• Journal of Korean Medicine Rehabilitation
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• v.34 no.2
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• pp.149-164
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• 2024

Objectives This study aimed to develop Korean medicine clinical practice guidelines for myofascial pain syndrome that can actually be applied clinically. Methods A text message containing a link to an online survey was sent to 26,987 Korean medicine doctors registered with the association of Korean medicine. The survey period was from December 29, 2023 to January 19, 2024. Results There were 2,762 Korean medicine doctors who responded to an online survey over a three-week period. Awareness of the standard clinical practice guidelines of Korean medicine was 74.5%, and utilization was 35.8%. The most frequently used diagnostic tool was a numerical evaluation tool, the treatment tool was acupuncture, and the prognosis management guidance was lifestyle guidance. Conclusions If standard Korean medicine clinical practice guidelines for myofascial pain syndrome are developed based on the results of this survey, guidelines that are highly usable in clinical settings will be developed.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.129-134
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• 2007

학교 현장에서의 컴퓨터 교육은 여전히 시범실습위주로 이루어지고 있으며. 초등학교 컴퓨터 교육에서 많은 비중을 차지하는 소프트웨어 교육은 더욱 그러하다. 소프트웨어는 끊임없이 개발되거나 업그레이드 되고 있어 가르쳐야 할 내용이 많아져 새로운 학습방법이 필요하다. 즉 문제사태에서 필요한 기능을 찾아 스스로 문제를 해결하고 다른 응용소프트웨어에 전이 및 파지할 수 있는 능력을 길러주는 학습방법이 필요하다. 그 방법 중의 하나가 구성주의 학습 원리에 부합한 문제중심학습이며 학습의 효과를 높이기 위해서 온라인과 오프라인학습의 장점을 혼합한 B-러닝 방법이 필요하다. 따라서 본 연구는 응용소프트웨어의 적응력을 향상시키기 위해 한글 워드프로세서 학습내용을 학습자의 수준에 맞게 문제중심으로 재구성하고 온라인 학습을 위해 학급커뮤니티를 설계 및 구현하였다. 그리고 문제중심의 B-러닝에 적합한 학습모형을 설계하여 제시하였다. 문제중심의 B-러닝은 구성주의 학습 원리에 적합한 실생활의 문제를 학습내용으로 하고 면대면 교실수업의 장점과 온라인 학습의 장점을 혼합하여 자기주도적으로 탐구학습을 하는 것이므로 응용소프트웨어의 적응력은 향상될 것으로 기대한다.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.227-232
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• 2011

Individualized instruction only in the off-line classroom is not enough because elementary school students have various levels and tendencies. In recent years there are a lot of efforts to use online learning, and they are valuable. But the current online learning management systems are not utilized effectively in the elementary school. So this study suggests utilization plan of online learning management system through Moodle which can present and perform both learning objectives and learning contents for individualized instruction in elementary schools.

• Journal of the Korea Society of Computer and Information
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• v.26 no.6
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• pp.183-193
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• 2021

In this paper, the author found and analyzed the problems caused by the change of traditional teaching methods to online in classrooms and laboratories. Looking at the analysis of major problems, first, there were various technical problems, including not all environments and facilities being connected to the Internet. Second, the effectiveness of virtual classes, which were suddenly switched online, could also be questioned. Finally, in the face of a new environment, the stress of teachers to adapt rapidly to the new teaching methodology was a problem. The author proposed digital transformation as a way to address these problems. The author analyzed educational changes, learning modalities and various technical tools, and various tasks to enable digital transformation. First, the author investigated, analyzed, and presented the factors necessary to efficiently operate the classroom environment that will change to online. Next, the author analyzed the factors and problems needed to make the students' classes reliable and efficient, and proposed solutions. Finally, the author pointed out the problem that during online lectures, the responsibility of learning is excessively transferred from teachers to students, and proposed a solution to this problem. Subsequently, the author proposed future studies.

• Journal of agricultural medicine and community health
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• v.47 no.3
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• pp.143-153
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• 2022

목적: 병원에서 재가 및 시설로 퇴원한 환자가 지역사회에서 건강을 유지하기 위해서는 전환기 돌봄서비스(Transitional care services)가 필요하다. 이를 위해 지역사회 내 의료서비스와 자원을 연계하는 주치의의 역할이 중요시된다. 본 연구에서는 선행연구를 바탕으로 일차진료 의사들의 환자중심성에 대한 인식을 파악하여 환자중심 기반의 서비스 제공을 위해 필요한 정책을 제시하였다. 또한 Transitional Care Service에 대한 일차진료 의사들의 인식을 확인하고 인구사회학적 요인과의 관계를 확인함으로써 서비스 우선순위를 도출하고자 하였다. 방법: 본 연구는 전국의 가정의학과, 내과, 신경과 등 노인 질환과 관련 있는 과의 전문의 자격증이 있으며 자발적으로 온라인 설문조사에 참여할 의사를 표현한 일차진료 의사 259명을 대상으로 수행되었다. 환자중심성 및 전환기 돌봄서비스에 대한 인식을 살펴보기 위해 구조화된 설문지를 개발하였으며, 조사전문업체를 통해 2019년 10월 28일부터 2019년 11월 22일까지 온라인으로 설문조사를 수행하였다. 결과: 본 연구에 대한 주요 결과는 다음과 같다. 첫째, 일차진료 의사들을 대상으로 9가지 전환기 돌봄서비스 인식에 대해 살펴본 결과 "입원 시 진단, 건강상태, 치료계획 및 결과 에 대한 설명(4.4)"과 "퇴원 후 자가 건강관리를 위한 정보 및 훈련 (4.2)"에 대한 필요성이 높게 나타났다. 둘째, 35세 이상 일차진료 의사가 34세 이하 일차진료 의사보다 전환기 돌봄서비스에 대한 인식이 높게 나타났다(F=7.3, p<0.01). 또한, 환자중심성에 대한 인식이 높을수록, 연령이 높을수록, 서울 외 지역에서 근무할수록 전환기 돌봄서비스에 대한 인식이 높게 나타났다. 결론: 본 연구에서는 일차의료를 제공하는 의료진들을 위한 교육프로그램과 지역사회에서 일차의료 의사들을 중심으로 하는 지역 연계 방안을 제시하였다는 점에서 의의가 있다.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.19-42
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• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.159-168
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• 2020

Unlike in-person classes, such as classroom classes, various variables affect learning effectiveness in online classes. In online classes, the teacher must recognize various variables of learners in advance, and if there are variables that hinder learning, students can increase the concentration of learning attention by removing them. Therefore, it is necessary to study which variables distract attention. In this study, factors that inhibit attentional attention that may occur in online classes were selected, and factors analysis was conducted through questionnaires. As a result of the study, the factors of class progression, environment and device manipulation were indicated as the factors that hinder the attention in online classes. According to the results of this study, plans to increase attention in on-line classes were suggested.

• The Journal of the Korea Contents Association
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• v.14 no.3
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• pp.500-508
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• 2014

Due to a lack of teachers and available classrooms, high school students are not able to take the elective courses of their choice. In order to solve this problem with online instruction, I have used the following methods: First, I conducted a literature study to examine the concepts and models of online instruction. Second, I compared the number of students who took the CSAT subject tests with the number of students who enrolled in optional courses through KEDI's Education Statistics Services. Using the data gathered from this comparison, I could predict the demand for each optional course. Finally, I proposed amending the Elementary and Secondary Education Act; the Enforcement Decree of the Elementary and Secondary Education Act; the General Statement Curriculum of High Schools; and the Guidelines for Recording School through the expert interviews for on-line instruction in order to establish online instruction for high school students.

• Journal of Korea Multimedia Society
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• v.12 no.10
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• pp.1427-1435
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• 2009

E-Learning is different from the traditional classroom learning and examinees can take a class individually anywhere by online. And it is difficult to proctor an examination because they also take a test by online. However the results of the online test are included in their examination scores. Therefore, it is very important to authenticate the examinees. In this paper, we propose improvement of fairness system for online test using camera. Students can take a picture after every online classes and it has been saved. And during the test, ELTS(e-Learning Test System) takes images, detects the faces, and protects from getting another person to sit for cheating. After examination, the images have been transferred with the answer sheets to the cyber school management system. And a report card will be printed out with the user's images. Moreover, it will authenticate oneself and protect the online test from cheating.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.322-334
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• 2022

This study attempted to understand the difficulties experienced in program development and class operation of instructors in the hands-on science class and the needs for training based on them. For this study, an online survey was conducted on 193 instructors in the hands-on science class in 2022, and interviews were conducted on 13 instructors. As a result, the difficulties of developing programs for hands-on science class instructors were due to lack of class content, lack of program development budget, lack of equipment necessary for class operation, and difficulty in applying various educational methods such as discussion and practice. The preferred training contents were in the order of the latest science and technology, reconstruction methods of existing programs, and regional specialization technology. In addition, it was found that the difficulties experienced by instructors in class management stemmed from the method of operating hands-on science classes using experience kits. Accordingly, instructor education should be provided in the direction of helping instructors to provide the best education in the situation of the hands-on science classroom.