• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.57-65
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• 2008

In the web- based educational system, how to improve interaction among learners are very important by the Internet. Therefore interpersonal interaction is essential for a good educational environment. In this paper, a web-based PBL(Problem-Based Learning) system is designed and implemented to improve learner's interaction. I investigated how the method for improving interaction affect PBL activities and how students perceive the web-based PBL learning experience. The result of experiment showed that the suggested system facilitated learners' self-directed learning process and interaction.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.75-82
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• 2014

This thesis focuses on developing an appropriate model for teaching internet ethics based on problem-based learning, and studying its effect on morality. The PBL model is focused on encouraging participation from students through discussion and essay-writing. To test the validity of the new model, the control group was constructed and was assigned an existing lecture-based model. The research applied the new method at class and compared changes in Internet ethics between two groups. The results showed that the PBL model was more effective in enhancing internet ethics among students than the lecture-based model, and they were statistically valid. Especially, the "responsibility" part within the internet ethics showed the biggest improvement.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.8
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• pp.5242-5247
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• 2014

The aim of this study was to specify the procedures of problem design for employing problem based learning (PBL) and designing problems for the learning content of the subject. The procedures for designing good problems are composed of the selection of educational contents, determining the learner's characteristics, identifying problems, setting roles and situations, and writing down problems. Using the procedures, four integration problems covering the contents of a creative engineering design subject were designed. The talent needed in a current industrial site can be fostered with PBL, not whole-class learning. A creative engineering design subject based on PBL was planned, which focused on the process of design problems. To make an effect of this PBL, studies applying this instructional design to many lectures should be implemented.

• Journal of dental hygiene science
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• v.17 no.5
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• pp.383-397
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• 2017

We attempted to develop a problem-based learning (PBL) module for integrated education in dental hygiene with the aim of helping students gain clinical competencies necessary for dental hygienist work. To develop the PBL Module for Clinical Dentistry in Dental Hygiene course, the researchers identified literature related to not only educational technology, but also medical science, nursing, dentistry, and dental hygiene. During the design phase of the PBL module, problem scenarios and a plan for the teaching and learning process were developed. Developing problem scenarios involved describing a problematic situation and three questions related with that situation. To cultivate competencies required in dental clinics, each question was related to the diagnosis of a dental disease, dental treatment, and dental hygiene procedures for care. Teaching-learning process plan included the designs of operating environment, operational strategies, learning resources, facilitation of problem-solving process, and evaluation. It is necessary to evaluate the PBL module for integrated education in dental hygiene to confirm its effectiveness.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.564-568
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• 2020

Problem-based learning (PBL) is applied to various subjects for the sake of learners' creative thinking, problem-solving skills, presentation skills, confidence, self-directed learning, cooperation, and for the communication skills required in a rapidly changing society. Among them, the English language-an official language-is invested in 2.3 times more than other subjects, according to the English education company Yoon's Teacher. Therefore, PBL is an important learning method. However, the reality is that teacher-centered instruction, acquiring knowledge of the best answers only, and traditional evaluations are the main subjects. In order to supplement these weak points, this study designed a learning model for English subjects based on Barrows & Myers (2002) and the analyze, design, develop, implement, and evaluate (ADDIE) model. As a result of a PBL English class based on the ADDIE model, the learners were able to improve their presentation skills by 86%, their interest in learning by 86%, their understanding of learning by 86%, and cooperation by 100%. As such, studies on designing the learning model should be carried out continuously to achieve the purpose of 21st century English education, which is to improve learners' communication skills and information processing skills.

• Journal of Korean society of Dental Hygiene
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• v.22 no.5
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• pp.451-459
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• 2022

Objectives: This study aimed to provide useful basic data for improving the quality of problem-based learning (PBL) to improve integrated thinking and problem-solving skills in clinical dental hygiene through in-depth exploration of the experiences of dental hygiene students trained in PBL modules. Methods: A total of nine participants were selected based on the grade distribution of clinical dental hygiene. Three participants each were from the upper, middle, and lower groups. A focus group interview (FGI) was conducted using a developed questionnaire. All contents of the recorded FGI were used to draw the main results while maintaining the core contents Results: The themes derived through the FGI were confirmed by 'advantages of PBL', 'competencies developed through PBL', 'teamwork experienced in PBL', 'required competencies for PBL team activities', 'differences in contribution among team members', 'satisfaction with PBL', 'improvements to PBL', and 'trial and error experienced in PBL'. Conclusions: The PBL was a useful for improving the integrated thinking and problem-solving skills of dental hygiene students. Moreover, this study provides useful basic data for the qualitative improvement of the PBL.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.1-18
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• 2015

The purpose of this study was to conduct a course entitled 'Teaching practice' applying Problem Based Learning(hereafter PBL) for perspective Home Economics teachers to explore the applicability of PBL to the course. A course entitled 'Teaching practice' was carried out for 17 undergraduate students from the 2nd of March till 11th of June in 2014. Pre- and post-tests to measure teacher disposition were performed to investigate the effectiveness of the course applying PBL. Three questions for PBL were developed, were determined after obtaining verification of the questions from 5 experts, and were used for the course entitled 'Teaching practice'; Developing teaching-learning plan, establishing plan for homeroom class management, and designing assessment of Technology & Home Economics. The processes of PBL include defining the problem, planning problem solutions, reassessing the problem, identifying possible solutions, and performance presentation. Procedures for solving one problem of PBL took 4 weeks and teacher disposition assessment for effectiveness of PBL was carried out for pre- and post tests. The reflection journal showed that even though it was their first experience of PBL, instructor's feedback, group activities, and individual activities were helpful for solving the problems of PBL. The result of dependent t-test for paired samples revealed significant differences between the pre- and post tests, which means that there was effectiveness of the course applying to PBL on teacher disposition of prospective Home Economics teachers.

• Korean Medical Education Review
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• v.24 no.1
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• pp.56-62
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• 2022

Despite current regulations requiring social distancing due to coronavirus disease 2019, problem-based learning (PBL) requires student interaction to achieve common goals and enhance critical thinking and deep learning abilities. Social presence in the online education environment reduces both perceptions of physical distance and psychological distance in interactions. This study aimed to compare PBL activities between in-person and videoconferencing classes, and to investigate social presence and learning satisfaction in a videoconferencing PBL environment. The PBL consisted of six modules for both the first and second years of Chonnam National University Medical School. As social distancing was strengthened, the second class of the fifth module in both years was converted to an online format and the fifth module was excluded. The first four PBL modules were conducted as in-person classes, but the last PBL module was administered via videoconferencing. After the final PBL module, 100 (81.3%) first-year medical students and 90 (79.6%) second-year students were asked to complete a self-administered questionnaire on social presence and learning satisfaction. There were no significant differences in the small group activities of tutorial sessions between in-person and videoconferencing classes. In the online videoconferencing class, students who had favorable attitudes toward the tutors' social role and interactions with peers showed high satisfaction with their learning. In conclusion, online videoconferencing allows students to simultaneously perceive their interactions with others and social presence, even at a distance. Tutors can enhance a sense of online community and collaborative learning as facilitators of online PBL.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.65-88
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• 2014

This study analyzed cases of collaborative classes between a teacher librarian and Chinese language teacher by applying problem-based learning (PBL) and intended to propose a desirable direction for class in operating collaborative classes of PBL. In order to achieve this purpose, methods to raise problems by BPL at the library of S High School, class content by each round of class, and cases of students' achievements were presented. In addition, statistical analysis of interest in subjects on 101 students in their sophomore year who had participated in PBL class was conducted. According to the study result, students' learning-related desire to accomplish, executive ability of learning, and interest were significantly improved.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.8
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• pp.4942-4949
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• 2014

The aim of this study was to discover the effects of learners' perceived roles of a tutor on Problem-Based Learning (PBL) satisfaction. To this end, 100 students who took lessons with PBL in the department of nursing science were recruited and asked to fill out a survey. The data was collected and analyzed using the SPSS WIN 20.0 Program. The results show that there is relevance between the role of 'Stimulating integration of knowledge' and 'PBL satisfaction' among the four kinds of roles of a tutor, and the role of 'Stimulating integration of knowledge' influences on PBL satisfaction.