• 영어어문교육
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• 제13권2호
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• pp.25-45
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• 2007

In this article, I discuss an International Collaborative Writing Course on the Internet (ICWCI) that focused on the learning effectiveness Korean EFL students (KEFLSs) perceived to be necessary to exchange with international EFL students (IEFLSs). The course development was based on an internet-based instructional module, applying widely accepted EFL theories for modern foreign language instruction: collaborative learning, process writing, project-based learning, and integrated approaches. Data from online discussion forum, mid-of-semester and end-of-semester surveys, and final oral interviews are conducted and discussed. KEFLSs and IEFLSs were questioned about (a) changes in attitude towards computers assisted language learning (CALL); (b) effect of computer background on motivation; (c) perception of their acquired writing skills; and (d) attitude towards collaborative learning. The result of this study demonstrated that the majority of ICWCI participants said they enjoyed the course, gained fruitful confidence in English communication and computer skills, and felt that they made significant progress in writing skills. In spite of positive benefits created by the ICWCI, it was found that there were some issues that are crucial to run appropriate networked collaborative courses. This study demonstrates that participants' computer skills, basic language proficiency, and local time differences are important factors to be considered when incorporating the ICWCI as these may affect the quality of online instructional courses and students' motivation toward network based collaboration interaction.

• 한국가정과교육학회지
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• 제9권1호
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• pp.95-110
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• 1997

The purpose of this study are (1) to analysis the Paradigm’s changes in Educational Technology, (2) to examine its practice in Home Economics Education (H.E.E.), especially the researches about CAI in H.E.E. and (3) to propose the ideal practice of Educational Technology in H.E.E. As results, the paradigms of Educational Technology have been changed from media-centered to human-centered, and from objectivism(behaviorism and cognitivism) to constructivism. Related on Educational Technology, there have been six conceptual distortions or confusions in H.E.E. The Analyzed seven previous works on CAI in H.E.E. show the traditions of the Objectivism. And suggestions for ideal practice of Educational Technology in H.E.E. are presented.

• 정보관리연구
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• 제25권3호
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• pp.1-27
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• 1994

HyperCard는 하이퍼텍스트의 개념을 이용하여 데이터베이스 운영 프로그램이나 하이퍼미디어를 이용한 교육매체로서의 역할 뿐 아니라, 교육용 소프트웨어를 개발할 수 있는 환경을 마련해 준다. 본 논문에서는 HyperCard의 개념, 특성에 대해 살펴보고 HyperCard 프로그램을 도서관 이용자교육에 응용한 예를 들었다.

• 한국보건간호학회지
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• 제19권1호
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• pp.74-94
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• 2005

The purpose of this study was to compare the effect of education between CAI(Computer Assisted Instruction) and lectures for smoking cessation among male students who attended vocational high schools. Conducted from February 24th to April 26th, 2003, the study design was quasi-experimental with nonequivalent control group pretest-posttest design. The study subjects were 60 male students in K vocational high school in Daegu city, who were present smokers and had more than 7.0 ppm concentration level of carbon monoxide. Thirty students were randomly chosen as the experimental group which applied CAI education method for smoking cessation. The other 30 students served as the control group which received lecture education method of 40 minutes on four consecutive days. CAI education for smoking cessation was composed of ready-made individual learning contents, counseling by using cyber-communication, writing a letter to stop smoking, and writing a written agreement for smoking cessation. Lecture education for smoking cessation was composed of a ready-prepared lecture for the group, writing a letter to stop smoking, and writing a written agreement for smoking cessation. To measure smoking related knowledge, Jeong Ree Roh(1996)'s smoking related knowledge scale$(Cronbach's\;{\alpha}=0.84)$ was modified and used by the researcher. To measure smoking related attitude, Jeong Ree Roh(1996)'s smoking related attitude scale$(Cronbach's\;{\alpha}=0.91)$ was modified and used by the researcher. Smoking related knowledge scale's Cronbach's $\alpha$ was 0.83 in the pilot study and 0.93 in this study. Smoking related attitude scale's Cronbach's a was 0.80 in the pilot study and 0.98 in this study. To determine the smoking amount, the number of cigarettes smoked per day was checked. The concentration level of CO in the exhaled breath was measured (Micro CO Cat. No. MCO2, UK). Data was analyzed by $x^2-test$, t-test, repeated measures ANOVA. simple main effects, and time contrast test with SPSS/Win 11.0 program. The results of this study were as follows: 1. The first hypothesis. that 'Smoking-related knowledge score in the experimental group by using CAI education for smoking cessation will be higher than that in the control group by using lecture education for smoking cessation', was not supported. 2. The second hypothesis, that 'Smoking-related attitude in the experimental group by using CAI education for smoking cessation will be higher than that in the control group by using lecture education for smoking cessation'. was supported(F=6490.79. p=0.000). 3. The third hypothesis. that 'Smoking amount in the experimental group by using CAI education for smoking cessation will be less than that in the control group by using lecture education for smoking cessation'. was supported. 1) The third-1st sub-hypothesis. that 'The number of cigarettes smoked per day in the experimental group by using CAI education for smoking cessation will be less than that in the control group by using lecture education for smoking cessation'. was supported(F=134.19. p=0.000). 2) The third-2nd sub-hypothesis. that 'The concentration level of CO by ppm per one exhaled breath in the experimental group by using CAI education for smoking cessation will be lower than that in the control group by using lecture education for smoking cessation"' was supported(F=268.55. p=0.000). From the above results. CAI education can be an effective intervention to improve smoking-related knowledge and attitude. and to reduce the number of cigarettes smoked per day and the concentration level of CO by ppm per one exhaled breath. Lecture education can be effective to improve smoking-related knowledge. In the future, when CAI education and lecture education for smoking cessation are applied on the school nursing field. the students can gain a comprehensive understanding of smoking cessation, changes in smoking-related knowledge. smoking-related attitude and reducing smoking amount. Furthermore, CAI education for smoking cessation could be developed as an individual self initiative program and could give a guideline to apply CAI education for smoking cessation in other field.

• 한국과학교육학회지
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• 제11권1호
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• pp.37-50
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• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

• 대한화학회지
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• 제51권2호
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• pp.193-200
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• 2007

이 연구에서는 컴퓨터 보조 수업에서 상황맥락적인 피드백의 활용이 학생들의 개념 이해도, 과학 학습동기, 컴퓨터 보조 수업에 대한 인식에 미치는 효과를 조사하였다. 인천시의 한 남녀 공학 중학교에 있는 1학년 114명의 학생들을 상황맥락적 피드백 CAI, 피드백 CAI, CAI 집단에 배치하고, 8차시 동안 ‘물질의 세 가지 상태'와 ‘분자의 운동'에 대하여 수업을 실시하였다. 구획변인은 중간고사 과학 성적을 사용하였다. 이원 공변량 분석 결과, 사전 과학 성취 수준에 관계없이 상황맥락적 피드백 CAI 집단의 개념 이해도 점수가 다른 CAI 집단에 비해 높았고, 그 점수 차이가 통계적으로 유의미하였다. 상위 학생들의 경우 피드백 CAI 집단의 과학학습 동기 점수가 CAI 집단의 점수보다 통계적으로 유의미하게 높았으나, 하위 학생들의 경우에는 세 집단 간 점수 차이가 통계적으로 유의미하지 않았다. 컴퓨터 보조 수업에 대한 인식의 경우, 상황맥락적 피드백 CAI 집단과 피드백 CAI 집단의 상위 학생들은 CAI 집단의 상위학생에 비해 컴퓨터 보조 수업에 대해 긍정적으로 인식하였다. 피드백 CAI 집단의 하위 학생들은 다른 두 CAI 집단보다 부정적인 인식이 약간 높았다. 교육학적 함의를 논의하였다.

• 기본간호학회지
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• 제8권2호
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• pp.220-233
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• 2001

Purpose: This study was done to identity the degree of instructional motivation and response after application of CAI in the student nurses' fundamental nursing course. Method: The subjects of this study were 77 student nurses and the data was collected from October, 7th to 17th in 1997. The examination sheet for cognitive style and a questionnaire to evaluate the degree of instructional motivation were used to collect data. Result : 1) It was found that the degree of instructional motivation of the learner was higher in the CAI class. (134.23/170) 2) After CAI, the learners expressed relatively higher satisfaction in understanding, interest, degree of difficulty, number of problems, icons, and extra information. 3) It was found that 53 learners(68.8%) were field independent-cognitive learners and 24 learners(31.2%) were field dependent-cognitive learners. 4) Among the instructional responses according to the cognitive behavior of the learner after CAI, there were significant differences in reasons for understanding the computer program, interest in the computer program class, and the number of students assigned to each computer. 5) There were no significant difference between cognitive style and instructional motivation. Conclusion: The CAI effect for nursing students fundamental nursing course have been positive evaluated. CAI in nursing education is becoming very available and needs to develop effective CAI and use not only fundamental nursing course but also another nursing education programs.

• The Korean Journal of Pain
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• 제35권4호
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• pp.403-412
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• 2022

Background: Most pain management techniques for challenging procedures are still performed under the guidance of the C-arm fluoroscope although it is sometimes difficult for even experienced clinicians to understand the modified three-dimensional anatomy as a two-dimensional X-ray image. To overcome these difficulties, the development of a virtual simulator may be helpful. Therefore, in this study, the authors developed a virtual simulator and presented its clinical application cases. Methods: We developed a computer program to simulate the actual environment of the procedure. Computed tomography (CT) Digital Imaging and Communications in Medicine (DICOM) data were used for the simulations. Virtual needle placement was simulated at the most appropriate position for a successful block. Using a virtual C-arm, the authors searched for the position of the C-arm at which the needle was visualized as a point. The positional relationships between the anatomy of the patient and the needle were identified. Results: For the simulations, the CT DICOM data of patients who visited the outpatient clinic was used. When the patients revisited the clinic, images similar to the simulated images were obtained by manipulating the C-arm. Transforaminal epidural injection, which was difficult to perform due to severe spinal deformity, and the challenging procedures of the superior hypogastric plexus block and Gasserian ganglion block, were successfully performed with the help of the simulation. Conclusions: We created a pre-procedural virtual simulation and demonstrated its successful application in patients who are expected to undergo challenging procedures.

• International Journal of Contents
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• 제8권2호
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• pp.36-42
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• 2012

This study was conducted to develop Web-based multimedia content that assists undergraduate students in a clinical practicum on adult nursing. The study examined whether students in the intervention group could obtain clinical knowledge and perform more effectively when encouraged to learn Web content as compared with students in the conventional group. Web-based multimedia content consisting of 13 learning modules was developed based on real patients' scenarios through collaboration among college professors. A total of 120 nursing students (74 for the intervention and 46 for the conventional groups) from two universities in G-city, who engaged in a 3-week long clinical practicum in the digestive and respiratory units of a university hospital, participated in the study. Students' knowledge, self-directed learning, and clinical performance ability were measured using self-administered questionnaires. Data for pre- and posttests were collected over a 2-month period, between May and June of 2009. Clinical knowledge and self-reported clinical performance scores were significantly higher in students using the Web-enhanced clinical practicum than in those in the conventional group. However, there was no significant difference in self-directed learning ability between the 2 groups. These results demonstrate that Web-based multimedia content can be an effective educational tool for enhancing students' clinical knowledge and performance.

• 간호행정학회지
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• 제20권2호
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• pp.227-236
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• 2014

Purpose: This study was designed to develop and evaluate the a web-based simulation program on patient rights education using integrated decision making model into values clarification for nurse students. Methods: The program was designed based on the Aless & Trollip model and Ford, Trygstad-Durland & Nelms's decision model. Focus groups interviews, surveys on learning needs for patient rights, and specialist interviews were used to develop for simulation scenarios and decision making modules. The simulation program was evaluated between May, 2011 and April, 2012 by 30 student nurses using an application of the web-based program evaluation tools by Chung. Results: Simulation content was composed of two scenarios on patient rights: the rights of patients with HIV and the rights of psychiatric patients. It was composed of two decision making modules which were established for value clarifications, behavioral objective formations, problems identifications, option generations, alternatives analysis, and decision evaluations. The simulation program was composed of screens for teacher and learner. The program was positively evaluated with a mean score of $3.14{\pm}0.33$. Conclusion: These study results make an important contribution to the application of educational simulation programs for nurse students' behavior and their decision making ability in protecting the patient rights.