• Journal of Digital Contents Society
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• v.17 no.5
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• pp.317-327
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• 2016

Flipped learning is a new learning technique which can maximize the learning effect by mixing two or more different learning environments including online & offline, and recently introduced system: 'Google classroom' is the optimized internet platform for flipped learning. This study tried to apply flipped learning to regular course 2nd grade dental students(n=70) and evaluated the satisfaction of students. The subjects of periodontology and operative dentistry were chosen to evaluate flipped learning model for regular course 2nd grade dental students(n=70). Each class consisted of six classes, and three times of them were performed in conventional classes and the other three times were in flipped learning method by using Google classroom. Evaluation of satisfaction progressed at the end of class. In this study, application of flipped learning in the dental college classes showed high efficiency in terms of degree of understanding, self-directed learning and motivation. Collectively, it was shown that flipped learning using Google classroom can be a reliable platform in dental classes.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.499-507
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• 2016

A flipped learning class was held in an attempt to overcome the limits of lecture-type classes in pre-service science teacher training and to provide a student-oriented education suitable for digital native generation. The principles of teaching-learning in flipped learning were applied to the general ADDIE model to design the class; learning materials were developed accordingly. The developed flipped learning materials and class design were verified for their validity using an expert panel's Delphi method and validity test, in which the validity was verified with 0.75 CVR. The developed flipped learning materials were applied to the theory of science education and the instructional effectiveness was analyzed. The results suggest that the students' motivation to study, interest, and confidence in learning increased; however, their satisfaction in class decreased by 30% as compared to the lecture-type class and their self-confidence in the improvement of their academic achievement was not sufficient. In order for a flipped learning class to be successful, the class should be small in size, which would ensure appropriate teacher-student communication and individualized learning; also, the students' burden of learning should be reduced and accessibility to video materials for pre-class learning should be reinforced.

• Journal of Science Education
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• v.35 no.1
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• pp.91-101
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• 2011

In this study, Jigsaw III cooperative learning strategy and traditional learning strategy have been applied to the 'electricity' chapter of grade 8 science textbooks to know the effects of learning strategy, gender, and GPA on the students' science achievement and science learning attitude of middle school female students in gender-separated classes. For this purpose, 143 students of 4 classes in separated classes were chosen from a middle school in Daegu. One female class and one male class were assigned to the experimental group and other female class and male class were assigned to the control group. Traditional learning strategy was applied to the control group and the Jigsaw III cooperative learning strategy was applied to the experimental group. Four worksheets for expert groups were used for 18 hours through 5 weeks. Both tests for science achievement and learning attitude were administered as pre and post test. The test results were analyzed through analysis of covariance(ANCOVA) as pre test score as covariant The overall conclusions of this study were as follows: The Jigsaw III cooperative learning has improved science achievement, especially on subjective-type questions, of female students and mid-lower level students. The Jigsaw III Cooperative Learning has also improved self-directed attitude toward science learning. Female students have expressed more positive opinion about the Jigsaw III cooperative learning.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.377-395
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• 2020

The purpose of this study was to understand the perception of professors and students about non-face-to face classes at the university. The subjects of this study were 194 professors and 1,543 students at M University. In addition, 23 mathematics majors and 80 students of natural sciences and engineering investigate the perception of using video contents methods. It surveyed the evaluation from students after progressing online classes using video for one semester. The results of this study are as follows. First, the students preferred distance education type was an audio recording using lecture materials or class video contents. Second, an online class using video content was preferred by the students who are well self-control or have an autodidactic background. Finally, professors advanced preparation and careful consideration for the students enhanced the course satisfaction of students.

• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.1069-1078
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• 2013

The paper is about teaching culture in a language learning. There are many teachers who are afraid of teaching foreign language with culture. They are delighted to teach politics, economics, history, art and literature as objective culture. But they are hesitant to teach subjective culture which is connected with a communication competency. The paper suggests three stages to instruct culture in a schoolroom. The first stage, it is growing out of the self-centered view. The second step, be developing self-consciousness through comparing mother culture with target culture. The last stage, it has to response to appropriately target culture. The teaching materials for the model suggested are two movies. Because the cultural aspects in the moves are subjective culture, so it has something in common with target cultural situations in a language learning. This method which is teaching culture in a the language learning has the advantage of being easy to teachers and learners. Most students like to watch a movie. The teaching material is The Chronicles of Narnia : The Lion, the Witch and The Wardrobe와 Guess Who?. I hope that this suggestion for cultural teaching is helpful for understanding each other.

• The Journal of the Korea Contents Association
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• v.15 no.1
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• pp.495-505
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• 2015

The purpose of the study is to investigate the problem solving abilities of nursing students in case of simulation-based emergency care for respiratory distress patients. For this study, 117 third year nursing students participated in the adult simulation practice from April 22 to May 31, 2013. The results of the study revealed that problem solving abilities after simulation practice were significantly greater than those after self-directed learning(t=2.59, p=.010). In the analysis of subcategories of problem solving abilities, there were significant differences in the definition of problem solving (t=2.95, p=.004), the device of problem solutions(t=2.10, p=.0.37), and the review of problem resolutions(t=3.06, p=.002). Based on these results, the study confirmed that the simulation practice was an effective teaching method for problem solving skills.

• Journal of the Korea Convergence Society
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• v.8 no.10
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• pp.323-332
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• 2017

This study is convergence study of path model for the relationship among self esteem(SE), critical thinking disposition(CTD), problem solving skills(PSS) and motivation toward learning(MTL). The survey was performed on 207 nursing students in one college. Data was collected using a structured questionnaires and analysed with PASW 18.0 and AMOS 18.0. Model fit indices were in good agreement with recommended level(${\chi}^2/df=2.128$, GFI=.995, AGFI=.949, RMSEA=.074, CFI=.993, NFI=.988). Based on the path model, SE(${\beta}=.205$), PSS(${\beta}=.420$) showed a direct effect on MTL while CTD(${\beta}=.182$) showed a indirect effect on MTL. The SE showed a direct effect on CTD(${\beta}=.398$) and CTD(${\beta}=.433$) showed a direct effect on PSS. The findings indicate the necessity of developing educational programs to enhance nursing student's SE for increasing of MTL.

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.69-78
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• 2014

This study aims to investigate better predictors, among learner participation and interaction, for collective self-efficacy and achievement in a web-based collaborative learning environment. Interaction requires communication among two or more learners, while participation does not. In this study, interaction was measured by in-degree centrality and out-degree centrality based on the social network analysis perspective. Multiple regression analysis results from 53 college students who performed team project via online showed that in-degree centrality predicted collective self-efficacy and out-degree centrality predicted achievement, while participation was not a significant predictor.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.392-412
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• 2007

It has been understood that Confucian culture only blocks creative problem solving(CPS). However, it is claimed that Confucian culture exerts positive and negative influence on nurturing CPS. Confucian culture fosters CPS by urging strong motivation for learning, and building rich base of knowledge and skills in general and in specific domains through teaching joy of learning and hardworking fueled by parents' education fever. Confucian culture has negative influence on CPS with emphasis on obedience and conformity. Keju system, as a part of Confucian culture, resulted in excessive private tutoring to prepare for the high-stakes test, delimitation of students' experiences to matters to be tested, and students' weak interest, self-concept, and self-directed learning. Negative influence from Confucian culture on CPS is analyzed and some suggestions are provided for revising educational policies and educational practices in order to maximize the creative problem solving in Confucian countries.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.45-53
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• 2005

In this paper, we propose an improved method of differentiated curriculum in social studies class that can be immediately used in the class. There are two major reasons that differentiated curriculum has not been applied to actual educational programs. One reason is the inefficient progress of differentiated curriculum derived from students' self-study based on individual projects and teacher's excessive investment of time in the development and management of individual researches. The other attribute is the difficulty in distinguishing students' academic level due to the lake of distinct criteria, because students are classified into merely two groups, in-depth group and supplementary class. To cope with these problems, we adopted a cooperative learning to enhance the educational effect of students of the similar level. Experimental results validate that the proposed method is effective in the course of social studies.