• Journal of Korean society of Dental Hygiene
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• v.10 no.5
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• pp.797-805
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• 2010

Objectives : This study was application problem-based learning(PBL) of performance oral health manage in dental hygiene education. and evaluate on learning effect - learning attitude, student assessment(good or bed). Methods : For this study, we sampled 31 dental hygiene students composed of PBL group, Dept of Dental Hygiene, A college. The period of this study was 1 semester(from september, 2008 to December, 2008). To identify the effect of PBL on learning attitudes, student assessment, we used a t-test and compared pre & post effects of PBL using a paired t-test and General Linear Model(GLM), McNemar test. Results : The results of this study that problem based learning(PBL) for dental hygiene students education was more effective in learning process and effect of PBL rather than direct instruction. students assessment results that problem based learning improves their medicine knowledge and communication. Conclusions : This study suggest that PBL contribute to enhancing learning attitudes, learning effect and solve the real problems through self-directed learning.

• Educational Technology International
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• v.6 no.2
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• pp.131-151
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• 2005

As student-centered learning grows, formative peer assessment practices have been universally used in various fields. According to the review of traditional peer assessment practices, the formative peer assessment has five common stages: planning, assessing (giving feedback), receiving feedback, reflection, and revising. As the each stage of traditional formative peer assessment has some weaknesses, the study discusses solutions that are recommended for dealing with the problems by introducing the potential benefits of web-based peer assessment. Then, desirable future trends of web-based peer assessment are suggested. The author hopes that understanding the potential benefits of web-based formative peer assessment will promote the proper use of peer assessment and render positive effect on student learning.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.51-61
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• 2023

In this study, the effects of pre-learning attitude on learning participation and academic achievement was analyzed when applying the flipped learning methodology to engineering subject education. The modified PARTN teaching and learning model was applied, and pre-class survey, assessment on learning in pre-class, and post-class survey were conducted to analyze the effectiveness of flipped learning. The results were analyzed for 24 students who took the applied thermodynamics lecture. They were asked to take the course with the videos provided in the pre-class stage, and a pre-learning assessment was conducted to measure the completeness and understanding of the learning. As a result of the study, it was found that students with relatively excellent learning ability had excellent pre-learning evaluation results and excellent final academic achievement. In addition, the lower the pre-learning completion rate within the pre-learning period or the higher the learning rate using mobile devices, the more difficult it was to faithfully complete pre-learning, leading to poor pre-learning evaluation results. Meanwhile, the survey revealed that conducting pre-learning assessments were helpful in encouraging individual learning. In addition, cases reflecting pre-learning evaluation results to course grades showed higher pre-learning evaluation results than cases not reflecting pre-learning evaluation results to course grades, and in flipped learning classes, pre-learning evaluations act as a factor that promotes pre-class learning.

• Korean Medical Education Review
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• v.16 no.1
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• pp.7-10
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• 2014

Portfolios have gained attention in medical education as a tool for promoting student learning and assessment since Miller's call for better tools for assessing students' clinical competencies. This paper reviews the development and use of e-portfolios for promoting learning and assessment in medical schools, both domestically in Korea and internationally. This review finds that some specific features need to be incorporated into e-portfolio systems for medical education and that these systems can be used to manage student learning in clinical clerkships and to support competency-based assessment. The author asserts that the e-portfolio is key to promoting competency-based education and suggests practical tips for effective development and use of e-portfolios in Korean medical schools.

• Journal of Korean Academy of Nursing
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• v.40 no.2
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• pp.182-190
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• 2010

Purpose: This study was done to identify self-directed learning readiness, achievement goal orientations, learning satisfaction and learning achievement, and to evaluate the factors affecting learning achievement for nursing students using a web-based Health Assessment e-Book. Methods: The research design was a cross-sectional study with a structured questionnaire and data were collected before using the web-based Health Assessment e-Book and 1 week after finishing. The participants were 80 nursing students who were taking the Health Assessment class from March to June 2009. Results: Mean score for subjective learning achievement was 31.26 and for objective learning achievement, 69.25. Subjective and objective learning achievement were positively correlated with self-directed learning readiness, mastery goal, attitude toward distance education, and learning satisfaction. In subjective learning achievement, learning satisfaction and mastery goal were significant predictive factors and explained 64% of the variance. Objective learning achievement was significantly predicted by learning satisfaction and self-directed learning readiness, which explained 24% of the variance. Conclusion: Learning satisfaction, mastery goal and self-directed learning readiness were found to be very important factors associated with learning achievement for nursing students using a web-based Health Assessment e-Book. To provide high quality and effective web-based courses and to improve nursing students' learning achievement and learning satisfaction, educators should consider the learner's characteristics from the initial stages of lecture planning.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.4
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• pp.259-268
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• 2018

Purpose: The purpose of this study was to identify the effects of the action learning approach on the self-confidence and knowledge of health assessment, critical thinking ability and class satisfaction in students taking health assessment courses. Methods: This non-equivalent control group pretest-posttest study enrolled 127 nursing students as participants, with 64 and 63 in the experimental and control group, respectively. These two groups attended 33 hours (2 or 4 hours per week for 11 weeks) of action learning and traditional classes, respectively. Differences in the dependent variables between the two groups were compared before and after the intervention using independent t-test. Results: The action learning group reported significantly greater self-confidence in health assessment (t=5.10, p<.001) and critical thinking ability (t=2.23, p=.027) than the control group. There was no significant difference in knowledge of health assessment or class satisfaction between two groups (p>.05). Conclusion: These findings indicate that action learning is an effective intervention for enhancing self-confidence and critical thinking ability in nursing education.

• Journal of the Korean Society of Manufacturing Process Engineers
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• v.7 no.4
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• pp.82-95
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• 2008

As society has changed to being more knowledge-based, it is necessary that change of paradigm is incorporated into engineering education and the education goals and the assessment method of educational outcomes is developed to promptly meet the needs of the times. A purpose of this study is to measure learning outcomes in coursework of engineering college every semester, which ultimately provides to validate program outcomes. We looked into teaching-learning style of course in the engineering college and analyzed its grade method and tool. By use of a survey, we derived a reasonable method to measure for the learning outcomes in course and presented tools for course-embedded assessment to measure that learning outcomes had been tied to their objectives. These tools are effective to determine that program outcomes and education goals have been achieved, ultimately. In addition, it will help that instruction builds a loop system for better.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.3 no.2
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• pp.138-145
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• 2003

Performance assessment was introduced to improvement of self-directed learning and method of assessment for differenced learning as the seventh educational curriculum is enforced. Performance assessment is overcoming limitation about problem solving ability and higher thinking abilities assessment that is problem of a written examination and get into the spotlight by way for quality of class and school normalization. But, performance assessment has problems about possibilities of assessment fault by appraisal, fairness, reliability, and validity of grading, ambiguity of grading standard, difficulty about objectivity security etc. This study proposes fuzzy performance assessment system to solve problem of the conventional performance assessment. This paper presented an objective and reliable performance assessment method through fuzzy reasoning, design fuzzy membership function and define fuzzy rule analyzing factor that influence in each sacred ground of performance assessment to account principle subject. Also, performance assessment item divides by formation estimation and subject estimation and designed membership function in proposed performance assessment method. Performance assessment result that is worked through fuzzy performance assessment system can pare down burden about appraisal's fault and provide fair and reliable assessment result through grading that have correct standard and consistency to students.

• Journal of the Korean School Mathematics Society
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• v.4 no.1
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• pp.125-136
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• 2001

This research is about how the adapted learning of descriptive assessment problems influence on the extension of the ability of the students. As a result, adapted learning of descriptive assessment problems totally led to positive effect, and according to the analyses of behavioral objectives divided into knowledge, comprehension and problem solving, they had more effect on the ability of students' problem solving. Learning attitude of the students were changed into self-centered learning attitude and interest on the subject of mathematics were highly increased since the research had started. If we adapt this research to the learning of mathematics after we develop various problems that can develop creativity, I'm sure that it will be a effective way for both extension of the ability and problem solving ability of the students.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.61-74
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• 2001

The purposes of this study are to develop the mathematical performance assessment tasks and to apply them to the middle school students. And I also intend to know the students' inclination and learning attitude to mathematics. In order to satisfy this study, I developed the performance assessment tasks and the standard program of marking about the mathematical function and statistics for the first grade students at middle school. After examining the students' basic investigation, their inclination and learning attitude to mathematics, I applied these developed tasks to them After that I put both classes and performance assessment into operation in all 15 periods. I set up two classes of the first grade students (49 students) at J middle school in Kongju, Chungcheongnam-do as a model group. The results of this study are as follows: First, owing to the developed performance assessment tasks of function and statistics, the teachers can operate the assessment system as a process of teaching and learning. Second, because of the application of mathematical performance assessment tasks, we can change the students' inclination and learning attitude to mathematics affirmatively. And by using these tasks, we can help the students to think mathematically. In this way, the students will be able to realize the real value of mathematics and have a growing interest in mathematics through all these meaningful processes. Judging from this study, we can elevate the students' abilities of problem solving and reasoning and improve teaching-learning method by applying the performance assessment tasks to them. Thanks to these tasks, the students will be changed affirmatively in their inclination and learning attitude to mathematics. I think that these tasks are very good assessment method which can call forth curiosity and interest. Besides, they can also help the students realize the real value of mathematics.