• Journal of East-West Nursing Research
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• v.16 no.2
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• pp.96-104
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• 2010

Purpose: This research is a case study on a problem-based learning (PBL) model with blended learning in a nursing college. Methods: The target students were nursing sophomores in a nursing college who agreed to participate in a blended learning course and to be subjects in this study for 15 weeks. The questionnaires developed by Baek (2003) and Lee (2007) were modified and applied to collect data. Results: The students' satisfaction with the blending learning was the highest in the item "Online community activities were helpful in enhancing knowledge." The level of satisfaction with PBL was the highest in the item "It was helpful to listen my classmates' opinions rather than thinking all by myself." Conclusion: This study is suggestive that blended learning is effective to improve learning satisfaction by reinforcing practicality of face-to-face study to online learning. Various learning methods based on students' demands and preferences should be applied in nursing education.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.872-880
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• 2016

The purpose of this study is to find the research trends relating to flipped learning through keyword network analysis. For investigating this topic, final 100 papers (removed due to overlap in all 205 papers) were selected as subjects from the result of research databases such as RISS, DBPIA, and KISS. After keyword extraction, coding, and data cleaning, we made a 2-mode network with final 202 keywords. In order to find out the research trends, frequency analysis, social network structural property analysis based on co-keyword network modeling, and social network centrality analysis were used. Followings were the results of the research: (a) Achievement, writing, blended learning, teaching and learning model, learner centered education, cooperative leaning, and learning motivation, and self-regulated learning were found to be the most common keywords except flipped learning. (b) Density was .088, and geodesic distance was 3.150 based on keyword network type 2. (c) Teaching and learning model, blended learning, and satisfaction were centrally located and closed related to other keywords. Satisfaction, teaching and learning model blended learning, motivation, writing, communication, and achievement were playing an intermediary role among other keywords.

• Journal of the Korea Fashion and Costume Design Association
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• v.23 no.3
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• pp.87-98
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• 2021

Due to the influence of COVID-19, many changes have been made in the education methods in universities. In respomse, this study intendsto present an efficient learning method by identifying the impact of professor images on learning immersion and the learning satisfaction of classes taught with blended learning for university students majoring in beauty at H University in Seoul. For final analysis, 232 of the 234 questionnaires administered from May 17, 2021 to June 2, 2021 were analyzed. For statistical analysis, SPSS 21.0 was utilized; frequency analysis was conducted to identify demographic characteristics, factor analysis was used to verify the research model, and regression analysis was conducted to verify the hypothesis. First, images of professors have been shown to affect learning immersion. Second, the professor image were shown to affect learning satisfaction. Third, education immersion has been shown to affect educational satisfaction. In order to overcome the limitations of online lectures in universities that suddenly began with onset of COVID-19, it is believed that students' satisfaction can be increased by applying blended learning as a way to improve the quality of classes.

• Journal of The Korean Society of Integrative Medicine
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• v.10 no.2
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• pp.145-153
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• 2022

Purpose : This study aimed to investigate the effects of blended learning on learning satisfaction in nursing students. Methods : This study was conducted with 160 current nursing students in the department of nursing at K university located in city B. All students included in the study understood the purpose of the study and provided informed consent to participate. Data were collected between May 3 and July 9, 2021 and analyzed using SPSS/WIN 22.0. The frequency, percentage, mean, and standard deviation were created, and t-test, ANOVA, and Scheffé test for post hoc analysis were performed. Correlations were analyzed using Pearson's correlation coefficient. The factors influencing learning satisfaction were analyzed using multiple regression. Results : Significant differences were observed for academic stress according to the online classes environmental satisfaction (F=4.10, p=.001), online classes experience (t=4.11, p=.001) and self-directed learning ability according to the grade (F=4.10, p=.001), online classes environmental satisfaction (t=4.11, p=.001). The academic stress of nursing students who experienced blended learning was significantly negatively correlated with self-directed learning ability (r=-.480, p<.001), and learning satisfaction (r=-.236, p<.001). self-directed learning ability showed a significant positive correlation with learning satisfaction (r=.524, p<.001). The regression model for the factors affecting the learning satisfaction of the subjects was statistically significant (F= 3.027, p<.001). The major influential factors of learning satisfaction were grade (𝛽=.154, p=.013), satisfaction with school life (𝛽=.168, p=.032), and satisfaction with non-contact learning environment (𝛽=-.141, p=.028). The explanatory power was 28 %. Conclusion : These results indicate that it is necessary to reduce academic stress and increase self-directed learning ability to enhance learning satisfaction in nursing students through blended learning. In addition, the development and operation of a tailored intervention program is required to help improve learning satisfaction.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.11-27
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• 2008

Though web-based learning is known to be effective for computer aided practical class, it lacks in cooperative human feedback and self-adjustment. This paper presented the effects of blended learning that was based on web-based learning for learning by level and blended with peer tutoring for reducing the differentials of scholastic achievements between the students. For experimental purpose, high school students were divided into two groups and web-based EXCEL tutoring tool was developed and applied to both groups in advance. After this learning, we applied the web-based learning for comparative group as before and peer tutoring for experimental group respectively, Performance result evaluated by SPSS showed that the Blended Learning has affirmative effect in scholastic achievements. Especially, students under the medium level of experimental group could narrow the gap to the high level students in its group and this eventually improved the overall achievements of experimental group with blended learning.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2012.10a
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• pp.334-337
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• 2012

우리나라 고령층 정보화 교육은 1999년부터 시작되어 왔다. 그러나 현재까지도 정보화 수준은 기초적인 수준을 벗어나지 못하고 있는 실정이다. 문제점으로는 정보화 교육이란 다른 일반적인 교육과 달리 고령층에게는 일반적인 교육 방법으로는 높은 수준을 기대하기가 어렵다. 따라서 본 논문에서는 현행의 문제점을 파악하고 학습자와 교수자간에 연계할 수 있는 학습방법과 Blended Learning을 고령층 정보화교육에 접목시켜 변화 해 온 8여년간 고령층 정보화 교육의 수준 향샹된 연구 결과를 나타내보기로 한다.

• Journal of Industrial Convergence
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• v.19 no.1
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• pp.27-32
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• 2021

Novel Engineering(NE) is integrated learning model to figure out problems in a book and solve them with creative engineering process. NE has been performed on offline until now. We have to research blended learning projects for COVID-19 outbreak. In this paper, we are going to explore that blended NE is effective to creative problem solving ability. The results showed that blended NE is highly effective to all of four sub-elements; self conviction & independence, diffusion thinking, critical thinking and motivational element. This means that blended novel engineering class is effective to competence-centered class proposed in 2015 revised curriculum. We hope that the research is spread and settled into our school.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.6 no.1
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• pp.64-71
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• 2005

In this paper we are investigating how ubiquitous revolution in knowledge society changes the education system. By the help of ubiquitous computing and networking techniques we estimates the configuration of e-teaming in the age of knowledge -based society, and we examines Education Model with e-teaming and ICT (Information and Communication Technology) at e-School. We also suggest the feasible design of the e-School and a Blended-learning scheme based on cooperative education as a way of teaching Education.

• Educational Technology International
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• v.7 no.2
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• pp.23-44
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• 2006

As the educational paradigm has shifted from the traditional knowledge oriented instruction learning to the knowledge product oriented instructional learning, the development of student's creativity becomes one of the most important educational goals, because the ability that can produce the knowledge creatively is required in the digital information knowledge based society. The purpose of this study is to make a basic direction and strategy for the instructional design to develop an on and off line blended instructional design which will help a learning community to be a more collaborative and creative learning community. This research has investigated the concept and the characteristics of collaborative creativity and creative problem solving as the theoretical basis of the design. After that, on the basis of the theories connected with the collaborative creativity theory, the direction and the strategies for the development of collaborative creativity was designed. The design was applied into the real learning community and finally proved the effectiveness of the learning model for the development of the collaborative creativity by the quantitative evaluation.

• Journal of Digital Contents Society
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• v.13 no.4
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• pp.517-524
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• 2012

This paper deals with the design of teaching learning model for programming language education. Various courses related to programming language education have opened at the university having many academic majors. In the meantime, a variety of programming languages have been developed, many integrated development environments of programming language have also been developed for users to make a program easily. But it is difficult for many novice learners to learn programming language still, likewise it is difficult for many teachers to teach the introduction course of programming language. In this paper, we have designed a teaching learning model based on scholastic achievements and blended learning for programming language education. The teaching learning model designed in this study was applied to a course opened in the second semester of 2011. According to the course evaluation result, the teaching learning model for programming language has shown to be an effective for novice learner.