• 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.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.44-51
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• 2019

This study was performed to explore the difference in communication anxiety and class satisfaction after taking the traditional lecture and flipped learning lecture. Fifty four nursing students participated in this study. The study design was one group pretest-posttest design. 4 weeks traditional lecture and 4 weeks flipped learning lecture was applied. Flipped learning was ineffective in improving communication anxiety (t=1.85, p=.069) of nursing students. But emotional state variables and activity variables in the emotional domain were significantly higher after taking the flipped learning lecture(t=-3.80, p=.000; t=-3.35, p=.001). In addition, all of the variables were higher in the flipped learning based team, in the control of the class activities (t=-3.07, p=.003), personal ability (t=-2.48, p=.016), and class participation(t=-3.25, p=.002). Flipped learning is therefore considered to be effective in training nursing students. This study suggested to investigate the effectiveness of flipped learning and learners' satisfaction.

• PNF and Movement
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• v.18 no.1
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• pp.23-34
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• 2020

Purpose: To explore the effects of action observation combined with modified constraint-induced movement therapy on upper-extremity function and the activities of daily living in subacute stroke patients. Methods: Twenty-four subacute stroke patients were randomly assigned to the experimental group or the control group (n = 12 each). Both groups received therapy based on motor learning concepts, including repetitive and task-specific practice. The experimental group watched video clips for 10 minutes related to tasks performed during modified constraint-induced movement therapy while the control group watched videos unrelated to upper-extremity movement. These programs were performed for 40 minutes a day five times a week for four weeks. Their scores on the Fugl-Meyer assessment of upper extremities (FMA-UE), the action research arm test (ARAT), a motor activity log (amount of use [AOU] and quality of movement [QOM]), and the modified Barthel index (MBI) were recorded. Results: In both groups, all variables were significantly different between the pre-test and post-test periods (p < 0.05). The post-test variables were significantly different within each group (p < 0.05). In the experimental group, the changes between pre-test and post-test scores in the FMA-UE (14.39 ± 4.31 versus 6.31 ± 4.63), the ARAT (16.00 ± 4.73 versus 11.46 ± 3.73), MAL-AOU (1.57 ± 0.15 versus 1.18 ± 0.28), and MBI (27.54 ± 4.65 versus 18.08 ± 8.52) were significantly higher than those of the control group (p < 0.05). Conclusion: These findings suggest that action observation combined with modified constraint-induced movement therapy may be a beneficial rehabilitation option to improve upper-extremity function in subacute stroke patients with moderate impairment.

• Journal of Convergence for Information Technology
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• v.7 no.4
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• pp.195-203
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• 2017

Sharing economy which is sharing and borrowing goods, space, and services as a social and economic activity based on the Internet and smart phones is a new research topic in convergence area. The most representative areas of shared economy are space sharing and vehicle sharing. This paper aims to explore the factors affecting sharing intention of vehicle. We have identified the independent variables which include economic benefit, social benefit, social influence, psychological benefit and perceived risk. We also have done how these variables affect on sharing intention. Unlike Korea, in China vehicle sharing is legally allowed and has a large scale economy. To prove the hypothesis, we performed questionnaire investigation in China and analyzed with SPSS program. The result of hypothesis is the followings: The economic benefit, psychological benefit, social influence and perceived risk are affects sharing intention, and social benefit is not affect sharing intention and sharing intention is affect sharing behavior.

• Journal of the Korean earth science society
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• v.32 no.2
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• pp.225-238
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• 2011

The purpose of this study was to explore the factors that are critical for successful scientific inquiry activity in the classroom and to analyze the students' abilities of 'Doing' scientific inquiry. Two hundred and forty gifted science students in grades $7^{th}$ and $8^{th}$ participated in this study and demonstrated their abilities of framing questions and designing investigation through a survey questionnaire. The survey was developed for measuring factors in terms of personal and interactive variables that are needed for 'Doing' a successful scientific. Additionally, two other questionnaires were developed to measure students' abilities of framing testable questions and designing the investigation in a sequence. The results were as follows: Students' learning motivation factors as personal variable (self-confidence about group and inquiry activity, views about inquiry value) also considered as influential for students' group inquiry activity. Other four components of interactive variable (grouping, kinds of task, physical context, and teachers' role) were found to be influential in successful students' 'Doing' group inquiry activity. In students' evaluation of group inquiry activity, the grouping factor was the most critical one for a successful 'Doing' inquiry activity. Participating students showed some level of inability of in the process of framing inquiry question and designing investigation.

• Asian Pacific Journal of Cancer Prevention
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• v.17 no.3
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• pp.1277-1284
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• 2016

Background: Early detection is a critical part of reducing the burden of breast cancer and breast self-examination (BSE) has been found to be an especially important early detection strategy in low and middle income countries such as Malaysia. Although reports indicate that Malaysian women report an increase in BSE activity in recent years, additional research is needed to explore factors that may help to increase this behavior among Southeastern Asian women. Objective: This study is the first of its kind to explore how the predicting variables of self-efficacy, perceived barriers, and body image factors correlate with self-reports of past BSE, and intention to conduct future breast self-exams among female students in Malaysia. Materials and Methods: Through the analysis of data collected from a prior study of female students from nine Malaysian universities (n=842), this study found that self-efficacy, perceived barriers and specific body image sub-constructs (MBSRQ-Appearance Scales) were correlated with, and at times predicted, both the likelihood of past BSE and the intention to conduct breast self-exams in the future. Results: Self-efficacy (SE) positively predicted the likelihood of past self-exam behavior, and intention to conduct future breast self-exams. Perceived barriers (BR) negatively predicted past behavior and future intention of breast self-exams. The body image sub-constructs of appearance evaluation (AE) and overweight preoccupation (OWP) predicted the likelihood of past behavior but did not predict intention for future behavior. Appearance orientation (AO) had a somewhat opposite effect: AO did not correlate with or predict past behavior but did correlate with intention to conduct breast self-exams in the future. The body image sub-constructs of body area satisfaction (BASS) and self-classified weight (SCW) showed no correlation with the subjects' past breast self-exam behavior nor with their intention to conduct breast self-exams in the future. Conclusions: Findings from this study indicate that both self-efficacy and perceived barriers to BSE are significant psychosocial factors that influence BSE behavior. These results suggest that health promotion interventions that help enhance self-efficacy and reduce perceived barriers have the potential to increase the intentions of Malaysian women to perform breast self-exams, which can promote early detection of breast cancers. Future research should evaluate targeted communication interventions for addressing self-efficacy and perceived barriers to breast self-exams with at-risk Malaysian women. and further explore the relationship between BSE and body image.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.581-592
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• 2020

This research aims to explore the effect of participation in 'peer tutoring(learning tutoring)' program designed for low achiever students, and to provide an explanation for the improvement of related extracurricular activity. For this, firstly, the study analyzed differences between goal attainment group and non-attainment group in self-directed learning readiness, learning presence and learning transfer. Secondly, the relationships between three variables were analyzed. Based on an online survey of 154 low achievers participating in learning tutoring, two research questions were examined using t-test, correlation and hierarchical multiple regression analyses. Our findings show that firstly, the academic achievement after participating in tutoring improved more than before. Secondly, there were differences in three variables by gender and grades. Also, there were differences in three variables between two groups. Finally, there was a high positive correlation between three variables, and 71% of learning transfer was explained by self-directed learning readiness and learning presence. Based on these findings, the practical implications are discussed regarding the improvement of tutoring program.

• The Journal of Industrial Distribution & Business
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• v.9 no.8
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• pp.35-40
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• 2018

Purpose - The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology - This study is a case study of learner's learning process in e-learning. After completion of the study, an in-depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results - In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.

• Journal of Korean Academy of Nursing
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• v.30 no.2
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• pp.259-271
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• 2000

This study was attempted to explore meaning in life and it's relationship to problematic life events, health status and depression among older people. 198samples of elderly were over the age 60 (mean age=70.06) conveniently selected in Seoul, Korea. The data were collected through questionaires by interview with subjects from April, 1, 1999 to May 30, 1999. The research instuments were the main framework in the experiment. They involved meaning fulfillment and problematic life events which were developed by Burbank (1988) and short form geriatric depression scale(Sheikh & Yesavage, 1986). The data were analysed by SAS Program. The results are followed; 1. 172 lists were given out and had objects that would bring meaning to one's life. They were categrized as wishing for offsprings' prosperity, their relation with their grand-children, marriage of their offspring, health of family members, strong family ties, caring for the family, relation with husband, health for self, religious activity, helping others, individual hobbies, needs for growth such as writing, education, relationships with friends and personal achievements. In the end, 50% of total list dealt with in the relationship with their family members. 2. The mean fulfillment of the subjects was 38.31(SD=13.58) with a range of 12-60. The degree fulfillment varied according to the subjects' characteristics such as age group(F=4.44, 0P=.0008), education status (F=6.44, P=.0001), economic status (F=10.27, P=.0001), marrital status (F=9.12, P=.0002) and religious background (F=3.68, P=.006). 3. According to the pearson correlation, analysis significant variables were found between meaning fulfillment and health(r=.47, P=.0001), depression and the number of problematic life events for a life time (r=.147, P=.04), the stress score of problamatic life events for the past one year and the stress score of problematic life events for a life time was r=.43, P=.002, meaning fulfillment and the stress score of problamatic life events r=-.26, P=.04, depression and meaning fulfillment r=-.70, P=.0001 and depression and health r=-.521, P=.0001. 4. According to multiful regression analysis, depression was found as a most predictable variable for health(F=12.51, P=.001).

• Journal of Family Resource Management and Policy Review
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• v.21 no.3
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• pp.121-139
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• 2017

This study aimed to explore the moderating effect of social support resources on the life satisfaction and caregiving burden of family caregivers taking care of the elderly in long-term care services. The study participants were selected from among the family caregivers utilizing 30 home care centers in Seoul, Korea. Of the candidates who agreed to participate in the study, 250 caregivers who had supported the elderly at home for at least 6 months were selected. The data collected were analyzed using SPSS ver. 21.0. The study findings were as follows. First, the whole family caregivers' caregiving burden of family caregivers was found to be slightly higher than the median value. More specifically, the physical burden was the heaviest, followed by the family relationship burden, the social activity burden, the emotional burden, and the financial burden. Social support resources and life satisfaction were found to be a little bit higher than the median value. Second, the variables that statistically significantly increased life satisfaction, starting with the strongest effect, were a lower psycho emotional burden, greater informational support resources, a lower economical burden, greater emotional support, a younger caregiver age, a higher monthly income, and a shorter care period. Third, informational support resources were found to have a moderating effect on the relationship between the support burden and life satisfaction. The more the participants used the informational support resource subcategory of the social support resources, the narrower the life satisfaction decrease, even though the caregivers felt a support burden. Informational support resources appear to have a statistically significant buffering effect.