• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.197-202
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• 2007

컴퓨터 관련 인프라가 양적으로 팽창하는 지식 정보화 사회에서 컴퓨터 교육은 기초 기본 교육과 더불어 필수적으로 이루어져야 한다. 본 논문에서는 학생들이 쉽게 그리고 많이 접하는 웹에 관한 내용을 지도함에 있어 단순히 인터넷 검색이 아니라 어떻게 웹 페이지가 만들어지는지에 초점을 두었다. 이를 위해 PBL기반 HTML 텍스트 에디터를 구현하고 이를 수업에 직접 적용하여 배운 내용에 관한 형성 평가와 HTML 수업에 대한 흥미나 관심도 등을 설문지를 통해 알아보았다. 실험 결과 실험 집단과 통제 집단 사이에서 에디터로 인한 형성평가 성취도에는 차이가 없었다. 설문지를 통해 조사한 정의적인 영역은 7문항 중 수업의 난이도를 질문한 문항과 앞으로 홈페이지를 만들 수 있는가를 질문한 문항에서만 유의미한 차이를 보였다. PBL 기반의 HTML 텍스트 에디터는 인지적 영역의 성취도에서는 큰 차이를 보이지 않지만 직접 HTML 태그를 치지 않는 에디터를 이용해도 HTML과 관련된 지식을 습득할 수 있음을 보여준다.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.531-532
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• 2018

본 연구의 목적은 인문학적 소양(liberal arts knowledge)과 연계한 무용교육의 전문적인 교수지식과 실행방법, 교육의 실천적 의미를 담는 무용교육 프로그램을 개발하는데 있다. PBL(Problem-Based Learning)을 적용한 역사콘텐츠와 문화재를 활용한 주제 중심의 무용교육 프로그램을 개발하였다. 그 결과 역사의 맥락을 접목한 12차시의 무용프로그램 개발, 내러티브 사고와 표현을 이끄는 교수 방법, 다양한 구성요소를 포함한 교육실행 모델을 제시할 수 있었다.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.459-469
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• 2016

The purpose of this study was to identify relationships between metacogintion, problem solving process, and debriefing experience in S-PBL. Study participants were 102 nursing students who took the integrated S-PBL class in their last semester. Data were collected using a self-reported questionnaire and analyzed into descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression. The highest subscale of debriefing experience was 'appropriate facilitator guidance' 3.78 (out of 5). Problem solving process and metacognition were positively correlated (r=0.704, p<.001). Metacognition was positively correlated with debriefing experience(r=0.197, p<.05), especially area of 'learning and making connections'(r=0.235, p<.05) whereas, there was no significant correlation between problem solving process and debriefing experience. Multiple regression (enter method) showed that gender and metacognition explained 51.2% of problem solving process. This study offers a rationale on simulation debriefing and further studies are needed to support effects of experiences of debriefing and factors on problem solving process and debriefing in nursing simulation.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.101-106
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• 2006

그 동안 웹 프로그램 언어인 HTML에 대한 교수-학습 방안과 온라인 학습에 대한 연구들이 이루어져 왔지만 단순 태그 기능 학습에 그쳐 고급사고력을 높이는 프로그래밍학습의 목표를 달성하기는 부족하였다. 본 논문에서는 학습자의 창의력과 문제해결력을 높여주기 위한 HTML 교수-학습 지원 시스템을 설계하였다. HTML 교수-학습 지원시스템은 구성주의 교육 방법인 문제중심학습(Problem-Based Learning)을 이론적 토대의 하여 설계되었으며 나선형 교육과정의 원리에 따라 이원화된 학습요소들에 의해 학습의 위계를 실정하였다. 이 교수-학습지원시스템에서 HTML 학습에 대한 평가는 구성주의 원리에 입각하여 다양한 방식을 통해 지속적으로 이루어지도록 하였다. 또한 교수-학습에 활용되는 해결 과제는 같은 수준, 같은 영역의 문제은행을 축적하여 교수자가 자유롭게 상황에 맞게 선택하여 활용하도록 하였으며, 학습자의 학습 곁과를 통계자료와 도표를 통해 한눈에 살펴보고 적절한 피드백을 주도록 설계하였다. 이와 같은 원리를 토대로 한 교수-학습지원시스템 설계를 통해 학습자가 보다 많은 프로그래밍 경험을 축적하여 창의적이고 자기주도적으로 웹 프로그래밍을 할 수 있는 능력을 키워줄 수 있음을 기대하였다.

• The Journal of Korean Association of Computer Education
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• v.14 no.2
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• pp.23-32
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• 2011

The Internet is appearing a new paradigm called Web 2.0 which 'Participation', 'Sharing', 'Openness', 'Cooperation'. Web 2.0 is expanded by experts and general users and many people's ideas can solve more problems than an expert's idea. The collective intelligence is techniques that express the valuable of Web 2.0. For this reason, the collective intelligence has attracted attention because of its potential as an educational tool. The purpose of this study is to develop a PBL-based programming instruction model using collective intelligence to improve students' problem solving abilities and programming attitudes and verified its effectiveness. As a result, the developed instruction model showed significant differences in the students' problem solving abilities and programming attitudes. According to these results, these have been proved that a PBL-based programming instruction model using collective intelligence has an influence to the students' problem solving abilities and programming attitudes.

• Journal of Information Technology Services
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• v.10 no.3
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• pp.61-76
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• 2011

The purpose of this paper was to design and implement effective learning model for internet ethics education, following the learning principle and procedure of PBL(Problem-Based Learning) which is one of the constructivism teaching-learning theories(, and to apply it). In this learning model, online learning and face-to-face classes were systematically combined for achieving the teaching-learning goals and the main module for online learning run on Moodle, an open source LMS(Learning Management System). It is possible for learner to participate actively in creation of micro-contents and reorganize contents using various SNS(Social Network Service). The learner can achieve the learner-oriented learning and select micro-contents in order to reorganize the personalized learning contents to take advantage of SNS among learners. To examine educational effectiveness of the proposed learning model, an experimental study was conducted through the education content and method to the subjects of two classes in the second-grade of university located in OO city. 60 students(treatment group=30, control group=30) participated in the experiment. The result statistically verified that the proposed learning method is more effective in cultivating consciousness of internet ethics than the face-to-face PBL learning method. The results of this paper also showed that a lecture using blended learning is efficient in achieving learning performance and that learners responded positively(, which are indicating that the higher effectiveness of learning would be expected) by forming connectedness among learners using SNS. The results of this paper showed that a lecture using blended learning is effectiveness in achieving learning performance and that learners responded positively, which are indicating that the higher effectiveness of learning would be expected by forming connectedness among learners using SNS.

• Journal of radiological science and technology
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• v.33 no.3
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• pp.203-211
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• 2010

The purpose of this study is meant to develop an evaluation framework for PBL and S-PBL package, as well as verify reliability and propriety of developed framework. To achieve the purpose, existing researches and related documents were considered, and composed basic questionnaire which fits to the basic frame of the framework, 3 categories 15 items for PBL/S-PBL. Verifying its contents propriety, examined by 9 experts who professors in college and made 14 items for PBL, 15 items for S-PBL. To verify construct validity of basic frameworks, carried out factor analysis. Final evaluation framework questionnaire were 15 items selected, its PBL for 3 items in motivating, 7 items in integrity, 4 items in systematic and total 14 items, S-PBL for 4 items in motivating, 6 items in integrity, 5 items in systematic and total 15 items, and was verify to have adequate reliability with Cronbach's $\alpha$ is 0.9112 in PBL, 0.9166 of S-PBL.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.109-118
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• 2016

The purpose of this study was I cultivate practical ability to solve diverse and complex issues in the field of convergence and applied learning and practical training element through problem-based learning to preliminary sports leaders. Selected students in grades 3 to 28 Sports Science S university people to them as participants and through a qualitative case study methods, such as group interviews, participant observation, open questionnaire and the following results were obtained. First, the level of satisfaction on class was high and the class was evaluated with significant contemplation. Second, it has been collecting a variety of learning materials to understand, interpret and improve the ability to solve practical problems in the process of actively reconstruct their own knowledge structure. It also gave a positive impact on the creative and divergent thinking to accelerate the promotion of autonomy. Third, opinions about teamwork, sharing your thoughts with colleagues point is that you can see yourself in other people's positions were evaluated as positive effects.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.469-476
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• 2020

This study is a qualitative study to grasp the meaning of the effective role of tutors of college students experiencing problem-based learning through focus group interviews. The subjects of this study were 4th grade students in the Department of Nursing who had experienced PBL, and a total of 21 people were divided into 3 groups and interviewed. Data were analyzed in content to find meaningful topics. The results of this study were analyzed into two subjects and eight categories. Based on the research results, if we summarize the role of effective tutors recognized by students in PBL. 1) Create a permissive atmosphere so that students can express their ideas freely and interact. 2) Give praise and encouragement. 3) Encourage all learners to participate. In particular, learners with low participation should be asked questions to promote active discussion. 4) Avoid unnecessary intervention and participate in the discussion together. 5) Adjust the learning speed and manage the time well. 6) Develop a scenario that meets the goals. 7) Classes are run around questions that can promote learners' thinking. 8) It plays a role of helping to form knowledge by providing positive feedback to learners' responses.

• Korea Trade Review
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• v.48 no.2
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• pp.95-110
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• 2023

This paper presents an example of the introduction and operation of the PBL so that students can have the ability to apply the problems of corporate social responsibility and ethical values that must be considered by exporting companies or multinational companies, which are the main research subjects of business dynamics. As a result, students were able to broaden their views through self-directed classes and presentations, listen to and share opinions of other students through discussions, and were able to take a logical approach to judgment standards involved in specific corporate activities, showing that the PBL teaching method is effectively applied to business ethics classes.