• Journal of the Korean Society of Radiology
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• 제11권4호
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• pp.279-287
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• 2017

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 74 in 2classes were surveyed at the end of semester. Compared to use smartphones one group and not use smartphones one group for study in a class. The research data was analyzed using SPSS also self directed learning, self learning efficacy, learning satisfaction analyzed t-test, general character was analyzed two group(one : Used smart learning other : not Used smart learning) ${\chi}^2-test$. First, Used smart learning group is more higher than not Used smart learning group in a self learning efficacy, self directed learning, learning satisfaction. Second, during the smart learning classes a students appeared a positive response. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

• Journal of Korean Home Economics Education Association
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• 제12권1호
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• pp.47-58
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• 2000

The purpose of this study is to investigate the effects of cooperative learning method on student achievement and attitude in Home Economics. and that what sort of effectiveness be existed between the two groups. Homogeneous & Heterogeneous one in achievement. A junior middle school in Kwangju was served for the study. Setting two groups: One is for cooperative learning and other for traditional learning. Two classes were provided with cooperative learning method. while one class with traditional learning method. Two hours of a week were devoted for the experiment. and it was also planned to be lasted six weeks from the third of June. 1998. until the 13th of July. 1998. The results are as follows: 1) Student achievement from cooperative learning method showed a little higher than those from traditional learning method. 2) Cooperative learning method was more effective than traditional learning method. mental attitude toward school. lessons and teachers were more higher than those the traditional learning method. 3) The group of Heterogeneous members was higher than the group of Homogeneous members in their student achievement. 4) It is noticeable that two groups under cooperative learning method. however showed some difference when each of them is placed in different organization. The group of Heterogeneous members was more affirmative attitude toward school. lessons and teachers than the one Homogeneous members.

• Korean Journal of Adult Nursing
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• 제19권5호
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• pp.70-79
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• 2007

Purpose: This study was to evaluate clinical competence in relation to self-directed learning, critical thinking disposition, and participating in PBL(Problem-Based Learning) group activities of nursing students. Methods: Data were collected from 108 nursing students in Oct. 2006. Results: Clinical competence had a significant positive correlation with self-directed learning, critical thinking disposition, and participation in PBL group activities. There was a significant difference in clinical competence according to interpersonal relationship. Participation in PBL group activities was the most influential factor of clinical competence($R^2$=.34). Also, the influence of clinical competence increased with the addition of self-directed learning($R^2$=.42). Conclusion: It is essential to encourage the self-directed learning and participation in PBL group activities for the improvement of clinical competence. It is relatively important for clinical competence to consider the educational environment systematically.

• Journal of Information Processing Systems
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• 제1권1호
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• pp.14-21
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• 2005

Even though mainly statistical methods have been used in anomaly network intrusion detection, to detect various attack types, machine learning based anomaly detection was introduced. Machine learning based anomaly detection started from research applying traditional learning algorithms of artificial intelligence to intrusion detection. However, detection rates of these methods are not satisfactory. Especially, high false positive and repeated alarms about the same attack are problems. The main reason for this is that one packet is used as a basic learning unit. Most attacks consist of more than one packet. In addition, an attack does not lead to a consecutive packet stream. Therefore, with grouping of related packets, a new approach of group-based learning and detection is needed. This type of approach is similar to that of multiple-instance problems in the artificial intelligence community, which cannot clearly classify one instance, but classification of a group is possible. We suggest group generation algorithm grouping related packets, and a learning algorithm based on a unit of such group. To verify the usefulness of the suggested algorithm, 1998 DARPA data was used and the results show that our approach is quite useful.

• East Asian mathematical journal
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• 제37권2호
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• pp.169-196
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• 2021

The purpose of this study was to improve academic achievement and mathematics learning attitudes in the formative assessment using descriptive problems as an effective teaching method. In this paper we set the following research questions. First, how would you improve students' academic achievement utilizing descriptive evaluation? Second, how would improve students' mathematics learning attitudes utilizing descriptive evaluation? Third, what was the reaction utilizing the descriptive method to evaluate? The result of this study could be seen as follows. The experimental group than the control group on academic achievement shows a significant improvement. Second, the experimental group compared to the control group in mathematics learning attitude changes could be helpful and appreciated. Third, experimental group than in the control group indicates significance could be seen in the reaction.

• Korean Journal of Health Education and Promotion
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• 제22권4호
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• pp.17-40
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• 2005

Objective: The purpose of the this study was to test the effect of the alcohol preventive educational program for elementary school students through developing the web-based learning instruments. It will prevent the serious alcohol problem for adolescents and be the opening-learning according to learner's needs beyond the traditional classroom learning which has limitation of space and time. Method: This research designed based on web-based instructional system design by In-sung Jong(1997). This study was performed on the elementary school students who are the six grade in M city. The number of experimental group was 72 and control group's number was 72, totaled 144. Data were collected from September, 30th, 2004 to November, 5th, 2004, totaled 37days. The pretest and the posttest for web-based alcohol preventive education program were tested about knowledge and attitudes toward drinking. After the performance, the posttest was also tested the effect of this program under items by the interest of web-based learning, satisfaction, adequateness of material and so on. The data analysis was done using SPSS/Win 11.0 program. Result: The results of this study are as follows: 1) Compared with control group, experimental group which was educated the web-based alcohol preventive educational program for elementary school students was improved the knowledge on drinking, thin there was no significant difference. However, it showed significant difference between two groups after education. It was, therefore, partially supported. 2) Compared with control group, the experimental group which was educated the web-based alcohol preventive educational program for elementary school students showed significant difference in attitudes toward drinking. After education, it showed no significant difference attitudes. toward drinking between experimental group and control group. It was, therefore, partially supported. 3) The degree of learning motivation was an average.595 of 1 after learning applied to by the web-based alcohol preventive educational program for elementary school students. Then, it is relatively more higher than the result of existing studies. So, it showed that the motivation was done well. 4) Correlation among study variables It showed that there was the significantly positive correlation between knowledge and attitudes toward drinking of pretest experimental group. Also, there was the significantly positive correlation between attitudes toward drinking and learning motivation of pretest and posttest experimental group. Conclusion: I found that the web-based educational program helps the elarning process for the health education in the school field which the instructional materials lack. As a result, the web-based education motivates the learner's pleasure and promotes the learners interest. Also, it is possible for students to learn according to their own learning pace, repeated learning and active learning participation in the necessary parts. Therefore, I think the web-based educational program is worth as a intervention to get positive influence for the health education.

• Journal of Korean Elementary Science Education
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• 제21권1호
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• pp.127-134
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• 2002

Although the reward based on group accomplishment in cooperative learning has a merit to emphasize interdependency, it may have some undesirable side effects such as free rider effect and sucker effect. For the purpose of reducing these side effects, this study examined how the adjustment of the reward structure affected the scholastic achievement, the perception of learning environments, and the attitude toward science class by adding individual reward to group reward. We selected 2 classes of sixth grade in an elementary school, and taught on oxygen and carbon dioxide for 13 class hours in cooperative learning strategies. Group reward was applied to one class, and both group and individual rewards were applied to the other class. Analysis of the results indicated that the achievement scores of the students under the group and individual rewards were significantly higher than those under the group reward. In addition, they had more difficulty in science class and felt less satisfied. The upper level students under the group and individual rewards were also found to exhibit more competition. Educational implications were discussed.

• Perspectives in Nursing Science
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• 제9권2호
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• pp.136-145
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• 2012

Purpose: The purpose of this study was to verify the educational effectiveness of the Objective structured clinical examination (OSCE) module development activities on nursing students in the areas of performance skill, knowledge, self-directed learning readiness, and problem solving ability for medication skill. Methods: This study was a nonequivalent control group non-synchronized post-test design. The subjects (N=47), who agreed to participate in this study, were assigned to either the experimental (n=24) or control group (n=23). The experimental group was trained with OSCE module development activities for four days. The control group was trained with a traditional demonstration and practice class for the same amount of time as the experimental group. Medication performance skill and knowledge tests and surveys were done to measure self-directed learning readiness, and learning satisfaction after the experimental treatments. Results: The experimental group which participated in the OSCE module development activities showed significantly higher performance skill, self-directed learning readiness, and problem solving ability for skin test and insulin medication than that of the control group of traditional education. Conclusion: It is recommended to use the OSCE module development activities for nursing students in nursing education-learning in order to improve nursing skills.

• Journal of Korea Entertainment Industry Association
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• 제14권7호
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• pp.363-372
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• 2020

The purpose of this study is to evaluate the effect of nursing process education based on flipped learning on self-directed learning ability and academic achievement of nursing students. A quasi-experimental study employing a nonequivalent control group and pre-post design was conducted. The study group was composed of 135 college students enrolled in the 2nd grade of C nursing college as an experimental group and 103 college students enrolled in the 2nd grade of the D university nursing department as a control group. The experimental group participated in flipped learning with the theme of nursing process once a week for 5 weeks, and the control group applied the traditional teaching method. Data were analyzed using χ²-test and Independent t-test with SPSS 26.0 program. There were significant differences in self-directed learning ability(t=-4.71, p<.001) and academic achievement(t=-4.93, p<.001) of participants between experimental group and control group after completion of 5 sessions flipped learning. The results indicate that flipped learning can be used to improve self-directed learning ability and academic achievement of nursing students. As a result of this study, the basis for using flipped learning will be prepared, and furthermore, it will have a positive effect on the clinical practice and problem solving ability of nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• 제18권2호
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• pp.323-331
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• 2012

Purpose: Level of meta-cognition of students has been regarded as one of the crucial factors on web-based learning. This study aimed to describe interaction type in small group discussion of the nursing graduate students and to investigate learning consequences and interaction types in group discussion on meta-cognition level. Method: Twenty six graduate nursing students attending the class on-line at the K university in Seoul were included in the study. We measured their meta-cognition level and learning attitude. We also scored their individual and group reports as well as analyzed interaction type by reviewing the dialogue of the group discussion. Results: The participants showed low frequency of exploratory interaction and high frequency of integrative interaction in the cognitive interaction category. They showed frequent modification interaction in the meta-cognitive interaction category. Interestingly, the students with lower level of meta-cognition achieved significantly greater scores in the individual assignments. High functioning group consisting of the students with high meta-cognitive level produced greater group report. Conclusion: A new strategy is needed to encourage in-depth interaction in a group discussion of nursing students. Meta-cognitive level of the students should be considered to form a small group for discussion in order to improve group activities.