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• pp.271-281
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• 2023

Background: This study aims to improve dental hygiene education by investigating the relationship between metacognition, learning flow, and problem-solving abilities in dental hygiene majors. Methods: A survey was conducted on 2nd to 4th-year students from dental hygiene programs, with 132 responses analyzed. Data analysis involved t-tests and ANOVA to examine the differences in metacognition, learning flow, and problem-solving abilities based on the general characteristics. Multiple regression analysis was employed to investigate the factors influencing the dependent variable, which is problem-solving abilities. The collected data were analyzed using SPSS. Results: First, when comparing metacognition, learning flow, and problem-solving abilities based on the general characteristics of the study participants, statistically significant differences were observed in common factors such as major satisfaction, subjective academic performance, GPA (grade point average), and reason for major choice (p<0.05). Second, it was found that there is a significant positive correlation between metacognition, learning flow, and problem-solving abilities in dental hygiene students (r≥0.79, p<0.05). In other words, higher levels of metacognition and learning flow were associated with better problem-solving abilities. Third, factors influencing problem-solving abilities were identified, with both metacognition and learning flow having a statistically significant positive impact. It was also noted that metacognition had a greater influence on problem-solving abilities compared to learning flow (adjusted R²=0.815, p<0.05). Conclusion: To enhance the core competency of problem-solving abilities, it is essential to improve metacognition and learning flow. To enhance metacognition and promote learning flow, strategies such as goal setting, utilizing effective learning methods, boosting self-efficacy, managing the learning environment, choosing activities that foster immersion, stress management, self-assessment and feedback integration, improving focus, and utilization a variety of learning experiences will be necessary.