• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.105-114
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• 2000

The purpose of this study was to investigate the effects of instructional multi-media in Home Economics Education perceived by teachers. The data for this research were attained from 139 middle & high school teachers of Home Economics. The data were analyzed by frequency of distribution, mean, stand deviation. t-test and analysis of variance, scheffe test with SPSSWin 7.5 program. The results of this study are as follows: The effects of instructional multi-media were composed of four dimensions in this study; need, frequency of use, pros and cons. 1. From these four dimensions, the need has the highest and the frequency of use has the lowest score. 2. The effects of instructional multi-media are significantly related to personal & environmental characteristics. 1)Need of the instructional multi-media effects is significantly different according to age, experience of computer education and possession of a computer at home. Low and high age groups are higher in the need of the instructional multi-media effects score than middle group age and the more experience of computer education and possession of a computer at home are higher in that score. 2) Frequency of use is significantly different according to LAN system in school. The higher score of frequency of use is in a LAN system’s school. 3) Pros of the instructional multi-media effects is significantly different according to the level of education, experience of computer education and the type of school. Undergraduate high school teachers and the lower o experience of computer education are higher in the pros of the instructional multi-media effects score. 4) Cons of the instructional multi-media effects is significantly different according to the level of education. Graduate teachers are higher in the cons of the instructional multi-media effects score.

• Journal of the Korean Society for Library and Information Science
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• v.44 no.3
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• pp.175-198
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• 2010

The study investigated undergraduates' citation use and plagiarism awareness. A questionnaire method was used and was given to undergraduates in a university located in Seoul. Upon investigation, undergraduates recognized the importance and the need of citation and were partly applying citations. However, upon further investigation of undergraduates' citation learning with citation questions, very few of respondents had knowledge of correct citation usage. Undergraduates mostly cited print materials and information from the internet. They used books in case of print materials and web materials provided by academic institutions. They suggested that the university should teach citation usage through a citation and plagiarism awareness program. It is necessary for library use education (information literacy education) as well as university to teach citation education including citation type and how to write it.

• Journal of Science Education
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• v.43 no.3
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• pp.342-362
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• 2019

This study is to explore the applicability of PBL classes in undergraduate education at a School of Dentistry. To do this study, PBL modules were developed and applied to the students with different background knowledge to easily learn Integrated Medicine and Lifescience classes. Participants were 12 students in the first year of Integrated MS program at P University. Four tutors who majored in Dentistry and had PBL teaching experience participated. As a result of the PBL classes, students' concepts and knowledge about gene expression and expression were expanded, and they recognized the importance of self-directed learners and experienced the importance of collaborative learning. PBL tutor presented a positive assessment of attending PBL class experience and the educational need for PBL instruction. The results of this study show the possibility of PBL as a model for Integrated Medicine and Lifescience class in Dentistry education.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.7-14
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• 2022

COVID-19 has caused a global disturbance, increased anxiety, and panic, eliciting diverse reactions. While its cure has not been discovered, new infection cases and fatalities are being recorded daily. The focus of the present study was to analyze the reaction of gifted undergraduate students on social media during the quarantine period of the COVID-19. A special group of gifted students, who joined the program of attracting and nurturing talents at the University of Jeddah, University students as were the target sample of this study. To analyze online reactions during the pandemic; the choice of university students was arrived at as they are perceived to be gifted academically. Hence, the analysis of the impacts on their behavior on social media use is imperative. This study presented accurate and consistent data on the effects of social media using Twitter platforms on gifted students during the quarantine occasioned by the COVID-19 pandemic. The behavior of learners due to during the use of social media was extensively explored and results analyzed. The study was carried out between April and May 2020 (quarantine period in Saudi Arabia) to establish whether the online behavior of gifted students reflects positive or negative feelings. The methods used in conducting this study the research were online interviews and scraping participants' Twitter accounts (where most of the online activities and studies take place). The study employed the Activity theory to analyze the behavior of gifted students on social media. The sample size used was 60 students, and the analysis of their behavior was based on Activity theory Overall, the results showed proactive, positive behavior for coping with a challenging situation, educating society, and entertaining. Finally, this study recommends investing in gifted students due to their valuable problem-solving skills that can help handle global pandemics efficiently.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.341-350
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• 2019

This research study was conducted to investigate the effect of knowledge, attitude and nursing professionalism on the confidence of the performance of nursing students who had experience with clinical practice and also to provide basic data for the development of nursing students' curriculum. The subjects who participated in this study were 286 students in the 4th year of nursing at two colleges in the Daegu and Gyeongbuk regions. The research data was analyzed using the SPSS 22.0 program. Confidence in performance of patient safety was higher for the women than for men, and for the students of an older age and higher academic achievement. Confidence in performance of patient safety was positively related to knowledge (r=.25, p=.000), attitude (r=.39, p=.000), nursing professionalism (r=.33, p=.000) and all these had statistical significance. On the multiple regression analysis, the coefficient of determination ($R^2$) was .49 and the explanatory power of the model was 49.2% (F=24.04, p=.000). The most important factor affecting confidence in performance of patient safety was the experience of having undergone patient safety education. Based on these results, it is necessary to seek various educational methods to expand the concept of patient safety from the beginning of the undergraduate course work. Especially, we think that various education strategies such as simulation education methods or information videos are needed to develop scenarios related to patient safety.

• Korean Journal of Occupational Health Nursing
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• v.6 no.2
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• pp.144-155
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• 1997

In December 1990, Occupational Safety and Health Law was amended to reinforce employer's responsibilities on employees' health and safety. Among the amended law it was important to expand the role of an occupational health nurse to the role of an occupational health manager. An occupational health manager should take charge of coordinating periodic health examination and environmental hazard evaluation, providing primary care, monitoring employees' health status, giving the workplace walk-through, selecting safe protection equipment, providing health information, counseling and health education, independently. This position of occupational health nurse is equivalent to the role of doctors or occupational hygienists. In 1991, government made a master plan to prevent occupational disease and injury. Under the plan, Korea Industrial Nursing Association (KINA) was established in 1994 with the purpose of improving health services and upgrading career opportunities for members. Therefore, this study was designed to analyze the transition of occupational health nursing education with the changes of law and policy in Korea between 1991 and 1996. In details, it was to analyze the rate of school providing occupational health nursing practice based lecture, lecture hours, lecture contents in undergraduate curriculum, program contents of graduate school, kinds of continuing education, etc. For this purpose, we conducted survey two times. In February 1991, baseline study was conducted with all nursing programs in Korea (19 BSN programs and 43 nursing departments of junior college). From April to May in 1996, the second survey was conducted with all nursing programs (38 BSN programs and 69 junior colleges). The first response rate was 66.1% and the second was 40.6%. Structured questionnaires were mailed to the deans or the community health nursing faculties. In the case of graduate school, telephone survey was conducted with 10 school of public health or environmental health area. Data from the yearbook of Industrial Safety Training Institute (ISTI), the history of Korea Industrial Health Association, and the journals of KINA were also included in the analysis. As the results, we found that there were remarkable improvement in undergraduate and graduate programs, obligatory as well as voluntary continuing education in terms of occupational health nursing expertise between 1991 and 1996. 1) The number of school providing occupational health nursing practice-based lecture was increased with the rate from 7.3% to 25.6%. The rate of school giving over 15 class-hours was increased from 33.3% to 46.6%. 2) Content areas were composed of introduction of occupational health, occupational epidemiology, industrial hygiene, occupational disease and injury, law and policy, health education, concept of occupational health nursing, role of occupational health nurse, occupational health nursing process, etc. Of content areas, occupational health nursing process was more emphasized with the increased rate from 43.9% to 88.4%. 3) In the case of graduate school, occupational health programs were increased from 4 to 10. One of them has developed occupational health nursing program as an independent course since 1991. 4) The law increased educational hours from 28 hours to 36 hours for introductory course at the time of appointment, and from 14 hours to 24 hours every 2 years for continuing education. Course contents were Occupational safety and health law, introduction of occupational health, health education methodology, planning and evaluation, periodic health exam, occupational disease care, primary care, emergency care, management, industrial environment evaluation, etc. In 1996, Korea Industrial Nursing Association has begun to provide continuing education after Industrial Safety Training Institute. 5) Various educational programs in voluntary base were developed such as monthly seminar, CE articles, annual academic symposium, etc. It was shown that changes of law and policy led rapid growth of occupational health nursing education in various levels. From this trend, it is expected that occupational health nurse expertise be continuously to be enhanced in Korea. Legal and political supports should proceed for the development of occupational health nursing in early stage.

• Korean Journal of Biological Psychiatry
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• v.20 no.1
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• pp.6-11
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• 2013

Objectives There are only a limited number of studies on instruments assessing fatigue in university students, although fatigue exerts negative influences on their health and academic performances and fatigue-related complaints are more frequently reported in young adults than middle-aged adults. The aim of this study was to validate the 9-item Fatigue Severity Scale (FSS) among university students including both undergraduate and graduate students in South Korea. Methods A total of 176 university students completed a battery of self-report questionnaires, including the FSS, the Brief Fatigue Inventory (BFI), the Beck Depression Inventory-II (BDI-II), the Beck Anxiety Inventory (BAI), the Medical Outcomes Study Short Form 36 version 2 (MOS-SF36v2), and the Inclusion of Community in the Self Scale (ICS). The data were collected from February of 2012 to June of 2012. The reliability, convergent validity, divergent validity, and exploratory factor analyses were conducted to assess psychometric properties of the FSS. Results The mean FSS score was 3.20 (standard deviation = 1.43). The FSS demonstrated an excellent internal consistency (Cronbach's ${\alpha}$ = 0.93) and item-total correlations ranged from 0.56 to 0.90. Correlations of the FSS with the BFI (r = 0.71, p < 0.01), BDI-II (r = 0.54, p < 0.01), BAI (r = 0.46, p < 0.01), MOS-SF36v2 physical component summary (r = -0.28, p < 0.01), MOS-SF36v2 mental component summary (r = -0.55, p < 0.01), and ICS (Spearman's rho = -0.07, p = 0.33) showed acceptable convergent and divergent validity. Exploratory factor analysis defined one underlying factor (eigenvalue = 5.67) that explained 93.50% of the total variance. Conclusions To the best of our knowledge, this is the first study to investigate reliability and validity of the FSS in university students. The FSS exhibits good psychometric properties for evaluation of fatigue among university students in South Korea. Since the FSS is easy to administer, score, and interpret, it could be a useful tool in research and practice for assessing fatigue among university students.

• Journal of Korean Academy of Nursing
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• v.35 no.1
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• pp.65-76
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• 2005

Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.

• Korean Journal of Applied Biomechanics
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• v.12 no.2
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• pp.307-318
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• 2002

To provide a guideline for the development of a web-based sport biomechanics class in undergraduate program, thirty web sites, searched via search engines in May 2002, were analyzed intensively. In terms of requirement of log-in, only one site of 30 sites required user name and password. Seventeen(57%) sites provided the lecture note, which had various file formats such as 59% if PDF, 29% of HTML, and 12% of PPT. Fourteen(47%) sites provided the assignment and grade information on web. Eleven(37%) sites provided various resource and links which were related in sports biomechanics. Only four(13%) sites provided discussion or online digitizing or kinematic analysis program. Based on above results, a guideline for the development of a virtual classroom for college level sport biomechanics. A web-based sport biomechanics class should be developed with consideration of several functions as follows; homepage design, lecture note, measurement of class attendance, collaborative research system, and web-based data collection and analysis software for biomechanics laboratory.

• Ecology and Resilient Infrastructure
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• v.2 no.1
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• pp.1-11
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• 2015

The needs for ecological engineering, which can design ecosystems that integrate human society and their natural environment for the benefit of both, has increased. The Korean Society of Ecology and Infrastructure Engineering (KSEIE) was established for this purpose and has contributed to the research and development of theories and technologies in related fields. However, the current state of educational services and contents of ecological engineering is still needed to be standardized and systematized. In this paper, we outlined the trends of ecological engineering education at international and domestic levels and proposed a sample services and curriculum, brought from the discussions and suggestions made during the forum, Founding the Education for Ecological Engineering, held by the KSEIE. Education of ecological engineering can nurture people who can design and manage ecosystems for the benefits of human and natural society and can restore ecosystems disturbed artificially. The services and curriculum have to meet and cover the challenges facing the future of ecological engineering; a. the ethical interpretation of the balance between human and nature, b. developing and strengthening its relationship with other scientific disciplines and societies - business, policy, education, and practitioners, c. identify and fuse the key ecological engineering principles into other discipline. We proposed a three layers curriculum system, basic (mathematics, physics, chemistry, biology, etc.), core (ecology, hydrology, engineering, etc.), and advanced subjects. The first two can belong to an undergraduate program and the last two can be put into graduate program. The selection of subjects is according to the purpose and needs of the major.