• The KIPS Transactions:PartA
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• v.15A no.6
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• pp.351-360
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• 2008

It seems reasonable to assume that the individualized learning means more than simple teaching-learning method, so the instructional method has attracted a fair amount of attention not only in classroom, but also in the field of a adult education, cooperate education, and so on. In order to have an effect on individualized learning, we need to analyze and measure the learner's characteristic. However it is difficult to represent in quantified form because the conception and category of learner's characteristic is various and extensive. Therefore, in this paper, we propose a quantification method of learner's characteristic, which is limited to learner's cognitive structure and style, and is represented in the light of connectionism, verify the validity. The learner's cognitive structure in this paper was represented, which simplified the learner's cognitive structure. Additionally, the cognitive style in this paper was limited to inertia of knowledge for learner's cognition.

• The Journal of Korean Academic Society of Nursing Education
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• v.3 no.2
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• pp.207-213
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• 1997

Basic science teaching and clinical education should be integrated whenever appropriate, and the development of skills, values, and attitudes which are emphasized to the same extent as the acquisition of knowledge in nursing. Problem-based learning provides a students-centered learning environment and encourages an inquisitive style of learning. The purpose of this paper is to review and comment the role of tutors and students on problem-based learning. The use of problem-based learning places a high demand on faculty members' time and support. The role of tutors in Problem-based learning focuses primarily on issues of developing and teaching the curriculum and on organizational implementation and institutionalization. Tutors are an integral part of course planning. Tutors serve as a constant source of feedback on student needs and concerns to the course director and constitute an informal steering committee while the course is in progress. Tutors write cases, develop student evaluation methods, recommend resources, suggest modifications in lectures and laboratories. Students have a limited amount of time available to study what is traditionally defined as the core content of nursing. But, the role of students in Problem-based learning would be active, independent learners and problem-solvers rather than passive recipients of information. Students using a deep level approach attempt to integrate what they learn with what they already know, to understand the meaning underlying the material to be learned, and to look for explanations rather than facts. Students are encouraged, with appropriate guidance, to define their own learning goals, to select appropriate experiences to achieve these goals, and to be responsible for assessing their own learning progress. Problem-based learning is more flexible and meaningful, by encouraging student interaction, and by having a better emotional climate than the conventional learning.

• Quality Improvement in Health Care
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• v.21 no.1
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• pp.36-49
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• 2015

In Intensive Care Units (ICUs), where severely ill patients are treated, importance of reducing Hospital Acquired Infection (HAI) cannot be overstated. One of the simplest and most effective actions against HAI is proper hand hygiene (HH) behavior of Health Care Workers (HCWs). However, compliance varies across different cultures and different job types of HCWs (physicians, residents and nurses). This study aims to understand determinants of HH behavior by HCWs' job types in Korea. Qualitative analysis was performed based on Reasoned Action Approach style interviews with staff physicians, residents and nurses across 7 teaching hospitals. We found that all HCWs strongly believe HH is important in reducing HAI. There were, however, job type-specific HH behavior modifying factors; staff physicians stated feeling pressure to be HH behavior role model. Residents identified Quality Improvement team that measured compliance as a facilitator; a notable barrier for residents was senior physicians not washing their hands, because they were afraid of appearing impudent to their seniors. Nurses designated their chief nurse as a key referent. All participants mentioned heavy workload and lack of access to alcohol-based sanitizer as situational barriers, and sore and dry hand as deterrents to HH compliance.

• Journal of the Korea Fashion and Costume Design Association
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• v.23 no.3
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• pp.57-71
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• 2021

When teaching traditional pattern-themed textile design, it has been found that many students struggle during the investigation stage of traditional patterns and complete the development of patterns in relatively simple layout methods, such as block patterns and half drop patterns. Until now, digital textile design textbooks lack content on how to develop patterns. Judging that the current teaching method leads to difficulties in developing a new sense of textile design, this study focused on Heesch-tiling tessellation and software called TESS, a program that can transform patterns themselves. This study is an academic study on the methodology of first developing patterns through TESS, a tessellation program developed for elementary school students in the U.S., and then applying various lines and colors to the complete patterns and textures using Adobe Illustrator. In this study, the concept, formative characteristics, and generative principles of Heesch-tiling tessellation were examined, and the process of developing new patterns using the TESS program, which can be used to create patterns through Heesch-tiling principles, was intended to help in textile design education. Therefore, after analyzing the comprehensive concepts and principles of tessellation, the next step is to understand the principles and the characteristics of pattern making only for Heesch-tiling tessellation, and then ultimately to develop new patterns. While patterns using traditional tessellation layouts have been characterized mainly by repeated geometric shapes, Heesch-tiling tessellation can express surrealistic attributes, such as those by painter M. C. Escher or style elements such as those in neo-pop.

• Fashion & Textile Research Journal
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• v.23 no.3
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• pp.337-346
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• 2021

In the fourth industrial revolution, fashion students are expected to work with various technologies to show creativity. This study aimed to conduct project-based learning(PBL) in collaboration with industry experts to design and operate artificial intelligence(AI) in the practice subject of fashion curation through the industrial academic teaching method. We first looked at teaching methods and strategies incorporating PBL in various academic fields. Next, we analyzed fashion projects and fashion curation services applying AI. Then through the question-and-answer method and by consulting with industry experts, we developed a curriculum for AI fashion curation, applying PBL(fashion market and trend analysis; new styles and time, place, and occasion planning; AI machine learning data set production; curation model development; and evaluation) suitable for the university's educational environment, information technology company conditions, and fashion students. As part of a close cooperation system with the industry, we conducted a 15-week Fashion Project II (Capstone Design) course and evaluated the outcomes and student satisfaction with the course. Students were able to develop new style, and time, place, and occasion categories and to utilize strategies for AI fashion curation services reflecting the unique needs of Millennials and Generation Z. Students showed high satisfaction with the curriculum. Further, it was confirmed that the study successfully applied PBL in class using AI technology in fashion education.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.361-371
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• 2021

Communication education research has focused on the effects of instructor characteristics on learning. It is necessary to consider student characteristics as well to develop an effective teaching strategy. The current study tries to classify students into multiple distinct groups depending on their personality traits and communication characteristics and investigates differences in effects of teacher characteristics between those groups. A survey on unversity students was conducted to collect data. A cluster analysis was carried out to identify distint sub-groups of respondents by their personality traits and communication characteristics. The analysis yielded two distinct groups. The two groups were named stable-reticent group', and 'neurotic-talkative group' respectivley. Series of multiple regression were carried out in order to investigate differences in the effects of instructor characteristics. The analyses found different patterns of effects between the two sub-groups. The findings suggest that it is necessary to adopt different communication styles and teaching strategies depending on student types.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.201-227
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• 2022

The purpose of this study was to develop an instrument measuring mathematics anxiety suitable for Korean High school students. In order to achieve this study purpose, the study was conducted according to the procedure of setting components of mathematics anxiety, developing questions, and verifying validity and reliability. First, in order to set the components of mathematic anxiety, previous studies on mathematic anxiety. Through this, six factors of mathematic anxiety were derived. Next, new questions were developed for each of the six constituent factors. The 122 questions were revised and supplemented through two content validity tests, and the final instrument for mathematics anxiety consisted of 49 questions of 6 factors. Finally, to verify the validity and reliability of the measurement instrument for mathematics anxiety, a survey was conducted on 1,848 students from 16 universities in Seoul and the metropolitan area. Next, a validity analysis was conducted with the 1,645 responses, excluding students who answered that there was no mathematics anxiety. As a result of exploratory factor analysis, 15 out of 49 questions were removed. Six factors were named individual characteristics, pressure on achievement, abstraction in mathematics, teaching and learning style, parental attitudes, and cumulative mathematics subjects. As a result of confirmatory factor analysis, the model fit was found to be appropriate, and the convergence validity and discriminant validity were found to be good.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.11
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• pp.1615-1622
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• 2022

In order to overcome the limitations of the instructor-centered lecture-style teaching method, recently, flipped learning, a learner-centered teaching method, has been widely introduced. However, despite the many advantages of flipped learning, there is a problem that students cannot solve questions that arise during prior learning in real time. Therefore, in order to solve this problem, we developed DBbot, an assistant chatbot for database design course managed in the flipped learning method. The DBBot is composed of a chatbot app for learners and a chatbot management app for instructors. Also, it's implemented so that questions that instructors can anticipate in advance, such as questions related to class operation and every semester repeated questions related to learning content, can be answered using Google's DialogFlow. It's implemented so that questions that the instructor cannot predict in advance, such as questions related to team projects, can be answered using the question/answer DB and the BM25 algorithm, which is a similarity comparison algorithm.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.175-191
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• 2011

This study is to investigate the creative thinking style and it's leaning that normal students and scientifically gifted students use mainly at processing information. Right Brain vs Left Brain Creativity Test(R/LCT) and Brain Preference Indicator(BPI) is taken to investigate the creative thinking style of normal students(N=144) and scientifically gifted students(N=97). In the R/LCT, the normal students responded that they prefer to use right-brain thinking rather than left-brain thinking. But the scientifically gifted students prefer to left-brain thinking. The normal students showed most preference for Holistic Processing of right side brain and they did most avoiding for Verbal Processing of left side brain. The scientifically gifted students showed most preference for Logical Processing of left side brain. And they did most avoiding for Random Processing of right side brain. There was a meaningful difference between left side brain preference group and right side brain preference group on Sequential, Symbolic, Logical, Verbal, Random, Intuitive, Fantasy-oriented Processing of normal Students. But the scientifically gifted students showed a meaningful difference in right side brain processing mainly. In other word, all the scientifically gifted students took an lean processing in Logical, Symbolic, Linear Processing, etc. In sum, the scientifically gifted students are unequal in at processing information against the normal students. So it is required more appropriate teaching-learning method based on the creative thinking style and it's leaning for effective gifted education.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.51-60
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• 2007

This study aimed to generate basic data for enhancing efficiency of education by analyzing and comparing the differences between students and teachers in their attitudes for female teachers'attire. A questionnaire was administered to about 622 students and 176 teachers (from elementary, middle and high schools) in Seoul and Suwon in South Korea. Data obtained from the responses were analyzed using the SPSS program. The results were as follows: First, both students and teachers exhibited higher than average scores in neatness and modesty of female teachers' attire and hair style, and especially teachers considered modesty of attire more important, while students considered neatness of hair style more important. Teachers thought the correlation between attire and efficiency of instruction was high, while students thought otherwise. Also, teachers usually considered teacher' attire more important than students did. Second, according to the results of analysis by school, students in elementary schools considered neatness of female teachers' attire and hair style to be more important than teachers did. On the other hand, teachers in high schools considered it more important than students did. With regard to modesty, the difference between students and teachers became significant in high schools compared to middle schools. In middle and high schools, teachers demanded modest outfits for female teachers more strongly than students did. Across elementary, middle and high schools, teachers exhibited a more positive attitude toward the correlation between what female teachers wear and their teaching efficiency.