• ETRI Journal
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• v.28 no.4
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• pp.461-474
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• 2006

This project aims to design and develop a prototype for an agent that support online collaborative learning. Online collaborative learning, which has emerged as a new form of education in the knowledge-based society, is regarded as an effective method for improving practical and highly advanced problem-solving abilities. Collaborative learning involves complicated processes, such as organizing teams, setting common goals, performing tasks, and evaluating the outcome of team activities. Thus, a teacher may have difficulty promoting and evaluating the entire process of collaborative learning, and a system may need to be developed to support it. Therefore, to promote interaction among learners in the process of collaborative learning, this study designed an extensible collaborative learning agent (ECOLA) for an online learning environment.

• Journal of Multimedia Information System
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• v.6 no.4
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• pp.259-264
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• 2019

In this paper, the prototyping process for developing syllable-initial consonant-based game 'Korean Guards' is described. Users may effectively learn Korean words using alphabetically sequential approaches, but the easiness of access bestowed on the smart environments and game algorithms could be fully utilized for the functional advantages for educational purposes. This functional game is developed on Android OS and the prototypical outcome is shown.

• International Journal of Advanced Culture Technology
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• v.10 no.1
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• pp.1-9
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• 2022

The notion of outcome-based educational paradigm and its adaptability for higher education has become a recent growing and quite stirring trend. In the year 2017-18, this educational philosophy has been embraced by some of the higher educational institutions in Pakistan as well. This research attempts to investigate OBE and non-OBE systems in the context of students learning outcomes and academic attainment levels in engineering education in Pakistan. The study has been conducted on undergraduate students of MUET, Jamshoro, Sindh Pakistan. The students of the software engineering department are taken as the sample. Student cohorts are formed i.e., OBE and non-OBE (traditional/teacher-centered approach) cohorts. The summative assessments of semester exams are used for data analysis descriptive statistics and independent samples t-test is performed to set up the group statistic. The findings of this study show that, in terms of students' performance, the OBE system outperforms the traditional system and this transition in engineering institutions might be beneficial in the future.

• Journal of Korean Critical Care Nursing
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• v.5 no.1
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• pp.12-22
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• 2012

Purpose: This study was conducted to evaluate the learning outcomes of simulation-based practice on emergency care for patients with dyspnea in nursing students. Methods: One group pre-post experimental design with 28 nursing students was used. Simulation-based practice on the basis of SimMan Human Patient Simulator including academic lectures, simulation lab exercises and debriefing was applied for four and half hours. The learning outcomes were assessed by measuring knowledge, critical thinking, problem solving process of cognitive skills, self-confidence and learning attitudes of affective domain. Furthermore, self reported clinical performance ability of psychomotor skills was examined. Results: After the completion of simulation-based practice, there was a significant increase in the mean of following measured variables: knowledge, critical thinking, problem solving process of cognitive skills, self-confidence, learning attitudes of affective domain and clinical performance ability of psychomotor skills. Significant positive relationships were found among learning outcome measurement variables. Conclusion: Simulation-based practice is an effective method to improve cognitive skills, affective domain and psychomotor skills of nursing students. Hence, Simulation-based practice should be applied for improving current limited emergency care training for nursing students and enhancing students' competency in clinical situations.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.379-387
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• 2007

The purpose of the study was to explore the correlation between in-degree and out-degree centrality Social Network Indices and cognitive and affective learning outcomes measures in an e-Learning environment. Results indicate both the out-degree and in-degree centrality indices are correlated with the cognitive learning outcome measures only. Further, results of the follow-up multiple regression analyses describe the cognitive learning outcome would be predicted by both the in-degree centrality (52%) and out-degree centrality (8%). A discussion is provided to interpret the results and limitations are specified.

• International Journal of Advanced Culture Technology
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• v.8 no.1
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• pp.199-206
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• 2020

I suggested the design learning environment based on affordance concept approach for supporting and improving learners' behavior and outcome for convergent design education in this study. The design learning space should be applied teaching and learning activity, especially learners' behavior, physical space condition to support the design thinking process. The design learning space needs openness, individuality and connectivity to support the learners' behavioral to immerse, participate, cooperate, understand, think and fulfill the design thinking process. The composition principles of the learning environment for convergent design education supports communication and collaboration among members for independence and interaction. The spaces for design research and teaching needs high privacy while facilitating visual communications through special materials and wall structure design. Also, for connectivity to improve the learners' physical and visual contact, the environment of the classrooms requires flexibility and mobility by providing an open space integrating unit cells for realizing learning purpose. These are provided by formed of an open structure for inducing visual communication and physical contact to involve the design activities and the mutual interchange.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.215-226
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• 2015

Purpose: This study aimed to develop a self-assessment tool to evaluate program outcomes of nursing students in Korean nursing undergraduate education. Methods: The instrument development process consisted of literature review, focus group interviews, and item validation. A total of 117 items were analyzed through content validity testing. Data was gathered from 302 nursing students in Korea and analyzed using SPSS 21.0. Results: To construct validity, principal component analysis and Varimax rotation were used, and 12 factors, with a cumulative explanatory variance of 69.16%, were determined from 79 items. For internal consistency and reliability, Cronbach's ${\alpha}$ was .91. The half-split reliability results were .84 and .85, and the ROC curve showed an optimal cutpoint at 227. A five-point Likert scale was used for scoring. Conclusion: This instrument was found to have fair validity and reliability as a self-assessment tool for nursing student learning outcomes. Therefore, it can be used to evaluate program outcomes indirectly in nursing schools.

• Journal of Korea Port Economic Association
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• v.36 no.1
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• pp.165-182
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• 2020

According to recent government forecasts, universities face a critical situation, due to a reduction in the number of students and a decrease in tuition income. To respond to the changed population structure and the 4th Industrial Revolution, the government is supporting universities in reorganizing the structure of academics and curricula focused on lifelong education. Considering this, this study analyzed the correlation between intention to participate in lifelong education and learning outcomes oriented to workers involved in shipping and port logistics in the Port of Gwangyang and Yeosu, who are participating or have participated in lifelong education. To expand the opportunities for participation in the lifelong education of adult learners and form a learning culture, it is necessary to analyze the intention to participate in lifelong education and how participants identify their learning outcomes. According to the analysis results, the goal orientation of intention to participate in learning has a significant influence on individual features of learning outcomes, and learning orientation has a significant influence on the social characteristics of learning outcomes. Moreover, learning outcomes and the learning orientation of the intention to participate in learning have a significant influence on the intention to continue learning. In particular, the results showing that learning outcomes reflect individual changes and that interests obtained as a product of learning influence the intention to continue learning are highly suggestive.

• Journal of the Korean Regional Science Association
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• v.15 no.1
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• pp.93-116
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• 1999

Recently the concept of learning has become very fashionable among academics from different economic disciplines. Economic geographers and spatial planners joined this fashion by increasingly speaking about the 'learning region'. This paper makes clear that this learning region'. This paper makes clear that this learning region concept has been launched from three angles; as spatial outcome of grand societal changes, as spatial concentration of entrepreneurial learning for innovation and as regional development concept. Despite the deficits and flaws such a young concept is faced with, such as vague definitions, the lack of empirical research and an insufficiently clear separation from existing concepts, the learning region concept might provide economic geography with more insight in agglomeration effects, stronger links with policy-making and more knowledge on path dependency and thus on unravelling the distinction between 'good' and 'bad' industrial agglomerations.

• Journal of the Korea Convergence Society
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• v.10 no.7
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• pp.39-45
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• 2019

The aim of this research is to find out how convergent operation of the learning coaching and compensation system affects the academic self-efficiency and learning performance of university students. In the second semester, a compensation system was prepared based on learning coaching and learning outcomes, made a notice in advance, and conducted a survey before and after operation to measure the academic self-efficacy. In addition, the MLST-II Learning Strategy Diagnosis Examination was conducted on G university students to diagnose the learning tendency. As a result, although G University students felt a reluctance by coaching the learning community and expected negative results during the course of participation in the learning community due to low motivation and low expectation of results, they showed a significant improvement in academic self-efficiency and learning outcomes. Therefore, even students with negative learning tendency will need to consider how to operate these programs in the educational field, as the expert's learning coaching and compensation systems produce positive results for students' academic self-efficiency and learning outcomes rather than leaving them to autonomy.