• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.8
• /
• pp.322-328
• /
• 2018

The purpose of this study is to examine the performance of Problem-Based Learning (PBL) based on Google Classroom(GC). GC is an easy and free online learning that plays an important role in education and training recently. Students become increasingly independent in self-directed learning while sharing ideas and resources, transferring knowledge actively across domains and researching for solutions to the given problem in PBL. Students can check the submission date on the task page and start the task with a single click, and teachers can quickly check if the task is complete, and score it directly from GC. Designed The Evaluation of Problem -Based Learning based on GC in this study. The students read the given materials and identify the purpose of the subjects and selected the learning issues, investigated them. After then they discuss the subjects and make the reports. The students work to study them with research papers, books and internet materials. The research findings showed that PBL based on GC was effective in learning together. Students had positive attitude in their PBL learning environment. This study suggests it is possible that the development of PBL Evaluation on the GC.

• Journal of the Korean association of regional geographers
• /
• v.13 no.5
• /
• pp.595-607
• /
• 2007

The purpose of this paper is to investigate if any effects of GI cooperative learning method, which is compared to the effects of traditional competitive teaching-learning method on the students' academic attitude in middle school social studies classes. Conclusively, it is asserted to be a much more effective teaching-learning method. Some statistical evidences were gathered by questionnaire method just after the experimental classes being applied for a semester to the 241 first year middle school students in a small city. Using the t-test procedure, it is conformed that GI cooperative learning method can draw much more positive changes in the academic attitude of the students. In short, such positive changes in student's academic learning attitude can be related with the increase of self-trust in learning processes, the change in the conception of the subject, and the spontaneous interaction and verbal communication among the group members.

• The Journal of the Korea Contents Association
• /
• v.17 no.12
• /
• pp.191-201
• /
• 2017

The purpose of this study was to examine the learning outcome of problem-based learning as an efficient teaching method to improve the competencies of great talents for future society. A general education course of a university that was one of teaching profession courses titled "prevention of school violence and countermeasures" was provided in the form of PBL, and data were gathered, which were reflective journals, evaluation sheet and observational journals. As a result, PBL produced learning effects such as understanding and applying learning contents, fostering cooperativeness, problem-solving skills and a sense of responsibility, extended thinking and good understanding of PBL. Also, that provided a great opportunity for the students to build up their character by learning caring and by improving cooperativeness, a sense of responsibility and communicative competency, which preservice teachers should have. The findings of the study suggest that the expansion of PBL is necessary to bolster problem- solving skills, self-directed learning, cooperativeness and creativity that are competencies required in the era of the Fourth Industrial Revolution.

• Journal of The Korean Association of Information Education
• /
• v.22 no.2
• /
• pp.213-222
• /
• 2018

The purpose of this study was to develop a convergence software teaching and learning model based on flipped learning through multidisciplinary integration of the subject matter curriculum and content elements of software education so as to facilitate students' self-directed learning utilizing computers and smart devices and to apply the model to the elementary classroom and examine the effects on students' EPL interest and achievement levels. The teaching and learning model consists of four stages: content convergence, problem presentation, creative idea design, and product sharing. The results of the analyses indicated that students' EPL interest was enhanced and achievement levels were increased. The implications of the results of the study and expected effects were discussed.

• The Journal of Korean Association of Computer Education
• /
• v.18 no.1
• /
• pp.81-97
• /
• 2015

Although Flipped Classroom(FC) which has recently attracted attention of educational field, showed its various educational effects such as learning academic achievement, attitude, collaborative learning and self-regulated learning. other studies also showed a number of significant problems and challenges in practically implementing. Thus, this study aims to investigate in-service and pre-service teachers awareness of FC in order to explore its educational feasibility for successfully adopting it to classrooms through the alternative solutions to its limitations. To achieve this goal, we firstly conducted literature review on teaching and learning models and guidelines to draw educational prerequisites and then analyzed needs of 156 pre-service teachers and 42 in-service teachers. According to survey results, 80% of teachers are willing to apply FC to their classes and hope to be offered with pre-learning activity materials and guidelines. They consider junior high school students and college students as appropriate learners, social science, science, Korean, and English as suitable subjects, and video content as optimal materials for pre-learning activities.

• The Journal of Korean Institute for Practical Engineering Education
• /
• v.2 no.1
• /
• pp.52-57
• /
• 2010

Using the Operating Systems course that is offered by online, a blended learning mixed up with face-to-face lecture and e-learning for O.S. course has been carried out. In order to find a efficient management way of the blended learning, we build up two groups: one group named 01 takes a class which consists of two hours face-to-face lecture and one hour online study per week and the other group named 02 takes a class which consists of two hours online study and one hour face-to-face lecture. According to the result of a mid-term examination, the Cohen's d between two groups is 0.165. It means the small effect size. The 01 group has higer average and smaller variance than 02 group. However, 02 group has more students who earn high score than 01 group. In conclusion, if students can well carry out the self-regulated learning, then the blended learning mixed up with 02 group style is suitable. Otherwise, face-to-face lecture or the blended learning like 01 group style is suitable.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.22 no.4
• /
• pp.462-472
• /
• 2016

Purpose: The effects of learning styles and nursing professional attitude on the problem-solving ability among nursing students were explained. Methods: A cross-sectional descriptive study was performed with 245 nursing students who completed self-report questionnaires between April 14 and May 7, 2014. Results: The dominant learning styles of the nursing students were assimilating (33.9%) and diverging (33.1%), with converging (11.4%) being the least dominant. Nursing professional attitude in the nursing students was high (mean 65 out of 80). Problem-solving ability in the nursing students was high (mean 159 out of 225), especially among seniors. The relationship between learning styles and problem-solving ability in nursing students was not statistically significant (F=2.44, p=.065), even though nursing students with converging learning style had higher problem-solving ability than nursing students with other learning styles. The problem-solving ability of nursing students was influenced by nursing professional attitude, being a senior and preference for discussion. These variables explained 16.9% of the variance in problem-solving ability. Nursing professional attitude with 12.3% was the most influential. Conclusion: The problem-solving ability of nursing students was more influenced by nursing professional attitude than by learning styles. Therefore, we suggest strategies to develop a positive nursing professional attitude that leads to promoting the problem-solving ability of nursing students.

• Journal of Technologic Dentistry
• /
• v.40 no.3
• /
• pp.163-172
• /
• 2018

Purpose: The research comprehends learning attitude level of Dental Technology Department students, searches variable element to affect and is trying to provide basic material of method arrangement to induce change of positive learning attitude. Methods: It was conducted survey 410 students, who understand purpose of the research, consentient to involve research, in universities which is located in Daegu area, Daejeon City, Gangwon province from Aug., 1stto Nov.,10th2017, Questionnaires were distributed to 410 students totally. it was finally analyzed 374 questionnaires except 36 questionnaires that answer was not sufficient. Results: The positive answer over 'Average (3)' among study attitude factors was presented highly in order of 'Targeting & Execution' (3.351). 'Effective Content Summary' (3.307), 'Study Plan' (3.173), 'Priority and Self-Management' (3.116), and 'Study Habit & Enhancement' (2.925) showed negative trend under average. The five sub-factors of learning attitude were examined according to general characteristics and there were statistically significant differences according to gender, grade, high school of origin, academic aptitude(p<0.01, p<0.001). Conclusion : As male students show more positive learning attitude than female students, we need to develop more special programs to encourage them. Meanwhile we also need to find out a motive to bring positive effect to change the academic aptitude and learning attitude of female students, or methods to improve their learning attitude in a complementary way by their high school, gender and grade.

• Journal of Family Resource Management and Policy Review
• /
• v.24 no.1
• /
• pp.41-53
• /
• 2020

The purpose of this study was to identify the factors that affect middle-old aged housewives' participation in lifelong learning as a part of human resource development. Through purposive sampling, the study recruited 163 full-time housewives over age 40 years who live in C City. As a result, first, 87.1 percent of all respondents, or 142, said they were willing to participate in lifelong learning in the future. There was no statistically significant difference in the results of cross-checking by age, educational background and monthly household income variables. Additionally, we used cluster analysis to measure differences in participation intentions according to the perception of human resource development of middle-old aged full-time housewives. The perception variable of lifelong learning is: First, Cognitive degree, second, importance, third, activation awareness. Cluster 1(n=16) was divided into generally low-perception types, such as cognitive degree, importance, and life-long learning activation of the C city, while Cluster 2(n=61) was classified as a type of person who thinks that lifelong learning is important to life and Cluster 3(n=86) was generally classified as a type with a higher lifelong learning perception. and we found that there was no difference in the intention to participate in lifelong learning by all cluster Lastly, we found that participants who valued human resource development scored significantly higher on measures of cognition than those who did not value it. Based on these results, we advocates social change that encourages the cultivation of talent through lifelong learning programs that can positively affect one's unique identity, not just wife and mother, and provide opportunities for self-development.

• Journal of Science Education
• /
• v.34 no.1
• /
• pp.23-32
• /
• 2010

The purpose of this study was to analyze the trend of domestic studies related to science teaching-learning methods. We reviewed articles published according to year, method, subjects and topic. The methods reported commonly in science education books were extracted. Experiment, cooperative learning, and discussion were methods which had been researched widely. Experimental study of them was utilized most. And next content analysis, survey, and case study were utilized much. The most object of experimental study was middle school students. These reviewed papers showed effects which were related to science achievement, attitude, inquiry ability and self-efficacy. As a result of this study we should research to apply and develop science teaching-learning methods variously. We ought to enlarge research direction to analyze context which applies science teaching-learning methods to educational field by qualitative study. We should try to study effects of teaching-learning methods longitudinally and latitudinally.