• Journal of Korean Academy of Rural Health Nursing
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• v.18 no.1
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• pp.19-26
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• 2023

Purpose: This study was to evaluate the effects of a blended-learning based bioethics program on perceived ethical confidence, critical thinking disposition, moral sensitivity, and academic self-efficacy of the nursing students living in S city. Methods: The program was conducted 13 sessions (2 hours/session) and evaluated for perceived ethical confidence, critical thinking disposition, moral sensitivity, and academic self-efficacy. The collected data were analyzed with descriptive statistics and paired t-test using the SAS 9.4 program. Results: The blended learning based bioethic program was found to be effective for perceived ethical confidence (t=8.70, p<.001), critical thinking disposition(t=8.96, p<.001), moral sensitivity (t=6.43, p<.001), academic self-efficacy (t=20.5, p<.001), and program satisfaction(t=4.92, p<.001). Conclusion: The results of this study suggest that a blended learning program including TBL has advantages of case-based discussion and active interaction for nursing students' bioethics education.

• Journal of Information Technology Services
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• v.10 no.3
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• pp.61-76
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• 2011

The purpose of this paper was to design and implement effective learning model for internet ethics education, following the learning principle and procedure of PBL(Problem-Based Learning) which is one of the constructivism teaching-learning theories(, and to apply it). In this learning model, online learning and face-to-face classes were systematically combined for achieving the teaching-learning goals and the main module for online learning run on Moodle, an open source LMS(Learning Management System). It is possible for learner to participate actively in creation of micro-contents and reorganize contents using various SNS(Social Network Service). The learner can achieve the learner-oriented learning and select micro-contents in order to reorganize the personalized learning contents to take advantage of SNS among learners. To examine educational effectiveness of the proposed learning model, an experimental study was conducted through the education content and method to the subjects of two classes in the second-grade of university located in OO city. 60 students(treatment group=30, control group=30) participated in the experiment. The result statistically verified that the proposed learning method is more effective in cultivating consciousness of internet ethics than the face-to-face PBL learning method. The results of this paper also showed that a lecture using blended learning is efficient in achieving learning performance and that learners responded positively(, which are indicating that the higher effectiveness of learning would be expected) by forming connectedness among learners using SNS. The results of this paper showed that a lecture using blended learning is effectiveness in achieving learning performance and that learners responded positively, which are indicating that the higher effectiveness of learning would be expected by forming connectedness among learners using SNS.

• Journal of Technologic Dentistry
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• v.38 no.3
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• pp.237-245
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• 2016

Purpose: The purpose of this study is to investigate the analysis blended learning interesting and satisfaction on students majoring in dental techniques. Method: The study subject were 181 students from Gimcheon university. Data for this survey was obtain by self-administration method. This questionnaire consist of $lecture^{\circ}$Øs interesting and satisfaction when using an blended learning in the lecture. SPSS 22.0 was used. Analysis of frequency was used and two sammple t-test was used to identify significantly different blended interesting and sataisfaction within the grade. Multiple regression was used to which interestings affect the satisfaction. Results: First, there were significant differences in the grade among the blended interesting and sataisfaction, while on differences in participation satisfaction(p<0.05). Second, The correlation coefficient is 0.714 between blended interesting and staisfaction, Third, Multiple regression showed that the $lecture^{\circ}$Øs interesting applying blended learning affects the satisfaction(p<0.05). Conclusion: Given the findings of the study, lecture applying blended learning seem to be efficient education programs to improve lecture's interesting & satisfaction.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.59-65
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• 2021

This study intends to find a positive effect on the learning of elementary school students by developing the exhibition contents of on-offline museum. This on-offline museum contents were combined with existing exhibit types and direct experience elements, and the theory of [blended learning]. Through this study, analyzing the limitations of existing online museum and finding with experiment to see if the new contents had a learning effect compared to the existing online museum. As a result of the experimental study, the content with a [direct experience] was counted as a high satisfaction and frequency index, and the [play] and [experience] type of direct experience contents showed higher satisfaction than the indirect experience type contents. Through this study, we want to provide new implications and development possibilities in the development of contents that online museums can provide, and to promote various effects on children's education.

• Journal of Korean Dental Hygiene Science
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• v.4 no.2
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• pp.31-41
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• 2021

Background: To investigate the mediating effect of learning flow in the relationship between blended learning achievement and learning satisfaction in dental hygiene students, and to identify whether face-to-face studies should be substituted with non-face-to-face studies. Methods: Total 134 dental hygiene students, who underwent blended learning in the dental hygiene class during the first semester of 2021, were recruited. The research tools were blended learning achievement, learning flow, and learning satisfaction, comprising 15 questions in total. Mediation regression analysis was used to analyze the mediating effect of learning flow in the relationship between learning achievement and learning satisfaction, and that between each variable. Results: Learning flow and learning satisfaction (r=0.490, p<0.001) were positively interrelated, and the interrelation between variables was statistically significant. Class environment had the biggest effect as a subfactor of class achievement, and it appeared to have an effect on class attitude and learning motive. The effect of learning flow on learning satisfaction was statistically significant. Learning flow was partially mediated by both blended learning achievement and learning satisfaction. Learning flow was directly related to blended learning satisfaction and learning achievement. Conclusion: The results showed the possible use of blended learning in dental hygiene theory and practical subjects.

• Journal of The Korean Society of Integrative Medicine
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• v.10 no.2
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• pp.145-153
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• 2022

Purpose : This study aimed to investigate the effects of blended learning on learning satisfaction in nursing students. Methods : This study was conducted with 160 current nursing students in the department of nursing at K university located in city B. All students included in the study understood the purpose of the study and provided informed consent to participate. Data were collected between May 3 and July 9, 2021 and analyzed using SPSS/WIN 22.0. The frequency, percentage, mean, and standard deviation were created, and t-test, ANOVA, and Scheffé test for post hoc analysis were performed. Correlations were analyzed using Pearson's correlation coefficient. The factors influencing learning satisfaction were analyzed using multiple regression. Results : Significant differences were observed for academic stress according to the online classes environmental satisfaction (F=4.10, p=.001), online classes experience (t=4.11, p=.001) and self-directed learning ability according to the grade (F=4.10, p=.001), online classes environmental satisfaction (t=4.11, p=.001). The academic stress of nursing students who experienced blended learning was significantly negatively correlated with self-directed learning ability (r=-.480, p<.001), and learning satisfaction (r=-.236, p<.001). self-directed learning ability showed a significant positive correlation with learning satisfaction (r=.524, p<.001). The regression model for the factors affecting the learning satisfaction of the subjects was statistically significant (F= 3.027, p<.001). The major influential factors of learning satisfaction were grade (𝛽=.154, p=.013), satisfaction with school life (𝛽=.168, p=.032), and satisfaction with non-contact learning environment (𝛽=-.141, p=.028). The explanatory power was 28 %. Conclusion : These results indicate that it is necessary to reduce academic stress and increase self-directed learning ability to enhance learning satisfaction in nursing students through blended learning. In addition, the development and operation of a tailored intervention program is required to help improve learning satisfaction.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.2
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• pp.53-61
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• 2021

Purpose : The purpose of this study is to explore the effectiveness of online blended learning(asynchronous online learning class 1+synchronous online learning class 2) method and discuss the applicability of online blended learning. In this study, we will analyze the differences in class satisfaction and academic achievement between asynchronous online learning and online blended learning classes, and discuss the strengths, weaknesses, and satisfactions of online blended learning. Methods : The subjects of this study were 39 of the occupational therapy students who took the 'child development' course. Asynchronous online learning class was applied for 1-6 weeks and online blended learning was applied for 9~14 weeks. The online blended learning class consisted of 1 hours synchronous online learning and 2 hours asynchronous online learning. For the asynchronous online learning, the screen recording program of OBS Studio was used, and for the synchronous online learning, the Zoom program was used. The results of course evaluation and academic achievement of students according to the type of lecture were compared, and a survey was conducted on the satisfaction of online blended learning. Results : The results of this study are as follows. First, satisfaction(A class: t=-4.19, p=.001, B class: t=-7.94, p=.00) with online blended learning classes was significantly higher than asynchronous online learning. Second, when applying online blended learning class, academic achievement(t=-10.58, p=.00) was significantly higher. Third, the online blended learning class showed the highest satisfaction in improving the interest in the subject, and it was found to be helpful in online class management, professor-student interaction, and class content understanding. Conclusion : We have found that online blended learning can compensate for the shortcomings of online lectures and increase the quality of the lectures and the satisfaction of students. The application of online blended learning should be supplemented according to the characteristics of each class, and I hope that blended online teaching methods can be developed based on new ideas in the future.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.75-84
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• 2022

Currently, education is being conducted through face-to-face classes and instructional design using blended learning, an integrated online and offline model that utilizes online characteristics. As the paradigm of education has changed from face-to-face classes to non-face-to-face classes since COVID-19, teaching methods to respond to changes are required in the educational field. In this paper, as a instructional design model using online, we proposed a instructional design model that conducts online classes in non-real time and then conducts online face-to-face classes using virtual classrooms in real time. In addition, a teaching strategy that can apply the online face-to-face teaching design model using the proposed virtual class room to software classes was presented. The proposed instructional design model will be able to prepare for a paradigm shift in education with a teaching design that can accommodate the characteristics of face-to-face education online.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.109-118
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• 2022

The purpose of this study is to derive implications for establishing vocational training education policies in Korea by investigating COVID-19 countermeasures in the United States, Germany, Switzerland, Australia, the United Kingdom, and Singapore, which are representative vocational education training countries. The implications derived from the survey of leading countries in vocational education training are as follows. First, in order to respond to COVID-19, face-to-face vocational education training was quickly converted to online education. Second, the system was strengthened to overcome the crisis of the apprenticeship system, especially the British and Australian governments established a special budget for the apprenticeship system. Third, due to COVID-19, blended learning has become a new standard education model, accelerating the digitalization of vocational education training. Finally, leading countries in vocational education training are promoting the development of the edutech industry to support online education. This provides important implications for the direction of change in vocational education training in South Korea.

• Korean Journal of Clinical Pharmacy
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• v.33 no.3
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• pp.202-209
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• 2023

Background: With the emergent transition of online learning during the COVID-19 pandemic, the need for online/offline blended learning that can effectively be utilized in a team-based learning (TBL) course has emerged. Methods: We used the online metaverse platforms, Gather and Zoom, along with face-to-face teaching methods in a team-based Introductory Pharmacy Practice Experience (IPPE) course and examined students' learning satisfaction and achievement, as well as their preferences to the learning platforms. A survey questionnaire was distributed to the students after the IPPE course completion. All data were analyzed using Excel and SPSS. Results: Students had high levels of course satisfaction (4.61±0.57 out of 5) and achievement of course learning objectives (4.49±0.70 out of 5), and these were positively correlated with self-directed learning ability. While students believed that the face-to-face platform was the most effective method for many of the class activities, they responded that Gather was the most effective platform for team presentations. The majority of students (64.3%) indicated that blended learning was the most preferred method for a TBL course. Conclusion: Students in a blended TBL IPPE course had high satisfaction and achievements with the use of various online/offline platforms, and indicated that blended learning was the most preferred learning method. In the post-COVID-19 era, it is important to utilize the blended learning approach in a TBL setting that effectively applies online/offline platforms according to the learning contents and activities to maximize students' learning satisfaction and achievement.