• Journal of the Korean Home Economics Association
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• v.41 no.11
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• pp.135-150
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• 2003

This research was to verity the effects of ICT teaching method in high school home economics. The research questions for this study were as follows: 1. Is the ICT teaching method effective in increasing students' interest in home economics and consciousness on traditional culture in teaming the unit of ‘Korean traditional culture of home life’？ 2. Is the ICT teaching method effective in improving students' achievement test and performance assessment in teaming the unit of ‘Korean traditional culture of home life’？ This study is carried out with following procedure: developing the homepage and lesson plans for ICT teaching, constructing questionnaire, and testing its reliability, pre-testing, treatment for 8 weeks, and post-testing. Two groups were arranged for 8 weeks experiment from May 7,2001 through June 30,2001. Sixteen hours of ICT teaching and 8 hours of traditional lecture for experiment group whereas 8 hours of ICT teaching and 16 hours of traditional lecture for comparison group were input. SAS program was used for statistical analysis, and independent sample t-test and matched pairs t-test were peformed for answering research questions. The results of this study were as following: 1. Sixteen hours of ICT teaching and 8 hours of traditional lecture for experiment group was effective in increasing consciousness on traditional culture and performance assessment. 2. Eight hours of ICT teaching and 16 hours of traditional lecture for comparison group was not effective in learning home economics. This means that at least 2 hours of ICT teaching is demanding for effective learning. This study concluded that ICT teaching will be effectively applied in high school home economic with well developed ICT teaching materials. And home economics educators should continuously put effort in developing curricular, teaching materials, and teaching methods to raise students' interest in home economics.

• Journal of Information Processing Systems
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• v.20 no.1
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• pp.105-115
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• 2024

The hybrid teaching approach of "MOOC + SPOC + Flipped Classroom" overcomes the constraints of time and space that are typically associated with traditional teaching methods, thus compensating for the shortcomings of traditional approaches. These changes in education are driven by the "Internet+" wave and the growing popularity of online teaching. The "MOOC + SPOC + Flipped Classroom" hybrid teaching mode can successfully compensate for the drawbacks of traditional teaching methods, thereby overcoming their restrictions. By defining relevant concepts, one can distill the key characteristics of the "MOOC + SPOC + Flipped Classroom" hybrid teaching mode. Formative assessment was employed to thoroughly evaluate the effectiveness of this teaching approach. By leveraging the advantages of massive open online course (MOOC), small private online course (SPOC), and flipped classroom, the "MOOC +SPOC + Flipped Classroom" teaching mode incorporates real-time student assessment through peer evaluation, computer-aided evaluation, and teacher evaluation. This mode promotes the simultaneous development of theoretical knowledge and practical skills, helping students to establish strong foundations while fostering their practical abilities. While the traditional teaching method remains fruitful, the convenience of today's network allows the teaching profession to continually evolve. The traditional teaching mode heavily relies on teachers, making it impossible to conduct lessons without them. However, the development of MOOC enables students to seek knowledge online from their preferred teachers, rather than solely relying on their assigned instructors.

• Knowledge Management Research
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• v.12 no.2
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• pp.81-90
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• 2011

This paper aims at the application of knowledge management in teaching Korean traditional dance (KTD) for elderly people. KTD has been taught using the traditional method of individual verbal instructions. Applying the traditional method in teaching a group of elderly people has limitations for both instructors and for the elderly people. Because there is no uniform method in teaching KTD, each instructor has to create his or her own teaching plan. Also, due to diminishing memory among the elderly people, it is difficult for them to recall what they were verbally instructed. To overcome these limitations in teaching KTD, we propose the application of knowledge management (KM) process. The KM process will allow collecting, storing, sharing, and optimizing the tacit knowledge of KTD. The findings and implications in this study would provide insights not only for the KTD instructors but for the silver industry as well.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.1
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• pp.83-93
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• 2000

The purpose of this study were to suggest the method of sex education by designing and implementing multimedia program about sex education, to search the efficiency between a teaching using multimedia program and a teaching of traditional method. To put above aims into practice, these were required : 1. are there any differences in the alteration of sex attitude according to teaching methods. 2. are there any differences in the completion of sex knowledge according to teaching methods. 3. are there any differences in the alteration of sex attitude according to learning level and teaching methods. 4. are there any differences in the completion of sex knowledge according to learning level and teaching methods. 5. are there any differences in the alteration of sex attitude according to sex and teaching methods. 6. are there any differences in the completion of sex knowledge according to sex and teaching methods. To carry out a reseach for this purpose, the subjects for this study were 160 sixth grade students from 2 elementary schools in Pu-Chun, Kyung Ki. The tools for study were two kind of questionnaires: sex knowledge test, sex attitude test. Each test consists of 20 items. Collected data was analysed with t-test by means of SPSS program. The main results of this study are as follow: 1. The Alteration of sex attitude according to teaching methods. There was a significant difference among teaching methods(P<.001). a teaching using multimedia program was more efficient than a teaching of traditional method in the alteration of sex attitude. 2. The Completion of sex knowledge according to teaching methods. There was a significant difference among teaching methods(P<.001). a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge. 3. The Alteration of sex attitude according to learning level and teaching methods. There was a significant difference among teaching methods in the superior class. a teaching using multimedia program was more efficient than a teaching of traditional method in the alteration of sex attitude(P<.001). However, there was not a significant difference among teaching methods in the inferior class(P>.05). 4. The Completion of sex knowledge according to learning level and teaching methods. There was a significant difference among teaching methods in the superior class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.001). Also, there was a significant difference among teaching methods in the inferior class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.001). 5. The Alteration of sex attitude according to sex and teaching methods. There was a significant difference among teaching methods in the man class. a teaching using multimedia program was more efficient than a teaching of traditional method in the alteration of sex attitude(P<.01). However, There was not a significant difference among teaching methods in the woman class(P>.05). 6. The Completion of sex knowledge according to sex and teaching methods. There was a significant difference among teaching methods in the man class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.001). Also, there was a significant difference among teaching methods in the woman class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.05).

• Journal of Korea Multimedia Society
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• v.25 no.3
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• pp.502-509
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• 2022

With the development of media technology, virtual reality (VR) technology is widely used in education, medical care, aerospace, entertainment and other fields. Among them, application in teaching courseware is a relatively new topic. Compared with traditional coursewares, virtual games visualized and extruded abstract teaching contents. Thus it strengthened teaching effects and expanded dimensions of learning. We hypothesized that virtual coursewares could increase users'sense of presence and enhance their focus. In this study, virtual courseswares were compared with traditional coursewares. At the same time, its feasibility and advantages of application were analyzed through literature researching, practical researching and statistical analysis from questionnaires. Furthermore, we designed a teaching system for VR coursewares and explored its performance in multidimensional and contextual teaching situations. It was found that Virtual coursewares have changed the boring traditional teaching methods. The teaching content was displayed in the form of three-dimensional images, videos and sounds through VR equipment, which effectively improved teaching efficiency. In addition, the feasibility of virtual courseware was demonstrated through factor analysis in questionnaires. Compared with traditional teaching courseware, VR coursewares can attract students' attention and improve learning efficiency. It provides a good example and is valuable for the research of virtual realities in education.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.4
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• pp.496-507
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• 2019

Purpose: This purpose of this study was to identify both good teaching and desirable teaching behaviors perceived by nursing students. Methods: A cross-sectional descriptive design was used. A convenience sample of 324 nursing students was selected and they completed self-reported questionnaires from November 1 to December 30, 2015. Results: Among 4 perspectives of good teaching (traditional, systemic, interaction, and constructionism), the traditional perspective was perceived as the highest form of good teaching, while the systemic perspective was perceived as the lowest. Meanwhile, disclosure and clarity were perceived as the highest desirable teaching behaviors. Regardless of students' perspective of good teaching, all 4 perspectives of good teaching were positively related with clarity, enthusiasm, interaction, organization, and disclosure as desirable teaching behaviors independently. Conclusions: Nursing students perceived that the highest perspective of good teaching was the traditional perspective. Meanwhile, they perceived that clarity, enthusiasm, interaction, organization, and disclosure were desirable teaching behaviors regardless of their perspective of good teaching. Further study will be needed to perceive nursing faculty's awareness of good teaching and desirable teaching behaviors to identify the difference of awareness between nursing students and faculty.

• Journal of Dental Anesthesia and Pain Medicine
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• v.21 no.3
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• pp.207-217
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• 2021

Background: This study aimed to observe the effect of internship in a pre-anesthetic clinic on the teaching quality of pre-anesthesia evaluation for undergraduates. Methods: A total of 120 undergraduates from July 2017 to July 2018 in the anesthesia department of our hospital were randomly divided into two groups: pre-anesthetic clinic internship teaching group (n = 60) and traditional teaching group (n = 60). The knowledge in the pre-anesthesia evaluation teaching chapters was evaluated between the two groups of undergraduates. Results: There were no significant differences in the demographic information between the two groups. The scores in the case analysis and theoretical knowledge test in the pre-anesthetic clinic internship teaching group were significantly higher than those in the traditional teaching group. In addition, the students' satisfaction with the curriculum design was significantly higher in the pre-anesthetic clinic internship teaching group than in the traditional teaching group. Conclusion: Pre-anesthetic clinic internships can improve the quality of pre-anesthesia assessment teaching for undergraduates.

• Journal of environmental and Sanitary engineering
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• v.24 no.2
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• pp.9-16
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• 2009

The purpose of this study is to investigate the effect on the university student' attitude toward environmental problem with PBL. The controlled group consisted of 80 students who was applied PBL and experimental group was applied a traditional teaching method was consisted with 80 students. The results is as follows ; First, there was a statistically meaningful differences in attitudes toward environment between two group(F=52.789, p<0.1). It shows that PBL is very effective in attitude toward environment. Second, there was a more meaningful increasing effect of student' consciousness of environmental problems before and after environmental education on the controlled group which was applied PBL than experimental group which was applied a traditional teaching method. Finally, in the literacy education of university student' related with environment problems recommend that PBL is more effective than that of traditional teaching method.

• Journal of Ginseng Research
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• v.46 no.2
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• pp.235-247
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• 2022

Background: Ginsenoside Rg3 is one of the main active ingredients in ginseng. Here, we aimed to confirm its protective effect on the heart function in transverse aortic coarctation (TAC)-induced heart failure mice and explore the potential molecular mechanisms involved. Methods: The effects of ginsenoside Rg3 on heart and mitochondrial function were investigated by treating TAC-induced heart failure in mice. The mechanism of ginsenoside Rg3 for improving heart and mitochondrial function in mice with heart failure was predicted through integrative analysis of the proteome and plasma metabolome. Glucose uptake and myocardial insulin sensitivity were evaluated using micro-positron emission tomography. The effect of ginsenoside Rg3 on myocardial insulin sensitivity was clarified by combining in vivo animal experiments and in vitro cell experiments. Results: Treatment of TAC-induced mouse models with ginsenoside Rg3 significantly improved heart function and protected mitochondrial structure and function. Fusion of metabolomics, proteomics, and targeted metabolomics data showed that Rg3 regulated the glycolysis process, and Rg3 not only regulated glucose uptake but also improve myocardial insulin resistance. The molecular mechanism of ginsenoside Rg3 regulation of glucose metabolism was determined by exploring the interaction pathways of AMPK, insulin resistance, and glucose metabolism. The effect of ginsenoside Rg3 on the promotion of glucose uptake in IR-H9c2 cells by AMPK activation was dependent on the insulin signaling pathway. Conclusions: Ginsenoside Rg3 modulates glucose metabolism and significantly ameliorates insulin resistance through activation of the AMPK pathway.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.110-115
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• 2004

This study investigated the effects of the project approach in science teaching on scientific knowledge and attitudes, science related attitudes of the 6th grade students. Students engaged in the study were divided into comparison group and experimental group. The project approach was applied to the experimental group with various activities while the traditional teaching method was applied to the comparison group with science text book and teacher's guidebook. The data were statistically analysed by SPSS WIN 8.0. The results are as follows: The students of the project approach in science teaching made significant progress in scientific knowledge and attitudes, science related attitudes (p<.05). The students in the project approach was more effective in improvement of curiosity, critical thinking, positive thinking than the traditional teaching method. And the project approach was good for causing interest and helping student's science learning.