• Journal of Digital Convergence
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• v.20 no.5
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• pp.47-52
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• 2022

The purpose of this study is to confirm the effect of nursing process education applying action learning on the critical thinking tendency, self-leadership, and self-directed learning ability of nursing college students. A total of 96 subjects were studied, and data collection was from September to December 2021. For data analysis, the frequency, percentage, and corresponding sample t-test were used using spss/win 23. Results show that self-directed learning ability(t=-3.76, p<.001) was significantly improved. In addition, critical thinking disposition and self-leadership(r=.730, p<.001), critical thinking disposition and self-directed learning ability (r=.701, p<.001), self-leadership and self-directed learning ability(r=.734 p<.001) had a statistically significant positive correlation between them. As a result of this study, it can be seen that the nursing course education applied to action learning has a positive effect on the self-directed learning ability of nursing college students. In the future, research is needed to confirm the effects of various teaching and learning methods.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.35-42
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• 2016

The purpose of this study is to examine the effect of action learning approaches on problem-solving skills and learning agency of nursing undergraduate students. This experimental study is designed for a nonequivalent control group. The program was put into practice 2 times a week for 4 weeks. The number of subjects in this research consists of 105, where 53 of the experimental group participated in action learning program and 52 of the control group didn't do. The data was analyzed by ${\chi}^2$-test, Chi-Square test, t-test and paired t-test. The effects of action learning approaches on learning outcomes in nursing process courses are as follows: The problem solving ability of the experimental group has been more elevated than that of the control group. The experimental group has made increase in self directed learning skills. The action learning approaches on learning outcomes in nursing process courses are convenient in nursing process courses. This study has significance in that it identified the availability of the action learning program and that it would be useful teaching and learning method to achieve learning outcomes.

• Annual Conference on Human and Language Technology
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• 2019.10a
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• pp.25-29
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• 2019

딥러닝을 이용한 한국어 의존 파싱은 전이 기반 방식과 그래프 기반 방식으로 나뉘어 연구되어 왔다. 전이 기반 방식은 입력 버퍼와 스택으로부터 자질을 추출하여 모델을 통해 액션을 결정하고 액션에 따라 파스트리를 생성해 나가는 상향식(Botton-Up)의 지역적 모델이고 그래프 기반 방식은 문장 내의 모든 단어에 대해 지배소, 의존소가 될 수 있는 점수를 딥러닝 모델을 통해 점수화하여 트리를 생성하는 전역적 모델이다. 본 논문에서는 Dual Decomposition을 이용하여 하이브리드 방식으로 전이 기반 파서와 그래프 기반 파서를 결합하는 방법을 제안하고 BERT 언어 모델을 반영하여 세종 데이터 셋에서 UAS 94.47%, LAS 92.58% 그리고 SPMRL '14 데이터 셋에서 UAS 94.74%, UAS 94.20%의 성능을 보여 기존 그래프 기반 파서의 성능을 더욱 개선하였다.

• 한국사회복지학회:학술대회논문집
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• 2006.04a
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• pp.150-154
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• 2006

• Journal of Korean Academy of Nursing Administration
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• v.18 no.4
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• pp.442-451
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• 2012

Purpose: The purpose of this study was to identify effects of action learning approaches on learning outcomes of students taking nursing management courses. Methods: The questionnaire surveys were completed between March 2011 and June 2012 by 109 undergraduate seniors in the nursing department of C University. Survey data were obtained 3 times: before, in and after the study of nursing management. The course consisted of lectures and clinical practices. Learning outcomes were measured through problem solving skills, team efficacy, and class satisfaction. Collected data were analyzed using repeated measures ANOVA with the SPSS 20.0 program Results: Scores for problem solving skills (F=13.67, p<.001) and team efficacy (F=4.49, p=.012) showed statistically significant increases after the course. The scores also increased significantly after the lectures for 5 of 9 problem solving skill subscales: analysis skill, divergent thinking, decision making, assessment, feedback, and after the clinical practices for 2 subscales: divergent thinking, and execution and risk taking. Class satisfaction score also increased after both the lectures and the clinical practices. Conclusion: The findings from this study suggest that an action learning approaches for nursing management courses would be a useful teaching and learning method to achieve learning outcomes.

• Journal of Korean Academy of Nursing Administration
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• v.20 no.5
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• pp.587-598
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• 2014

Purpose:This study was conducted to identify the effects of an action learning based creative problem-solving (CPS) course on problem solving, creativity and team-member exchange in nursing students. Methods: A quasi-experimental study applying a non-equivalent control group pre-post design was employed. Sophomore nursing students (32 in the experimental group and 33 in the control group) were recruited from a university in G-city, Korea. Problem solving, creativity and team-member exchange were measured for the pretest and posttest using self-report questionnaires. Kolmogorov-Smirnov test, Chi-square, Fisher's exact test, t-test, and ANCOVA with SPSS/Win 20.0 program were used to analyze the data. Results: The scores for problem solving, creativity and team-member exchange in the experimental group were significantly higher than those of the control group. Conclusion: Results of this study indicate that an action learning based CPS course is an effective teaching method to improve nursing students' competencies. In the future longitudinal studies are needed to assess the long term effects of the course.

• Journal of muscle and joint health
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• v.24 no.3
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• pp.179-186
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• 2017

Purpose: The purpose of this study was conducted to evaluate the effects of an action learning-based nursing ethics education on the self-assertiveness and ethical values in nursing students. Methods: The study was a non-equivalent control group pretest-posttest design. This study was carried out from October 19 to December 11, 2015. Participants were fifty-six undergraduate nursing students who assigned to either an action learning-based nursing ethics education or traditional lecture. Outcomes were measured assessed self-assertiveness and ethical values using questionnaires. Results: There was a significant improvement in the self-assertiveness in the experimental group who received an action learning-based nursing ethics education than the control group who undertook the traditional lecture (p=.017). However, ethical values were not statistically signigicant between two groups (p=.347). Conclusion: This study demonstrated that an action learning-based nursing ethics education for undergraduate students is very effective in promoting self-assertiveness compared to the traditional lecture.

• Journal of Family Resource Management and Policy Review
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• v.11 no.3
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• pp.67-79
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• 2007

In this study, I examined the concept of action learning, its characteristics, operation method, and action learning cases in domestic and foreign countries. Also, I studied the possibility of using action learning in teaching healthy family specialist education. I researched the wellbeing action learning held from June 10 to June 20, 2007, with 20 participants. I conducted interviews and wrote a paper about how much action learning subjects were helped in their improving task-handling ability, its merits and drawbacks, and suggestions the subjects had about their participation in. The results were as shown below. First, the Catholic Welfare Department of Baekseok Uuniversity developed and operated action learning subjects to improve task-handling abilities in NURY business. Second, the action team valuated its subjects that everyone had fear and burden about action learning, but as time goes by, their confidence and adaptation ability have been improved. Also, organization staff and coaches answered that it was helpful to their self-development and improve capacity.

• Journal of the Korea Society of Computer and Information
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• v.27 no.9
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• pp.169-176
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• 2022

This study was conducted to find out the relationship between the perception of the necessity and importance of creative teaching methods and core competencies in universities. A total of 142 people who voluntarily agreed to participate in the study were selected and surveyed using the Naver online questionnaire. It was found that the necessity and importance of creative teaching methods was related to the sub-factors of core competencies such as practical field competency, problem-solving competency, convergence competency, communication competency, job ethics, community consciousness. University education should actively introduce and apply creative teaching methods such as action learning and PBL, focusing on improving core competencies, which are actual abilities to be performed in the field.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.477-491
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• 2013

In order to live up to public expectations, universities dedicate their best efforts to cultivating all Essential Competencies for outstanding individuals, especially reorganizing and improving their general education curricula and methods of teaching and learning, in light of the fact that a cutting-edge technology in a specific field does not bear a long span in the modern society. Through a Grounded Theory approach, the aim of this research is to study undergraduates' Experience Process of Action Learning designed to foster their Essential Competencies. With broadly selected 15 students from the courses for Essential Competencies, the method of theoretical sampling was employed so as to secure the diversity of the subjects' characteristics and backgrounds. After in-depth interviews, the data from the subjects were analyzed on the basis of Grounded theory approach of Strauss and Corbin. The conclusions of this analysis are as follows; Firstly, a learning coach should play a different role depending on the levels of Action Learning. Secondly, some time for introspection should be taken for the effective operation of Action Learning. Thirdly, learners ought to solve the problems faced during the learning process on their own. Fourthly, the aims of courses for Essential Competencies are also needed to be focused.