• Journal of Korean Public Health Nursing
• /
• v.15 no.2
• /
• pp.275-284
• /
• 2001

In order to assess the knowledge and learning needs. 72 patients with the first onset myocardial infarction were interviewed by the structured questionnaires during the period of September, 1999 to July, 2000. The results were as follows 1. As a whole. $57.9\%$ of patient had correct knowledge in relation to myocardial infarction. As for the knowledge score in terms of general characteristics, the patients who were in higher education and living with spouse were significantly higher point than those who were in lower education and living alone. 2. The mean scores of learning need of the subjects was 4.13 measured by Likert 5 point scale, No significant differences were shown in the score of learning need in terms of the general characteristics. As for the learning need according to domain, the subjects had higher leaning needs in the domain of diet, risk factors and activity and exercise. 3. There was no significant correlation between the learning need and the knowledge of myocardial infarction. The results of finding show that education program should be consider the general characteristics. the level of knowledge and learning needs of the myocardial infarction patients.

• Journal of the Korean Society of Physical Medicine
• /
• v.18 no.2
• /
• pp.33-39
• /
• 2023

PURPOSE: This study examined the status of the efficient supply of assistive devices for students with disabilities. METHODS: A complete investigation was conducted on the request and supply of assistive devices for students with disabilities at the Korea National University of Welfare. The subjects were 112 students with disabilities who applied for assistive device rental. The status of the supply of assistive devices according to the type of disability was investigated. The overall satisfaction with learning support was measured. The questionnaire content was categorized into the following three factors to determine learning support satisfaction: support overall (role, staff, facilities) learning support (learning support, learning counseling, life consultation), assistive device supply (counseling, rental, uses, rental period, maintenance services). RESULTS: The most common type of students with disabilities was physical disabilities 62 (29.38%) and hearing impairments 62 (29.38%). Students with physical disabilities and brain lesions rented manual and electric wheelchairs the most. Learning support satisfaction was evaluated considering the factors support overall, learning and assistive device supply effects. satisfaction of learning support for students with disabilities 83.5 points. CONCLUSION: The satisfaction with assistive device supply appears to be relatively lower than support overall. Each university will gradually secure assistive devices that suit the characteristics of students with disabilities.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.16 no.2
• /
• pp.202-212
• /
• 2010

Purpose: The purpose of this study was to identify the effectiveness of the JigsawⅣ cooperative learning in a facilitative communication class of nursing students. Achievement, communication skill, self-directed learning and experience during the class were measured. Method: This study was a pretest and posttest design with two subject groups. 43 students were in experimental (JigsawⅣ) group and 47 ones were in control (general small discussion) group. Classes were conducted over a 6-week period. The collected data was analyzed by the SPSS 12.0 program. Result: After taking part in the educational program, the experimental group had significantly more improvement in communication skill (F=6.81, p=.002) and self-directed learning (F=11.81, p=.000). In addition, the experimental group showed significantly higher scores for concentration in the class (t=2.26, p=.27), positive emotional state (t=3.01, p=.003) and active participation (t=2.78, p=.007) compared to the control group. However, the achievement between the two groups was not significantly different (F=3.29, p=.073). Conclusion: The findings of this study show that JigsawⅣ cooperative learning has positive effects in improvement of communication skill and self-directed learning. Also, students were excited and interested in the class during cooperative learning. Based on these findings, the author suggests developing additional educational programs focusing on nursing students.

• Journal of architectural history
• /
• v.13 no.4 s.40
• /
• pp.7-18
• /
• 2004

From the results of an examination of the transition process of the site plan divided into 5 stages based on literature and materials relating to the Sangju Confucian School as well as the construction history, we can see the general transition flow as follows. The arrangement form of Sangju Confucian School shows the structures with both the sacrificial rites function and the learning function in the early period. This shows a large general flow where the form with the learning function structure at the front and sacrificial rites function structure at the back changed to a form where the learning function structure was positioned behind the boarding facilities, after which there was a transformation which left only the learning function (the form where the learning function structure was positioned in front of the boarding facilities). The type where the learning function structure is positioned in front of the boarding facilities is hard to find in the Yeongnam area, also, there are not many examples of the 2 story Myeonglyundang (hall of confucianism teachings) throughout the country Sangju Confucian School which possess the value of rarity is appraised as being a precious material showing another area characteristic in Sangju of the Yeongnam area. Also, during the late Chosun period the scale of the Dongseojae (boarding facility) was reduced and the appearance of Yangsajae can be said to be a typical example of confucian school constructions of late Chosun era.

• The Journal of Korean Association of Computer Education
• /
• v.19 no.6
• /
• pp.33-44
• /
• 2016

In this study, learning preferences of the informatics gifted participating in on-line programming practice has been investigated and the tutoring strategy based on learning styles was developed and verified its effectiveness. On-line programming learning is the environment in which learning is done through interaction with a tutor. For determination of the students' learning styles, Grasha-Reichmann's learning style was utilized. Key elements, learning activity and feedback, of tutoring strategy were derived based on learning style and developed on-line programming learning tutoring strategy. To verify the effectiveness, six-class period of learning C-language of 173 middle and high school students based on learning styles was applied for 12 weeks. As a result, the experiment group applied with a tutoring strategy based on the learning style showed significant improvements in terms of satisfaction and achievement than the control group.

• Research in Mathematical Education
• /
• v.14 no.1
• /
• pp.11-18
• /
• 2010

The basic idea of cooperative learning focuses on team reward, equal opportunities for success, cooperation within team and competition among teams, and emphasizes share of sense of achievement through joint efforts so as to realize specific learning objectives. The main strategies of engineering mathematics teaching based on cooperative learning are to establish favorable team and design reasonable team activity plan. During the period of team establishment, attention shall be given to team structure including such elements as team status, role, norm and authority. Team activity plan includes team activity series and team activity task. Team activity task shall be designed to be a chain of questions following a certain principle.

• The Journal of Korean Association of Computer Education
• /
• v.8 no.1
• /
• pp.55-63
• /
• 2005

Recently, web-based E-learning systems have entered the spotlight by providing new learning environments that break down spatial and temporal limitations. The key to building the web-based E-learning system is in determining how to effectively use the system and to evaluate the degree of learning achieved by the students that use it. In traditional off-line learning systems, we can evaluate students by counting how many questions, designed to evaluate their learning achievement, he or she answers correctly within a predetermined time limit. But this method would make individualized learning, a strong point of E-learning systems, impossible because these systems provide same learning strategy to all students even though they achieve a different level of learning. Therefore, in this paper, I will find any relationships between given test answers using fuzzy implication theory, I call these fuzzy correlations, and then generate evaluation results that are reflected in those relationships. I will compare the differences between this evaluation method and a traditional evaluation method where a student takes a test to evaluate his or her learning achievement after some learning period. Finally, I will discuss how we can use these results in individualized learning.

• The Journal of Korean Physical Therapy
• /
• v.24 no.6
• /
• pp.405-408
• /
• 2012

Purpose: We examined the effect of dual-task and single-task training on serial reaction time (SRT) task performance to determine whether SRT is based more on motor or perception in a dual-task. Methods: Forty healthy adults were divided into two groups: the dual-task group (mean age, $21.8{\pm}1.6$ years) and the single-task group (mean age, $21.7{\pm}1.6$ years). SRT task was conducted total 480 trial. The four figures were presented randomly 16 times. A unit was set as 1 block that would repeat 10 times. Thus, there were a total of 160 trials for each of the three color conditions. The dual-task group performed an SRT task while detecting the color of a specific shape. The end of the task, subjects answered the specific shape number; the single-task group only performed the SRT task. The study consisted of three parts: pre-measurement, task performance, and post-measurement. Results: Differences of pre and post reaction time between two group was higher for the dual-task group as compared to the single task group and there was a significant interaction between time and group (p<0.05). Conclusion: Our results indicate that. short term period SRT is not quiet effective under dual-task conditions, individuals need additional cognitive processes to successfully navigate a task This suggests that dual-task training might not be appropriate for motor learning enhancement, at least when the training is over a short period.

• Journal of architectural history
• /
• v.19 no.5
• /
• pp.49-63
• /
• 2010

With the effect that the Yipsu-ryong(入首龍) of Ju-san(主山) influenced on the layout in the view of geomantic topography(形勢), how Ahn-san(案山) affected the layout plan of the Korean academics of classical learning(書院) is researched. And how the "Jirisinbeob(地理新法)" which had been written by Ho-sun-sin(胡舜申) was applied to the Korean academics of classical learning in the view of Li and Ch'i(理氣) is studied. In Fengshui, the method to pick out a site and to confirm the direction for building construction was divided into two, one of them was 'the geomantic topography', which included 'Ju-san following type(主山順應形)', 'Ahn-san stressing type(案山重視形)' and 'Ju-san & Ahn-san complex type(主 案山混合形)'. And the other is the 'Rule of direction(向法)'. The Korean academics of classical learning was applied by the geomantic topography of Fengshui for its layout and direction, regardless of political, regional and period factors. So when the Sa-rim(士林) needed to set direction for the Korean academics of classical learning, the ground that was appropriate to the geomantic topography of Fengshui was selected. Therefore, the Sa-rim who was abused in Neo-Confucianism had a mind of stressing geomantic topography of Fengshui and they applied it positively for building construction.

• Journal of The Korean Association For Science Education
• /
• v.15 no.3
• /
• pp.284-290
• /
• 1995

This study examined the effects of the learning cycle model by learner's characteristics such as I.Q., cognitive levels, inquiry skins, cognitive style, activity, reflectiveness. To see the effects of the learning cycle model, nonequivalent control group pretest-posttest multiple treatment designs was used in the study. 99 middle school second-graders(female) were divided into two groups. One group was selected as the experimental group (n=50), the other served at the comparison group(n=49). During the eight-month period, the students in the experimental group were instructed according to the learning cycle model, while the students in the comparison group were instructed according to the traditional instruction methods. Achievement data from science achievement test were analyzed by an ANOVA technique. The results of the study are as follows : 1. Science knowledge achievement. For the lower level students of activity, the learning cycle model is superior to the traditional approaches in science knowledge achievement. 2. Science inquiry skills. For the upper level students of I.Q., cognitive levels, inquiry skills, cognitive style and reflectiveness, the learning cycle model is superior to the traditional approaches in science inquiry skills. 3. Attitudes toward science. For the lower level students of I.Q., cognitive levels, inquiry skills, cognitive style, activity and reflectiveness, the learning cycle model is superior to the traditional approaches in attitudes toward science.