• Child Health Nursing Research
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• v.6 no.3
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• pp.423-436
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• 2000

This study was designed to find the characteristics and patterns in subjectivity of the perspectives on the coping strategies about practical stress in nursing student. Q-methodology was used as a research design and the research procedures were as follows. Q-sampling has been derived from the literature review and a questionnaire. Its credibility and validity were also tested by nursing professors. Total of 34 statements were selected. P-sampling has been drawn and 51 samples were selected. Based on 9 point scale, the selected respondents rated their operant definition on the perspectives on the coping strategies about practical stress in nursing student. The results of above procedures were analyzed by PCQ program. The perspectives on the coping strategies about practical stress in nursing student were analyzed based on the typical array, extreme comments, and the demographic information of study subjects. The results revealed that there were three types of the perspectives on the coping strategies about practical stress in nursing student. The three types were named as follows; 1) The first type, agree of positive change by oneself perspectives, was consisted of 18 subjects. They thought that they did their best positive change for the most effective coping strategies about practical stress. 2) The second type, agree of social support perspectives, was consisted of 13 subjects. They thought that they asked for an other person's help for the most effective coping strategies about practical stress. 3) The third type, agree of looking on avoidance perspectives, was consisted of 5 subjects. They thought that they looked on or avoided problems for the most effective coping strategies about practical stress. As a result, this study discovered three types of the degree of the perspectives on the coping strategies about practical stress in nursing student. By identifying the nature of each of three types, this study can be useful to develop efficient coping strategies about practical stress in nursing student.

• Research in Mathematical Education
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• v.13 no.1
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• pp.63-73
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• 2009

This paper reports on student, parent, and teacher perspectives of the characteristics of the mathematically gifted. The data are extracted from a two-year qualitative study that examined multiple perspectives, school policy documents and program provision for 15 mathematically gifted and talented students aged from 10 to 13 years. The findings have implications for identification and program provision.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.234-241
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• 2024

In higher education, integration of technologies - particularly generative artificial intelligence (AI) such as ChatGPT - has become increasingly widespread, serving numerous purposes to its stakeholders. While users acknowledge the utility of technology, concerns have emerged regarding its misuses. The present study is designed to investigate authentic perspectives and opinions of college freshman students to critically address the relevant concerns, and suggest meaningful solutions. To this end, seven college freshman student participants were recruited in a four-days-long online questionnaire. Their responses indicated that the college student participants appear to find ChatGPT positive in terms of its practicality and usefulness. However, they also showed concerns about a few potential issues (i.e., possible plagiarism and copyright problems). With recommendations the student participants suggested to reduce the aforementioned problems, the article discusses implications of the findings, providing valuable insights into the balance between implementation of AI technologies and dealing with the associated challenges in higher education in general.

• Journal of Korean Academy of Nursing Administration
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• v.10 no.4
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• pp.417-425
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• 2004

This descriptive survey design study was aimed to investigate nursing students' perspectives of nursing care. One hundred seventeen junior or senior students in BSN program and 131 junior or senior students in RN-BSN program at K University were compared and contrasted in terms of their perspectives on nursing care. Using the instrument developed by Cho Kyoul-Ja and Song Mi-Ryung(1997), the data were collected from April 1st to April 30th in 2003. The findings of the research are as follows. 1. The average perspective score of the RN-BSN students was higher than that of the BSN students. 2. The RN-BSN students reported higher scores than those of the BSN students in perspectives on personal qualification and meanings, and perspectives on scope and function of their nursing care. However, there was no significant difference between the groups in overall nature and domains of nursing care. 3. In terms of the participants' demographic backgrounds such as, grades in the program, religion, history of hospitalization, there was no significant difference between the BSN and RN-BSN groups. 4. No significant difference was found within the RN-BSN group in terms of their nursing perspectives associated with the years of clinical experience. In conclusion, the score of nursing perspectives in RN-BSN student group was higher than that of the BSN students. No other differences were found in this study. The higher nursing perspective score in RN-BSN group is attributed to their clinical experience. Thus, it is suggested that philosophy and value of nursing should be taught early in nursing program in order for nursing students to obtain proper points of views on nursing care. In addition, nursing philosophy, holistic view, and humanistic values should be stressed in continuing education for clinical nurses in order for them to maintain dignitary perspectives in nursing care.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.2
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• pp.194-207
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• 2006

The purpose of this study was to examine the current student assessment plan of subject domain and to propose ways to improve it. This study analyzed the history of our student assessment plan of subject domain and overviewed the student assessment cases of several countries. And then researchers discussed the improvement plans of student assessment of subject domain. The results of this study are as follows. First, we need to enlarge the use of detailed subject-ability record space or to assess student's subject-related ability according to subordinate perspectives of subject. Second, we need to establish the desirable evaluation-perspective and to develop absolute evaluation criteria of each subject and unit. Third, we need to diffentiate the scores of differentiated test items or equate the scores of differentiated groups.

• English Language & Literature Teaching
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• no.3
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• pp.185-201
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• 1997

This study explores perspectives on responding to EFL students' compositions at the semantic level. In the last three decades, there has been a shift from product-oriented approach to process-oriented one to teaching writing. The shift has led to the criticism of the traditional view on teacher response. The traditional view has been under attack for its overemphasis upon form and ineffectiveness on improving student writing skill. It is also noted that research into students' reactions to the traditional teacher response has been inconclusive. The process-oriented approach, on the other hand, draws its attention to meaning and the logical development of thought as well as linguistic matters. In this context, the present study discusses what EFL teachers need to take into account in providing the semantic-level feedback on students' compositions. Firstly, teacher response to student writing is on-going; teacher feedback involves teacher intervention in the drafting process, the revision process, and the presentation of product. Secondly, in the writing conferences, the teacher provides students an opportunity to talk about writing, assistance and advice on the content/meaning of the written text, helping them expand and clarify thinking about audience(reader) and purpose.

• Architectural research
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• v.15 no.3
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• pp.123-132
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• 2013

Design studio is a unique type of course in architecture and interior design education, in which learning is based on student-instructor interaction and learning by doing; yet little research has been conducted on student perceptions of the ideal design studio instructor. The purpose of this paper was to identify characteristics of the ideal studio instructor from student perspectives. Three award-winning design studio instructors' studio activities were observed, and the three instructors and their 40 students were interviewed. As a result, characteristics in four categories were identified. The author argues that providing customized feedback and allowing student autonomy are the two distinct characteristics that students value in design studio as compared to students in other fields or type of courses. The findings provide valuable insights to design educators who would like to strengthen their teaching studios by listening to student voices.

• Journal of Korean Academy of Nursing Administration
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• v.3 no.1
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• pp.17-35
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• 1997

The purpose of this study was to identify the formation and changing pattern of nursing perspectives of nursing students. 176 subjects were composed of 118 nusing students and 58 non-nursing students. The data were collected through openended question and structured questionair. The result were as follows : 1. Nursing perspectives were classified six categories(nature of nursing, image of nursing, component of nursing, meaning of nursing, range of nursing, function of nursing) 2. As increased major lecture period, the item of ${\lceil}$Nursing is helping${\rfloor}$ was changing positively. 3. As incresed clinical practice, the student's perception about items of ${\lceil}$Nursing has gap between theory and practice${\rfloor}$, ${\lceil}$Nursing is helping${\rfloor}$ was increased. 4. As increased self-concept, the students were considered the item of ${\lceil}$Nursing is action that giving knowledge and helping to effective coping for individual and group${\rfloor}$ significantly. 5. 1) The students having religion were considered the item of ${\lceil}$Nursing must doing politely${\rfloor}$ significantly relatively to the students don't have religion. 2) The students having experience of admission to hospital in their or their family had negative nursing perspectives. 3) Against the students who select nursing major for his high school perfoermonce and advice of their significant others, the students who select nursing major for service had positive nursing perspectives.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.117-123
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• 2020

This study analyzed the role of University-Student Relationship(USR) was analyzed in the university PR perspectives. The teaching and communication competence of professors were selected as antecedent variables of University-Student Relationship(USR), and attitudes toward university was selected as the outcome variables. In the results, the teaching and communication competence of professors were found to have significantly positive(+) effects on the USR. In addition, the USR had significantly positive(+) effects on attitudes toward university. The theoretical and practical implications of these findings suggest that the USR should be considered in university PR perspectives. It also shows that the role of professors is not limited to educational activity and research, but important in the long-term university PR.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.19-40
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• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.