• Korea Journal of Hospital Management
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• v.18 no.2
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• pp.127-152
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• 2013

The purpose of this study was to investigate the effect of balancing, coordinating and learning strategy on performance of private university hospitals. We think that the study will contribute to establish effective management strategy of private university hospitals. Data were collected from 69 private university hospitals. We measured balancing, coordinating and learning strategy, and perceived performance of the hospital by using 5-point Likert scale. Upper-grade general hospitals were significantly higher rate of growth and profitability than others. However, general hospitals were higher level in perceived performance than upper-grade general hospitals. Hospitals located in Seoul were significantly higher growth rate than those in other regions. Large-scale hospitals were significantly higher rate of growth and profitability than small hospitals. Qualitative performance did not different in any hospital characteristics. Growth of hospitals were significantly influenced from business strategies: selective strategy, formal coordinating strategy, and external learning strategy. Profitability of hospitals were also significantly influenced from business strategies: selective strategy, adaptive strategy, and external learning strategy. Subjective performance of hospitals were significantly influenced from external learning strategy. There were no factors that are significantly influencing on qualitative performance of hospital. To have successful performance in the competitive environment, it is recommended that private university hospitals should have to establish management strategy such as balancing, coordinating, and learning strategy.

• Journal of The Korean Association of Information Education
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• v.20 no.5
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• pp.433-442
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• 2016

The purpose of this paper is to prove the effect of flipped learning on learning motivation in software education. For this study, the experiment was consisted of experimental group and control group for university of education. They learned software education using Scratch programming for 10 weeks. The experimental group was applied to the flipped learning with online software courses. As a result, post motivation in the experimental group was significantly increased compared to the pre learning motivation. Post- learning motivation is also the experimental group were higher learning motivation significantly compared to the control group. It is hoped this flipped learning as an effective learning strategies base expansion in primary and secondary education as well as high education teaching software in the future.

• Educational Technology International
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• v.25 no.1
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• pp.129-159
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• 2024

The purpose of this study was to examine changes in students' awareness of online classes in university education over the three years from 2020 to 2022 during the COVID-19 pandemic. To achieve this, various aspects of online classes, including self-directed learning, interaction (between instructors and learners, and among learners), evaluation of the learning process and outcomes, and the learning environment and control of learning, were analyzed for changes from 2020 to 2022. The study included 534 university students enrolled in University A who participated in online classes in both 2020 and 2021. The results indicated that there was no significant difference in the awareness of self-directed learning, but significant differences were found in the awareness of interaction, evaluation of the learning process and outcomes, and the challenge related to learning environment and control of learning in online classes, which were higher in 2021 and 2022 than in 2020. Additionally, detailed changes in awareness of online classes showed significant differences in specific aspects of awareness in university online classes. In summary, students' awareness of online classes improved in 2021 and 2022 compared to 2020, as learners adapted to online classes due to the COVID-19 pandemic. Moreover, it was observed that difficulties in the challenge related to learning environment and control of learning were overcome in 2021. Based on these research findings, several implications for improving the design and operating strategies of effective online classes in future university education were proposed.

• Journal of Korean language education
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• v.25 no.1
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• pp.203-234
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• 2014

This paper demonstrates how to incorporate the teaching of communication strategies into a large class of English-speaking learners of the Korean language. The method proposed here was developed to overcome the difficulty of conducting language activities involving communicative interactions amongst students and also between teacher and students in a large classroom. As a way of compensating the minimal opportunities for interactions in the classroom, students are given the task of expressing in Korean the English translations of authentic Korean comics via Twitter, which was later replaced with the feedback feature on Moodle, and then their Korean expressions are collected and projected onto a big screen. These collected expressions by students naturally differ from one another, helping students to realize that it is possible for them to express the same message or meaning in many different ways. The results of two separately conducted questionnaires show that this method is an effective way of providing students with significantly increased chances of producing 'comprehensible output' that requires them to think of how to communicate with their limited knowledge of the Korean language. Many students also commented that the teachers' feedback on errors provides them with the opportunity to learn about common errors as well as their own errors.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.279-296
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• 2009

In this paper, we utilize student survey, scholastic level assessment and class evaluation in order to address the problems and find out the improvements on operating the subjects in the university-level program(UP), focusing on the Calculus I. We also propose effective management strategies and learning methods for the UP classes consisting of excellent high school students.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.982-994
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• 2014

The purpose of this study was to find a way to improve the basic learning ability of vocational college students and to develop the examination of learning attitude. This examination can be used at Center for Teaching and Learning as a previous step to find the strategy and effectiveness of learning. The examination of learning attitude which consisted of 33 questions was surveyed by 984 college freshmen. The survey revealed that five factors; effective content arrangement, priority and self-management, Check and improve of study habits, goal setting and implementation, learning plans have high interrelation(.53~.72). Especially, the more positive aptitude for their majors students had, the higher score they achieved in those five factors. According to general characteristics, there was significant difference among five factors. Therefore, if it is considered to run a differentiated Teaching and Learning method individually, it is expected to be more effective learning strategies.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.104-112
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• 2013

We examined the strategies to stimulate the reflective thinking using science notebook for the improvement of problem solving ability which is one of the core skills for the future. The strategies we derived have four steps which are input, output, solving mission and reflection as my own mirror. We applied the strategies to the 6th grade class for autumn semester in order to examine the students learning process and the result. We could observe that students looked into their own learning and had a time to look back their activities in the class. We could also confirmed that science notebook would be effective to improve the problem solving as stimulating the reflective thinking. In addition, we could specify the strategy of using science notebook in the class. At a 'input' stage, students should be able to choose their own learning style as their preference and teacher need to give them proper feedback. Interaction with peers should be emphasized during the activities as 'question attack' and 'question defense' in 'output' stage and 'solving mission' stage. You should suggest the students various method to record their thought from looking back their classroom activities instead of mere writing. We also examine the students achievement from the students' notebook and Meta Cognitive Awareness test. As a result, students who had studied using science notebook showed statistically meaningful higher achievement than controlled students.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.269-283
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• 2012

The purpose of this study is to further develop the strategies using science magic and investigate the their effects of the instruction on the student's attitude toward science. To do this, a main idea was selected and stages for science teaching methods were developed. Two classes of the 4th grade were selected and instructed. After implementing and using the teaching method, a test and survey were administered to examine the perception of the students and the learning effects of the new science teaching. The results of this study were as follows. First, the strategy for using science magic was developed and applied. For learners, doing science magic was more effective on their own in terms of boosting student's understanding and interest. Also the teacher's modeling was better in terms of presenting the contents. Second, the students' reaction and perception on using the science magic in classes were positive. In the classroom setting, science magic helped the learners understand better and made the learning environment fun. Third, instruction using science magic had a positive effect on student's attitude toward science. Students felt curiosity about science magic. It made them participate better in studying the activity as well. In conclusion, instruction using science magic can be applied to science to education, and the attitudes toward science and learning achievements can be improved.

• Research in Mathematical Education
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• v.22 no.1
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• pp.19-33
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• 2019

While the field of mathematics education strives to promote equitable mathematics learning and identifies it as a core instructional practice, less is known about its effective enactment. As teachers' teaching practices are dependent on their views and beliefs, this study investigated 133 elementary pre-service teachers' (PSTs') interpretations of diverse learners' learning experiences and proposed accommodations for them as reflected in their lesson planning process. Findings showed that PSTs came up with some strategies that are often suggested in teacher education literature, such as using multiple modes of representation and various grouping strategies. However, their responses were generic in nature rather than specific to diverse learners. Also, it was noted that many PSTs' interchangeably referred to the English Language Learners (ELLs), struggling learners, and culturally diverse learners, inferring that they thought that culturally diverse students must have been ELLs and that ELLs or culturally diverse students must have been weaker students in math. We found that the PSTs used their own frames while filtering and discarding information about diverse student populations to develop instructional plans, rather than based on the results of assessments of learning. We suggest that it is the critical first step to unwrap PSTs' unproven assumptions to better equip them for working with all of their future students.

• Educational Technology International
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• v.14 no.1
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• pp.75-108
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• 2013

The purpose of this study is to find a way to improve digital textbooks for self-regulated learning by applying cognitive scaffolding designs to an elementary math digital textbook and examining the effectiveness of the system. Hence this study was conducted in two steps. First, a framework for scaffolding design was devised by examining the problems and difficulties students encounter when using a mathematics digital textbook. Second, after the digital textbook was revised by applying the scaffolding design frameworks, the effectiveness of the scaffolding framework was examined by comparing students' achievement levels in an experimental group and that of students in a control group. Seventy fifth-graders participated in this study. Students were divided into two groups: an experimental group and a control group. The students in the experimental group studied with the revised version of the digital textbook and the students in the control group studied with the original version of the digital textbook. The students received a pretest before the experiment. After the experiment, they took an achievement test and completed a usability questionnaire. The data were analyzed by ANCOVA with the SPSS Windows version. The results revealed that the students who used the revised program (to which design strategies for scaffolding were applied) showed higher levels of achievement than those who used the original version. In addition, students in the experimental group generally showed higher scores on the usability survey, which consisted of four sub-categories such as 'effectiveness', 'efficiency', 'satisfaction', and 'learnability'. There was a statistically significant effect on 'efficiency'. These results implied that scaffolding strategies were effective for mathematics learning through the use of an elementary digital textbook.