• International Journal of Contents
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• v.7 no.4
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• pp.64-69
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• 2011

Recently, as smart devices are distributed more and more, the need for education of developing contents based on smart media increases. In order to develop contents based on smart media, it is necessary to learn new programming language as well as to understand the structure of platforms as device-manufacturers and communication companies have different platforms. Generally, the problem in education of programming is that it can provide learning to understand the language stage by stage, but it is difficult to suggest a clear result such as completion of learner's project from macroscopic and integrated approach. Especially, there is a difficult of learning several programming languages due to the characteristics of platforms in developing smart contents. Accordingly, in the education of programming for developing smart contents, it is not appropriate to use the traditional teaching method of programming which conducts projects from an integrated point of view after learning the grammatical elements of the language. This paper aims to suggest the top-down teaching method as an effective teaching method for developing contents based on smart media, and to analyze the effect after developing and applying the suggested teaching model.

• The Journal of the Korea Contents Association
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• v.6 no.7
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• pp.99-110
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• 2006

Since learner-centered, participatory, real-situation education is stressed today, we need a new creative method for teaching computers to elementary school students. Nevertheless, there is scant research in this area. Therefore, in my study, I have analyzed the state of the methods of teaching computer literacy in the elementary schools. My aim is to develop a method of computer teaching in the real situation of elementary schools which will greatly improve the learning process. Creative teaching method gives students the initiation. And lead for then to join the activities for using the student's reciprocity. It is the students centered method. As a result of this study offering the educational teaching method of the creative teaching method for the improvement of computer literacy and learning attitude in the school society which has no knowledge brings the practical effects of computer attainments. Some limitation of the subject and theme of this investigation. Then requires the continual study for the of development creative teaching method with the extension experimental groups and educational subjects.

• Journal of Korean Academy of Nursing
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• v.35 no.5
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• pp.810-816
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• 2005

Purpose: This study was to test the effectiveness of Web-based multimedia contents for Physical Examination and Health Assessment on learning achievement. Method: Multimedia contents based on Jung's teaching and learning structure model were used to enhance learning achievement. Learning achievement was measured by the knowledge of Physical Examination and Health Assessment. The participants of this study were students in a BSN and RN-BSN program in a university located in Seoul. 59 students in the experimental group received lectures using web-based multimedia contents and 75 students in the control group received regular lectures. Results: The mean score of the degree of educational achievement in the experimental group(mean=31.09) was significantly higher than in the control group(mean=25.55)(t=-3.883, p=.000). Conclusion: These web-based multimedia contents were found to maximizethe effectiveness of the teaching process when used as a teaching aid, and yet kept the strength of a face to face teaching learning method. This program is recommended as part of a main text, vital teaching aid or cyber lecture materials in nursing schools and in health care educational institutions.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1366-1377
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• 2020

The purpose of this study was to confirm the effect of the Havruta-based teaching and learning method on the academic self-efficacy, critical thinking tendency, learning satisfaction, and academic stress of nursing students. This study was conducted with 90 2nd graders of nursing department with one-group pretest-posttest design. The Havruta-based instructional design consists of five stages: the 1 stage is the pre-learning stage, the 2 stage is the introduction and development stage, the 3 stage is the organization of the class content, the 4 stage is the question and teaching stage, and the 5 stage is organized and integrated. Four weeks of Havruta-based teaching and learning method was applied. The data were analyzed by SPSS 25.0. The general characteristics of the subjects were frequency and percentage, and The dependent variable for measuring the effect of experimental treatment was analyzed by paired t-test. As a result of the study, the application of the Havruta-based teaching and learning method showed statistically significant results on academic self-efficacy(t=-3.711, p<.000), learning satisfaction(t=-2.580, p=.012), and academic stress(t=6.500, p<.000). The Havruta-based teaching and learning method has been confirmed to be an effective teaching method that increases the subject's academic self-efficacy, learning satisfaction, and lowers academic stress, so it can be applied to other major subjects in the future.

• Journal of the Korea Computer Industry Society
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• v.3 no.8
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• pp.1117-1128
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• 2002

This study suggests the most efficient teaching method by using multi-media. Based on the outcome of the engineering study, the multi-media and their contents will be applied to teaching methods, at first needing to provide concept and educational expecting effect of them. For multi-media using teaching methods, the study suggests the following 4; (1) teaching method for instructional learning, (2) teaching method for detective learning by guild, (3) teaching method for receptive loaming, (4) teaching method for exploration. Challenges still remained is to examine principles of teaching planning and relevant theories in order to apply the multi-media for the existing education, which should ask teachers in field to select more efficient teaching methods.

• Cross-Cultural Studies
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• v.19
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• pp.339-358
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• 2010

This paper aims to propose teaching plans based on individual learner's experience and from a cross-cultural viewpoint by applying Currere as a method of Korean life-culture education. Current Korean culture education programs are not systematic, and are being executed without differentiation from language education. Thus, this study proposes Korean life-culture teaching plans based on the method of Currere. We suggested Currere teaching-learning stages and strategies for Korean language learners by adapting Pinar's and Jeong Seong-a's method of Currere. The Currere teaching-learning stages consisted of introduction, regression, progression, theme analysis, data analysis, group discussion, and integration. Although the method of Currere is implemented through autobiographic writing, this study added the strategies of 'personal experience telling' and 'schema utilization and background knowledge provision'. In order to enhance the applicability of Currere to Korean life-culture education, we suggested teaching plans for the theme of "How to dispose rubbish" as an example. We suggested detailed teaching plans that teachers can apply in the actual classroom. We expect that these teaching plans may be applied to actual classes so that Korean culture education may not be limited to the acquisition of knowledge, but be linked to their real life.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.4
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• pp.406-415
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• 2015

Purpose: This study was conducted to investigate the effects on problem solving ability and learning satisfaction in nursing students using a teaching method with a standardized patient (SP) receiving blood transfusion. Method: The research design was a quasi-experimental pre-and-post-test control and experimental group for the methodological comparison study. Participants were 43 (Exp.=22, Cont.=21) nursing students in G city. The experimental group participated in the teaching class using SP. The control group received conventional education using a simple model. Data were collected between June 5 and July 15, 2015, through self-report structured questionnaires and data were analyzed using the SPSS/WIN 21.0 program. Results: There were significant differences in the level of problem solving ability (t=-2.75, p=.009), and learning satisfaction (t=-2.53, p=.016) between the experimental and control groups. Conclusion: The research findings indicate that, the teaching method using an SP is more effective in improving nursing students' problem solving ability and learning satisfaction compared to conventional education using a simple model. In the future it is necessary to develop scenarios of various cases and content, and to test their effectiveness.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.373-379
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• 2023

Creative teaching methods can be beneficial in enhancing creativity and self-directed learning abilities in the classroom. However, there may be some specific learning tasks where applying creative teaching methods can be difficult. This is because students may not have completed the necessary prerequisite learning before performing the learning task, leading to low reliability of task results or meaninglessness. This study aims to propose teaching methods that enhance creativity and self-directed learning ability when performing learning tasks that may not have sufficient prior learning. To achieve this, we present a case of applying creative teaching methods to a learning task called "national threats". As a research procedure, we provide a suitable teaching method model and detailed procedures for the given learning task, and apply them in actual classes. The results showed that applying the presented teaching methods for the learning task produced meaningful academic achievements. This study can be valuable not only for enhancing creativity in education but also for interdisciplinary research in fields such as education and national security.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.923-932
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• 2024

The purpose of this study is to explore the direction of teaching and learning in the era of science and technology. The conclusion is as follows: From the perspective of new materialism, the direction of teaching and learning first emphasizes the importance of learning experience. Second, a teaching method that emphasizes giving meaning is needed. Third, there is a need to consider various perspectives and backgrounds. The direction of teaching and learning in the era of phenomenology is, first, the meaning and meaning of learning is important. Second, it emphasizes the role of independent learners. Third, diverse experiences must be integrated. Fourth, a flexible approach is needed depending on the environment and situation. Rather than a fixed teaching method, it is necessary to use a variety of teaching strategies according to the situation and needs of the learner. From the perspective of actor network theory, the direction of teaching and learning needs to first embrace a variety of actors. Second, there is a need to understand the role of the mediator actor. Third, there is a need to emphasize the dynamic aspect of the network. Fourth, there is a need to emphasize interaction and giving meaning. Fifth, there is a need to strengthen interaction with technology. Sixth, there is a need to create a non-linear and open learning environment. The direction of society and teaching and learning presented in Trend Korea 2024 considers time as a precious resource in a divided society, and teaching and learning must adapt and develop in a useful direction in a changing environment.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.159-181
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• 2006

The purpose of this paper is to examine the effectiveness of presentation-based instruction and to suggest a model of instruction targeted to the Korean intermediate level students learning English as a foreign language (EFL). To achieve this objective, the author examined how the acquisition of practical English through oral presentation would enhance the students' learning motivation, language abilities, and communicative competence in concrete situations. It was confirmed that the trained leader and systematic teaching and learning are needed to maximize the effects of presentation-based instruction. In doing so, the author compared and analyzed the collected data in order to support the validity of this teaching method. It was further pointed out that the teacher should have a close look at the roles of the presenter and learner in an effort to work out the usefulness of such an instruction model. The method of presentation in classroom settings would be a practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence. As a result, it would be an effective teaching method to meet the nation's long-standing demands for EFL education.