• The Korean Journal of Emergency Medical Services
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• v.15 no.2
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• pp.101-108
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• 2011

Purpose: Cardiopulmonary resuscitation (CPR) prevents tissue necrosis of the brain and cardiac muscle in the cardiac arrest patient and requires exact skills in order to increase survival rate. Through comparison of the training effects of feedback manikin and non-feedback manikin, this study present the effective CPR device to CPR instructors. Method: This CPR course for 80 students by using Resusci Anne $SkillReporter^{TM}$ (RASR; Laerdal Medical, Stavanger, Norway) and Actar 911 $Squadron^{TM}$ (A911; Vital Signs, New Jersey, USA) held on December 22, 2009. Thirty seven students and two assistants were placed in one laboratory, there were five RASR manikins which provide the LED performance indicator, not the metronome. Forty two students and two assistants were placed in the other laboratory, there were 20 A911 manikins which don't provide any feedback indicator. Chest compression scores and ventilation compression scores obtaining from two groups were analysed statistically by using independent t-test. Results: Chest compression scores, average depth (mm) was 37.5 in RASR and 41.80 A911 (p=.004), too depth (#) was 2.8 in RASR and 19.4 A911 (p=.005), average number per min (#/min) was 64.4 in RASR and 68.2 A911 (p=.038), wrong hand position (#/min) was 10.9 in RASR and 30.8 A911 (p=.040). Four items that showed better scores in group RASR had statistically significant difference. Ventilation compression scores, percent correct (%) was 40.6 in RASR and 20.6 A911 (p<.001), number correct (#) was 4.7 in RASR and 2.1 A911 (p=.002), too fast (#) was 0.9 in RASR and 2.9 A911 (p=.003), average volume (ml) was 536.5 in RASR and 707.1 A911 (p=.011). Also, three items that showed better scores in group RASR had statistically significant difference. Conclusions: Regarding the positive effect of CPR training feedback, comparison between the real-time visual feedback manikin (RASR) and the non-feedback manikin (A911) showed that RASR had better results than A911 in chest compression except average number per min (it means that we need harder chest manikin) and ventilation. Verification of the training effect in the real world such as CPR outcomes is also necessary. A proper application of manikin in training circumstances and research on retention of CPR skills will be needed.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.1-32
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• 2007

This study took a cross-sectional, quantitative approach and profiled EFL students' awareness of the writing process and of teacher feedback. The subjects were 113 college students aged 19-26 years from non-English majors, who were enrolled in three sections of a required English course. According to the scores gained from the essay writing assignment, they were divided into two groups (proficient and less-proficient writers) and responded to an in-class survey. Major findings were that: (1) the vast majority of both groups did not find English writing enjoyable; (2) longer comments gave rise to substantial changes to the students' revisions; (3) the less-proficient writers were shown to benefit from revision significantly more than the proficient writers; (4) Both groups of writers utilized multiple strategies to process teacher feedback and preferred to receive teacher comments using complete sentences rather than phrases or single words; and (5) teacher's marks on grammar and vocabulary claimed to be most conducive to EFL writing development. Several important implications for EFL writing instruction and for future studies are suggested.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.83-104
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• 2009

This study examined whether self-correction or metalinguistic explanation might make a difference in the ability to accurately write two English grammatical structures when learners received indirect teacher feedback in the form of underlining target errors in a Korean EFL college classroom. With the goal of helping low-proficiency students improve their ability to accurately write sentences including nonfinite present participial relative clauses and present participial constructions, four groups were formed: a group which received indirect feedback, a group which received indirect feedback and metalinguistic explanation, a group which received indirect feedback and self-corrected errors, and a group which received indirect feedback and self-corrected errors after receiving metalinguistic explanation. The results showed that the effects of either metalinguistic explanation or self-correction integrated with indirect feedback on learners' ability to accurately write the target structures were not meaningful, while the combined effects of metalinguistic explanation and self-correction were statistically significant.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.17-33
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• 2003

College going students who are non-native speakers of English enrolled in English language programmes are not acquiring the needed academic writing skills. Many of these students do not have positive attitudes towards writing, thus forcing language instructors to look for ways of motivating students to write in order to improve writing skills. This action research project investigates the use of portfolio writing to improve writing ability among pre-university students. Research on the use of portfolio writing suggests that it is a useful way for developing interest in writing and for developing effective writing skills over a period of time. Portfolios support the best thinking in composition pedagogy in that it encourages process writing. Although the portfolio is considered a writing product, as a whole it is evidence of the students writing process. An important feature in using portfolios is that students are able to focus on their writing without constantly worrying about grades. Instructors have noticed that students make greater improvement in their writing when their focus is shifted from punitive feedback through letter grades to constructive feedback in the form of suggestions for further revision. This paper describes the use of writing portfolios as an effective means of teaching writing. The findings revealed that writing portfolios helped develop confidence in writing and decreased anxiety towards writing. (217 words)

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.487-497
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• 2014

The purpose of this study is to investigate the efficacy of interaction using Wiki in communication-oriented classes taught by native teachers on the incidental improvement of productive vocabulary knowledge. Eighty two university freshmen participated in the study and they were divided into two groups. Thirty eight students(Process Group) received process feedback from the teacher while forty four students(Result Group) received result feedback. They were given a short movie project working in a group of four or five people to practice interaction between peers and between students and the teacher. Data were collected from one receptive and three productive vocabulary knowledge test scores. The results showed that interaction using Wiki was conducive to the growth of productive vocabulary knowledge incidentally due to continuous opportunities to use vocabulary. The students of process feedback group made greater gains of productive vocabulary than those of result feedback group. Based on these results, pedagogical implications are discussed.

• The Journal of the Korea Contents Association
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• v.22 no.8
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• pp.444-454
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• 2022

The purpose of this study is to investigate the effects of writing academic reflection journals and feedback activity experiences in untact online classes for engineering students who have taken communication liberal arts classes, and to find out the effect of these learning strategies to promote students' learning motivation, to check whether it is useful for class participation and immersion. In order to find out the effect of class, pre- and post-tests on learning motivation were conducted, and the students' reflection journals and in-depth interviews were analyzed using the topic analysis method, which is one of the qualitative research methods. As a result of the study, it was found that the reflection journal and feedback activity had a significant effect on individual learning understanding, immersion, attitude, etc. The study is meaningful in that it was able to confirm students' active learning attitudes and positive teaching effects with appropriate learning strategies according to changes in the untact educational environment. Various teaching-learning strategies according to changes in the educational environment should be sought and applied in many ways.

• Journal of Korean Academy of Nursing
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• v.46 no.2
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• pp.283-292
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• 2016

Purpose: This study was done to verify effects of a self-directed feedback practice using smartphone videos on nursing students' basic nursing skills, confidence in performance and learning satisfaction. Methods: In this study an experimental study with a post-test only control group design was used. Twenty-nine students were assigned to the experimental group and 29 to the control group. Experimental treatment was exchanging feedback on deficiencies through smartphone recorded videos of nursing practice process taken by peers during self-directed practice. Results: Basic nursing skills scores were higher for all items in the experimental group compared to the control group, and differences were statistically significant ["Measuring vital signs" (t=-2.10, p=.039); "Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials" (t=-4.74, p<.001) "Gavage tube feeding" (t=-2.70, p=.009)]. Confidence in performance was higher in the experimental group compared to the control group, but the differences were not statistically significant. However, after the complete practice, there was a statistically significant difference in overall performance confidence (t=-3.07. p=.003). Learning satisfaction was higher in the experimental group compared to the control group, but the difference was not statistically significant (t=-1.67, p=.100). Conclusion: Results of this study indicate that self-directed feedback practice using smartphone videos can improve basic nursing skills. The significance is that it can help nursing students gain confidence in their nursing skills for the future through improvement of basic nursing skills and performance of quality care, thus providing patients with safer care.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.37-45
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• 2020

The purpose of the study is to explore the perceptions or attitudes about utilizing the AWE(Automated Writing Evaluation), Grammarly in English writing. A total of 131 students who are in first grade and in beginner level participate in the study. As a research tool of the study, pre and post-surveys, pre and post-tests, and learning journals were collected and analyzed. The study was conducted for 15 weeks in the 2^nd semester of 2019. According to the results, the findings are as follows. First, the students in the study had difficulty with English grammar and found it useful to get English feedback in English writing. Next, the students showed positive attitudes toward the use of Grammarly. It was helpful for English learning and assignment performance and showed high usefulness. Finally, Grammarly's effect showed a statistically significant result between the pre and post-tests. Based on the results some suggestions are as follows. First, let the students take some time with the program to use to operate. Second, teachers have to make the students understand that AWE's feedback is not always correct. Lastly, it should be provided with teachers' feedback.

• The Journal of the Korea Contents Association
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• v.15 no.10
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• pp.669-678
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• 2015

This study aims at investigating students' perceptions and peer feedback to practicum for teaching English in the English Department at a Korean university. The participants were forty-two students at an elective course, 'Method for teaching English', and the data comprised questionnaire, 12 teams of practicum, and 15 sets of PF. A 'Word Count System (WCS)' was adopted to analyze the data. The findings show that students regarded 'practicum' (52.4%) as more important than 'teacher's lectures' (42.8%), and most students (80%) applied more than 70% of lesson plans to their practicums. The practicum gave them experience of a teacher, development of confidence, recognition on their weaknesses and values of teaching. While the strengths shown in PF were mainly 'teaching methods and technique', 'use of multimedia', and 'teaching materials', the weaknesses were 'classroom interactions', 'teaching methods and techniques' and 'use of blackboard'. Overall praises were 1.8 times more than the matters which needed to be developed. The conclusion suggest that the students had their own insights toward teaching practices and how learners can be motivated.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.17 no.1
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• pp.1-15
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• 2023

The aim of this study is to identify intelligent learning support functions in Learning Management System (LMS) to support university student learning activities during the transition from face-to-face classes to online learning. To accomplish this, we investigated the perceptions of students on the levels of importance and urgency toward learning support functions of LMS powered with Artificial Intelligent (AI) technology and analyzed the differences in perception according to student characteristics. As a result of this study, the function that students considered to be the most important and felt an urgent need to adopt was to give automated grading and feedback for their writing assignments. The functions with the next highest score in importance and urgency were related to receiving customized feedback and help on task performance processed as well as results in the learning progress. In addition, students view a function to receive customized feedback according to their own learning plan and progress and to receive suggestions for improvement by diagnosing their strengths and weaknesses to be both vitally important and urgently needed. On the other hand, the learning support function of LMS, which was ranked as low importance and urgency, was a function that analyzed the interaction between professors and students and between fellow students. It is expected that the results of this student needs analysis will be helpful in deriving the contents of learning support functions that should be developed as well as providing basic information for prioritizing when applying AI technology to implement learner-centered LMS in the future.