• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.103-108
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• 2018

This study aims to investigate the Convergence effects of a class using action learning on 4C core competencies of college students. A survey was conducted before and after the action learning class with the same questionnaire for some dental hygiene students in Busan. The collected data were analyzed by using the paired t-test with SPSS 24.0 program. As a result of comparing communication ability, critical thinking propensity, creative problem-solving ability, and cooperative self-efficacy scores, the score of each area after the class was higher compared to before the class, and significant outcomes were shown in the sub-factors as well(p<0.001). In conclusion, it was found that the class using action learning affects the 4C core competencies required. It is urgent to change the teaching method to self-directed learning rather than knowledge-oriented learning.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.285-294
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• 2016

The purpose of this study was to investigate the effects of the action learning-based spiritual care education program on nursing students' spiritual needs, spiritual well-being, and spiritual care competence. This study was a pre-post test design with single group and participants were recruited from second-year nursing students at a University. From September to December 2014, the students participated in the action learning-based spiritual care education program, which were held 16 times, had decreased their spiritual needs and improved spiritual well-being and spiritual care competence. The data were analyzed using paired t-test with the SPSS WIN 23.0 statistics program. The results of this study indicate that the action learning-based spiritual care education program was effective in decreasing spiritual needs and improving spiritual well-being and spiritual care competence for nursing students. The nursing students, which provide a holistic care, will grow up to be a professional nurse by learning the nursing process including spiritual care. Also, an action learning-based education program should be developed in the various fields.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.10 no.6
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• pp.99-106
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• 2015

This is a case study on organizational learning with action learning. It targets B industry belonging to Shoe manufacturer. We apply action learning techniques as consulting skills to promote the organization of specific learning activities. Action Learning solves the challenges faced by the company with the ability to enhance the member while participating in the program. Therefore, it is a good methodology to overcome the uncertainty environment. Through a case study, in the maturing process of a learning organization can see the conditions that are necessary for the ongoing maintenance of that identity, organizational learning activities. Findings to the continued operation of the enterprise learning organization suggest the establishment of a learning organization, and direction and strategic importance. Systems and learning environments should be built and then repeat the process of practice to master the new learning organization. It suggests to learn a new organizations operating methods that require repetition of the course of action.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.598-612
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• 2014

The present study is aimed at inquiring into the meaning of experience of action learning program for adult learners who participated in action learning program of H financial company which was carried out as a means of corporate training. The goal of study is to examine the essential factors of action learning program impacting on the increase of motivation for learning and the improvement of job-related problem-solving ability of the learners who participated in the learning as well as on the increase of motivation for learning and the improvement of job-related problem-solving ability among the components of action learning program. As for research method, 3 main questions and 15 sub-questions about motivation for learning, job-related problem-solving ability, and components of action learning were prepared for 9 learners who participated in the action learning program, and then focus group interviews (F.G.I) were conducted. The results show that action learning program increased motivation for learning by combining concentration of attention and relevance to job, and the degree of organization of learning team was a key element to improving motivation for learning. Also, through development of alternatives and planning/execution, it impacted on improving job-related problem-solving ability of participants. And the interest and support of the administrator were key elements to improving job-related problem-solving ability. In conclusion, the results show that action learning program in corporate job training activities improves motivation for learning of the participants. Therefore, in order to improve job-related problem-solving ability of the participants in job training, more focus should be put on concentration of attention and reinforcement of relevance to the job and more interest and support should be given to organization of appropriate learning teams among components of action learning program. Along with this, the administrator needs to grasp participants' awareness of problems and pay attention and give support to the participants to enhance the performance of planning/execution.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.38-52
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• 2016

This study analyzed effects of Action Learning approach on enhancing learning motivation and improving problem-solving capacity in NCS vocational competency classes of Polytechnic College. Targeted group is B Polytechnic College located in Chungnam, and 53 students in experimental group and 64 students in control group. analysis of data is descriptive statistic analysis and the multivariate analysis of variance (MANOVA) method to study sub factors of learning motivation and problem-solving ability. As a result, Action Learning approach has a great influence on connection, confidence, and satisfaction, among the sub factors of learning motivation. also figured that the approach has positive effects on problem clarifying, cause analysis, alternative developing, planning/practicing, and performance assessment, among the sub factors of problem-solving capacity. Moreover, Polytechnic College's NCS vocational competency classes are desirably required to adopt the approach of Action Learning for their educational method, as it fosters basic competencies, such as understanding of diverse perspectives, communicating, leadership, interpersonal relationship, self-development, coping with conflicts, operating meetings, to be learned while students are doing problem-solving activities under a team-working atmosphere.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.494-503
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• 2020

This study was undertaken to compare the effectiveness of imparting education to nursing college students, using traditional teaching methods and action learning teaching methods. The target of the study was to measure nursing leadership, academic self-efficacy, and self-preservation of the students, and determine the effects of action learning method imparted 2 hours daily for 8 weeks, out of the 15-week study schedule. Ed. Notes: There is a lot of repetition, and the highlighted statement lacks clarity. I am unable to understand the study period. Does the author mean 2 hrs daily for 8 weeks? I have suggested the edits as per my understanding. Please review and revise appropriately, if required. Differences obtained between nursing leadership, academic self-efficacy, and self-leadership when comparing the experimental and control groups, were analyzed by independent sample t-test. Pre and post comparisons of the domains were analyzed with a paired t-test. The study results indicate significant differences in academic self-efficacy and self-preservation between experimental and control groups after application of the action learning teaching method, leadership in nursing as a lower area, confidence in academic self-efficiency, and self-control efficacy. Our results indicate that the recently emerged action-learning teaching is an effective method to apply in existing curriculums.

• 한국IT서비스학회:학술대회논문집
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• 2009.11a
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• pp.225-233
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• 2009

날이 갈수록 치열해지는 글로벌 경쟁 환경하에서 살아남기 위해 많은 기업들은 조직 구성원들의 역량 강화를 통한 기업의 경쟁력 강화를 위하여 다양한 활동들을 하고 있으며, 이러한 활동중 하나로 액션러닝을 많은 기업들이 채택하여 활용하고 있다. 그러나 액션러닝 과정은 경영층과 팀 리더 차원에서의 적극적인 지원 및 관심뿐만 아니라 참여하는 구성원들도 적극성을 갖고 수행되어야 역량 향상을 기대할 수 있다. 또한 기업의 문화 및 제도 역시 액션러닝이 원활하게 진행될 수 있도록 뒷받침되어야만 성공할 수 있다. 본 연구에서는 LG CNS에 도입하여 성공적으로 운영하고 있는 액션러닝의 역량강화 사례를 살펴보고 그 효과성을 분석해 봄으로서 글로벌 경쟁에서 살아남고 더 나아가 글로벌 IT서비스 기업과 대등한 수준에서 경쟁하기 위해 역량 강화를 원하는 여러 IT서비스 업체들에게 역량 향상을 위한 하나의 방향성을 제시하고자 한다.

• Journal of the Korea Convergence Society
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• v.6 no.5
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• pp.241-248
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• 2015

Nursing clinical practice, especially because it is required to reproduce this fusion education is very urgent. This Study was done to examine the effect of action learning techniques in simulation class. The study was designed using a nonequivalent control group pretest-posttest design. The participants consisted of control group 92, experimental group 92. The data analyzed using SPSS 18.0 program. Professional self-concept are higher than in the control group were measured.(t=-5.118, p=>.001). communication competence and self-directed learning capability of experimental group increased significantly from those control group. This result means that can help to significantly improve the professional nursing students learning techniques to simulate the application of an action class. In other words, if the act of creative training techniques such as future action learning hands-on training to be a big help.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.5
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• pp.421-427
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• 2016

This study was conducted to examine the effects of a gerontological nursing clinical practice course using action learning on undergraduate nursing students. The subjects were 75 undergraduate nursing students from Y University. Data were analyzed using SPSS/Win 21.0. There were significant improvements in problem solving (t=3.58, p<.001) and communication (t=4.15, p<.000) in the experimental group compared to the control group. This study provides evidence that gerontological nursing courses improve undergraduate nursing students' problem solving and communication skills. Accordingly, this course would be a useful teaching and learning method in nursing programs of outcome based curriculum.

• Journal of Convergence for Information Technology
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• v.9 no.11
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• pp.212-217
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• 2019

This study is a convergence study attempted to understand the learning effects of oral health education class applying action learning on the communication ability and problem-solving ability in dental hygiene students. The subjects of this study were 37 students in the third year of dental hygiene department. As a result, the learning effects of oral health education class applying action learning on the communication ability(p<0.001) and problem-solving ability(p<0.001) showed positive changes in the pre and post comparison. The changes in the scores of sub-dimensions of the communication ability and problem-solving ability were also significant in the pre and post comparison. As the class applying action learning is effective in improving the learner's communication ability and problem-solving ability, it should be utilized as the leaner participation-oriented teaching method for design and operation of dental hygiene education.