• Korean Medical Education Review
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• v.18 no.2
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• pp.106-113
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• 2016

The purpose of this study is to identify factors associated with effective peer-assisted learning (PAL) for nursing students. This review examined studies on PAL in nursing education. The literature was searched using terms including 'nursing & peer assisted learning,' 'nursing & peer learning,' and 'nursing & peer teaching.' Potentially relevant research on PAL was identified, and 12 studies were determined to meet the inclusion criteria. This review includes five qualitative, three mixed-methods, and three experimental studies published on the topic. In the studies reviewed, practicum classes were found to use PAL the most. Students of the same age were most commonly the subjects of PAL, as indicated in six papers. PAL has been suggested to affect participants' knowledge, self-efficacy, confidence, and anxiety. The findings indicate that interactions between peers promote learning and lead to mutually positive responses, which provide opportunities for self-development. Finally, students' learning outcomes improve and their confidence in their knowledge and skills increases as they experience the role of student nurse. These findings indicate that PAL can be utilized as an efficient learning method in nursing education programs. However, effective strategies for using PAL to achieve learning objectives and maximize learning outcomes are needed.

• Korean Medical Education Review
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• v.14 no.2
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• pp.86-94
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• 2012

This study was conducted to analyze the effects of peer tutoring programs and to introduce the peer tutoring program in medical College. Forty medical students participated in the study and data were collected through surveys and interviews. Through the interviews, we investigated the peer tutoring experiences of tutors and tutees, and what they perceived that they accomplished. Correlation analysis was conducted to investigate the tutoring process variables that affect the academic achievement of tutees. It was found that tutors and tutees reported achievements in the schoolwork, relationships, and emotional aspects.

• Journal of the Korean Home Economics Association
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• v.42 no.11
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• pp.151-165
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• 2004

The purpose of this study was to investigate the influence of adolescent's environmental education experience and peer group on pro-environmental consumption behavior The survey study administered 610 questionnaires to general high school students in Daegu. The main findings of this study were as follows. First, adolescent's pro-environmental purchase behavior was positively correlated to the degree of participation in environment-related events in school, the mother's pro-environmental purchase, use and disposal behavior and environment education experience in society, while the peer group's pro-environmental purchase was positively correlated to use and disposal behavior Also adolescent's pro-environmental use behavior was positively correlated to the mother's pro-environmental purchase, use and disposal behavior, the peer group's pro-environmental purchase, and use and disposal behavior. Adolescent's pro-environmental disposal behavior was positively correlated to the degree of participation in environment-related events in school, the mother's pro-environmental purchase, use and disposal behavior, environment education experience in society, the peer group's pro-environmental purchase, and use and disposal behavior. Second, adolescent's pro-environmental purchase behavior was influenced to the greatest extent by the peer group's pro-environmental purchase behavior, followed by the mother's pro-environmental purchase behavior and use behavior, and to a lesser extent, tv environment education experience in society. Also adolescent's pro-environmental use behavior was influenced to the greatest extent tv the mother's pro-environmental use behavior, followed by the peer group's one, and to a lesser extent, by the mother's pro-environmental disposal behavior. Adolescent's pro-environmental disposal behavior was influenced to the greatest extent by the mother's pro-environmental disposal behavior, followed tv the peer group's one, the mother's pro-environmental purchase behavior and, to a lesser extent, by the degree of participation in environment-related events in school.

• The Mathematical Education
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• v.55 no.4
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• pp.503-522
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• 2016

The purpose of this study is to investigate the effects of peer-to-peer relay feedback strategy on achievement in mathematical problem solving and mathematical communication ability. The experimental instruction was given to 99 students. They were divided into two groups. In this research a strategy of peer-to-peer relay feedback is developed. To enhance lateral communication, students were instructed according to the strategy to read open-type problems, to write mathematical ideas individually and to share their ideas and get feedback in relay method with peers within a small subgroup. The results are as follows. 1) Mathematics achievement assessments were carried six times in the cleanup phases of the class. There was no difference at the 1st test. 2) The second t-test of mathematical communication abilities showed that there was meaningful difference and that peer-to-peer relay feedback was effective. But there was no difference on reading. 3) Peer-to-peer relay feedback strategy has a positive impact.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.229-242
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• 2010

This study sought to examine the effects of child-parent attachment and its concordance with children's peer status. The subjects were 110 5-6 year old kindergarteners (48 boys & 62 girls) and they were asked to respond to the Attachment Story Completion Task by Bretherton & Cassidy (1990) and the peer rating scale by Asher, Singleton, Tinsley & Hymel (1979). Our results indicate that the secure mother-child and father-child attachment groups had higher peer status than the insecure attachment groups. The insecure-avoidant groups had the lowest peer status. Young children who were securely attached to both parents and at least one parent had higher peer status than who were found to be insecurely attached to both parents. The implications for parent education for enhancing peer relations were also discussed.

• Journal of Engineering Education Research
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• v.19 no.5
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• pp.3-12
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• 2016

This paper aims to apply two ways of student evaluation, i.e. peer- and self-evaluation to TBL(team based learning) class and to explore the difference between two evaluations by gender and grade as well as their relationships, and finally to provide an explanation for the improvement of evaluation ways in TBL class. There has been much research about TBL and its related factors. However, according to the examination of both domestic and overseas researches concerning the application of peer- and self-evaluation to TBL class, few studies have focused on them in terms of the engineering curriculum. This study was conducted with 251 engineering students at P University, and peer- and self-evaluation in TBL class have been measured. Our findings show that firstly, there were significant grade differences in self-evaluation of engineering students. Second, there were no significant gender and grade differences in peer-evaluation. Third, we found a significant correlation between the two factors, self- and peer-evaluation. Also there was a significant correlation among variables of subcategories. Based on these findings, it is expected to provide an explanation for the application of peer- and self-evaluation in TBL class and will be useful for the improvement plans of the related courses in engineering school.

• Korean Medical Education Review
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• v.23 no.1
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• pp.3-10
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• 2021

Learning by teaching (LbT) has long been recognized as an important learning behavior that constructs meaning based on interactions between learners. This study aimed to explore the meaning of LbT as an important learning activity for future implementation in education. LbT is based on the cultural historical activity theory and sociocultural learning theory, as developed by scholars including Vygotsky. These frameworks value the construction of meaning based on language, and LbT is reported to be effective in constructing meaning. In addition, within the zone of proximal development posited by Vygotsky, learning through interaction between learners improves academic achievement, higher-order thinking, deep learning, and reflective learning. LbT also promotes students' learning presence, and strengthens various competencies such as collaboration and communication skills. Interactive behavior between learners in the form of LbT has been explored as an approach to teaching and learning, with methods including peer learning, peer tutoring, peer teaching, peer mentoring, Lernen durch Lehren, and peer-assisted learning. LbT has also been applied as a learning method. In the future, LbT has boundless potential to improve learning through activities such as flipped learning or online learning based on interactions between learners.

• Journal of Advanced Navigation Technology
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• v.15 no.4
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• pp.632-639
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• 2011

Searching distributed resource efficiently is very important in distributed computing, cloud computing environment. Distributed resource searching may have system overheads and take much time in proportion to the searching number, because distributed resource searching has to circuit many peers for searching information. The open-source community project JXTA defines an open set of standard protocols for ad hoc, pervasive, peer-to-peer computing as a common platform for developing a wide variety of decentralized network applications. In this paper, we proposed peer search algorithm based on JXTA-Sim. original JXTA peer searching algorithm selected a loosely-consistent DHT. Our Lookup algorithm decreases message number of WALK_LOOKUP and reduce the network system overload, and we make a result of same performance both original algorithm and our proposed algorithm.

• Journal of agricultural medicine and community health
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• v.29 no.1
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• pp.15-28
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• 2004

Objectives: This study was performed to examined the effectiveness evaluation of peer education program on smoking prevention and cessation for elementary school students. Methods: Data were collected from 60 students in a rural area through self-administrated questionnaires. Child-leaders participated the peer education program to assist their friend, parent, and adult in community to quit the smoking for 4 weeks. Results and Conclusions: Major conclusions were as follows : 1. The peer education program on smoking prevention and cessation for elementary school students was reinforce to increasing the tobacco knowledge and the cessation skill, learning the communication skill, and improving the empowerment. 2. Image of tobacco, intention of smoking in future, recommendation for smoking cessation, pro of smoking. con of smoking, and level of assert in post-test were higher than those in pre-test. 3. There were significant differences in image of tobacco, con of smoking, and level of assert by grade between the pre-test and the post-test of peer education program. But intention of smoking in future, recommendation for smoking cessation, and pro of smoking were not related to effectiveness of peer education program. 4. Child-leaders for smoking prevention and cessation performed the their task to 1.4 persons per student. 5. Participating students were satisfied with the contents of program, the usefulness of educational materials, and preference of parents, but they were not satisfied with the usefulness of task note, learning time, and lecture room.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.465-473
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• 2010

The purpose of this study was to explore the impact of scientific inquiry-based peer teaching experience on pre-service elementary teachers' science teaching efficacy, anxiety to science and attitude toward science. The participants of this study included 118 pre-service teachers. The pre-post paired t-test design was implemented to examine the effect of this program. In addition, the semi-structured interviews were carried out for investigating their changes of affective characteristics. The result of this study showed that inquiry-based peer teaching provided pre-service teachers with the opportunities to enhance their science teaching efficacy and attitude toward science and reduce their anxiety to science. The findings imply that it is possible to meaningfully change elementary teachers' affective characteristics when effective strategies are adequately adopted.