• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.129-130
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• 2021

본 연구의 목적은 학생의 주도적 학습을 돕는 하브루타 학습방법을 대학의 비대면 실시간 온라인 수업에서 활용할 수 있는 하브루타 학습모델 개발과 그 적용 가능성을 탐색하는 것이다. 이를 위해 온라인 학습환경에서 하브루타 학습법 적용사례에 대한 선행연구 고찰과 관련 이론들을 분석하고 하브루타 수업운영 경험자 2인의 인터뷰를 통해 비대면 실시간 온라인 수업 상황에서 적용 가능한 학습 모델안을 고안할 것이다. 이를 하브루타 수업 운영 경험이 풍부한 6인의 전문가를 대상으로 수업 모델안의 적절성과 적용가능성에 대한 평가를 실시하여 비대면 실시간 온라인 수업을 위한 하브루타 학습모델을 개발하고자 한다. 이 연구를 통해 비대면으로 수업을 해야 하는 상황에서도 학습자의 주도적 학습을 가능하게 함으로써 학습효과를 높여 미래 사회에 필요한 역량을 개발하는 데 기여할 수 있을 것이라고 기대한다.

• Journal of the Korea Society of Computer and Information
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• v.28 no.10
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• pp.197-205
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• 2023

This study is to apply the Havruta teaching-learning method to college students' major classes and analyze the relationship between the effectiveness evaluation of communication skills and sub-factors using a structural equation model. As a result of the study, the communication ability score was different before and after Havruta teaching-learning, and it was found that after Havruta teaching-learning was higher than before Havruta teaching-learning. The path effect was found to be significant in all of the total, direct, and indirect effects among latent variables, except for the relationship between interpretation ability, role-playing ability, and goal-setting ability in the direct effect. In this study, it was found that the Havruta teaching-learning method not only improves creativity and thinking ability, but also improves self-directed learning ability. In addition, it was reconfirmed that it is a teaching-learning method that can develop social skills and communication skills as well as problem-solving skills while experiencing opinions different from one's own. As a result, research on a thorough student-centered teaching-learning method suitable for the Homo Machina era must be continued and its application in the educational field must be implemented.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.47-56
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• 2023

The purpose of this study is the education applying Havruta's method for nursing students and to examine its effect on the communication competency, problem solving capability, and self-esteem. This study is the experimental group have take part in a Havruta's mathod course and the control group do a traditional course. Data is collect at begin and finish of semester in 2023 and analyzed using the SPSS 23.0 program. Result Problem solving capability and self-esteem of nursing students using the Havruta's method is significantly higher than those of the control group, but communication competency is not significan. Application of Havruta's method has to be extended to increase nursing students competencies and research applying various Havruta methods other than teaching friends and making problems should be conducted.

• Journal of the Korean Society of Radiology
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• v.13 no.3
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• pp.407-414
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• 2019

Recently, after the reorganization as the basis of NCS education, various learning methods are being sought for improving the basic occupational ability and job ability required by NCS, and the evaluation method accordingly is urgently needed. The purpose of this study was to evaluate the applicability of meta-cognitive learning and Havruta learning as evaluation cases in order to improve the job skills and basic skills required in the NCS curriculum. As a result, the meta-cognitive learning response sample statistic showed an average of 2.6883 when the pre-meta-cognitive learning questionnaire was a 5-point scale, and an average of 4.2468 after the meta-cognitive learning questionnaire. The correlation coefficient was 0.782 and the significance probability was 0.045. In the case of the Havruta learning correspondence sample statistic, the average of 3.1515 when the preliminary Havruta learning questionnaire was a 5 point scale and the average of the post-Havruta learning questionnaire was 4.3853, which was improved by 1.23 points. The correlation coefficient was 0.631 and the significance probability was 0.049. Meta-cognitive learning and Havruta learning were found to be correlated. The mean of meta cognition was 3.4675 and the mean of Havruta was 3.7684. Metacognitive learning and Havruta learning were -0.042 And there was no statistically significant difference. Therefore, the learning method to improve the job ability should be applied considering the characteristics of the subject.

• Journal of the Korean Society of Radiology
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• v.17 no.6
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• pp.1009-1015
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• 2023

This study was a one-group pretest-posttest design experimental study that attempted to verify the effects of applying the Havruta learning method on the academic self-efficacy, academic achievement, and communication skills of radiology college students. This study was conducted from May 1 to June 23, 2023, and applied the Havruta learning method for 6 weeks to 38 second-year radiologists taking a radiology technology course at a university in Jeollanam-do. SPSS/WIN 21.0 was used for data analysis, the reliability of the scale was verified, the subject's general characteristics, pre-test values and post-test values for measurement variables were verified with descriptive statistics, and the difference between before and after the Havruta learning method was verified with paired t-test. Research results show that the Havruta learning method improves academic self-efficacy (t=-2.70, p<.001), academic achievement (t=-2.87, p=.006), and communication skills (t=-2.76, p=.008). showed a statistically significant difference. As a result, Havruta learning method was confirmed as an effective learning method that improves academic self-efficacy, academic achievement, and communication skills of radiology college students. In the future, expanded application of the Havruta learning method will be necessary.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1366-1377
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• 2020

The purpose of this study was to confirm the effect of the Havruta-based teaching and learning method on the academic self-efficacy, critical thinking tendency, learning satisfaction, and academic stress of nursing students. This study was conducted with 90 2nd graders of nursing department with one-group pretest-posttest design. The Havruta-based instructional design consists of five stages: the 1 stage is the pre-learning stage, the 2 stage is the introduction and development stage, the 3 stage is the organization of the class content, the 4 stage is the question and teaching stage, and the 5 stage is organized and integrated. Four weeks of Havruta-based teaching and learning method was applied. The data were analyzed by SPSS 25.0. The general characteristics of the subjects were frequency and percentage, and The dependent variable for measuring the effect of experimental treatment was analyzed by paired t-test. As a result of the study, the application of the Havruta-based teaching and learning method showed statistically significant results on academic self-efficacy(t=-3.711, p<.000), learning satisfaction(t=-2.580, p=.012), and academic stress(t=6.500, p<.000). The Havruta-based teaching and learning method has been confirmed to be an effective teaching method that increases the subject's academic self-efficacy, learning satisfaction, and lowers academic stress, so it can be applied to other major subjects in the future.

• Journal of Industrial Convergence
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• v.20 no.7
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• pp.79-88
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• 2022

This study is a one group pretest-posttest design study to confirm the effect of non-face-to-face Havruta's activities on communication competency, academic self-efficacy, and learning immersion of nursing students. The study was conducted from September to October 2021. The collected data were through self-report questionnaires of 69 student nurses. The data were analyzed by frequencies and paired t-test using SPSS 24.0 program. As a result, the subjects' communication competency, academic self-efficacy, and learning immersion were significantly increased after the non-face-to-face Havruta's activities compared to before. The results of this study can be useful basic data for professors who want to apply non-face-to-face Havruta's activities to their classes in the future.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.149-157
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• 2020

This study aimed to explore the change of engineering students' competencies through the havruta class. In the havruta class, engineering students' competencies were compared with pre-test and post-test. The research tool was developed by selecting learning readiness, academic self-efficacy, and communication ability as the learner's competence in the havruta class. Finally, 105 data were analyzed with SPSS 21.0 for windows. First, there was a statistically significant difference in learning readiness. Second, there was no statistically significant difference in academic self-efficacy. Third, there was a statistically significant difference in communication ability. It was found that there was a positive change of competencies in learning readiness ability and communication ability in the havruta class. Although the findings are difficult to generalize to all majors, these results will be a useful basis for instructors who want to apply the havruta class.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.547-554
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• 2019

Havruta is the best teaching and learning method for developing the process of thinking, and it is a method of education centered on a range of student activities. This study examined the effects of adult learning nursing education using the Havruta learning method on the critical thinking disposition, learning commitment, and learning satisfaction. Data collection was carried out from September to December, 2017 in 96 second grade nursing college students attending a university in U city. The data were analyzed using descriptive statistics, ${\chi}^2-test$, t-test, and two-way repeated ANOVA using the SPSS WIN 23.0 program. The critical thinking disposition, learning commitment, and learning satisfaction were similar in the experimental group, who performed the adult nursing education using the Havruta learning method, and the control group. On the other hand, after the adult nursing education using the Havruta learning method, the critical thinking tendency (md=.14, p=.045), learning commitment (md=.27, p=.025), learning satisfaction (md=.30, p=.031) increased significantly. Therefore, adult nursing education using the Havruta learning method is an effective program to improve the critical thinking disposition, learning commitment, and learning satisfaction of nursing college students.

• Journal of Internet of Things and Convergence
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• v.10 no.1
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• pp.29-37
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• 2024

The purpose of this study is to investigate the impact of education applying the Havruta learning method in fundamentals nursing classes for nursing students on problem-solving ability, self-directed learning ability, critical thinking disposition, and learning commitment. One-group pretest-posttest design was used. Nursing students received training applying the Havruta learning method for 6 weeks (12 hours) in fundamentals nursing classes. The study was conducted from September 18 to November 6, 2023. Data were analyzed using SPSS/WIN 28.0 with mean, standard deviation, and paired samples t-test. problem-solving ability (t=4.52, p<.001), self-directed learning ability(t=-4.61, p<.001), critical thinking disposition(t=-4.10, p<.001) significantly increased before and after the 6-week Havruta learning method training for nursing students. However, there was no statistically significant difference in learning commitment (t=-0.28, p=.782). The Havruta learning method is an effective nursing education tool for improving problem-solving ability, self-directed learning ability, and critical thinking disposition. The results of this study can serve as basic data for nursing professors when planning teaching and learning strategies using Havruta. Research will be needed to utilize the Havruta learning method in various classes and evaluate its effectiveness.