• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.149-155
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• 2023

Since developing digital technology requires new skills in digital literacy, digital competence also has become a keystone in English classes. This study explores three aspects of English as a Foreign Language (EFL) learners' digital confidence: information and data literacy, communication and collaboration, and digital content creation, based on the European Digital Competence Framework for Citizens (DigComp). The participants were 150 Korean college students enrolled in two general English classes, and their English proficiency levels were from basic to advanced; each level consisted of 30 participants. In order to assess their digital confidence, I designed a Google survey form and collected data during two semesters. The survey results revealed that the participants had highest digital confidence in information and data literacy and overall, the female participants showed higher digital confidence than their male counterparts. It also showed that the learners' English proficiency and computer skills are important factors.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.135-142
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• 2017

The Trends in International Mathematics and Science Study (TIMSS) announced the TIMSS 2015 results at the end of 2016. In this research, we analyzed the relationship between Korean eighth grade students' attitude toward science and science achievement, trends in students' attitude toward science based on common items used in three to four cycles of TIMSS, and trends across grades in students' attitude toward science. According to the results, Korean eighth grade students showed the lowest level of confidence with science, interest in learning science, and valuing science among the 15 top performing countries as well as all the participant countries. In addition, according to the analysis result of common items, Korean students' confidence with science and interest in learning science have decreased, whereas students' valuing science with instrumental values has increased between TIMSS 2011 and TIMSS 2015. According to trends across grades, the cohort of students, assessed at the fourth grade in TIMSS 2011 and moved to the eighth grade four years later in 2015, decreased in their confidence with science and interest in learning science. Discussed in the conclusion are further studies and ways to improve science teaching and learning to improve students' attitude toward science.

• Journal of Korean Academy of Nursing
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• v.35 no.1
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• pp.65-76
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• 2005

Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.

• Korean Journal of Adult Nursing
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• v.28 no.4
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• pp.447-458
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• 2016

Purpose: This study was designed to describe the effects of a nursing simulation focused on patients with cardiac arrest. The study was designed to measure knowledge, self-confidence, critical thinking, and clinical performance ability of nursing students. Methods: A non-equivalent control group quasi-experimental design was used. Thirty students in the experimental group received two hours of pre-learning and three hours of skill and simulation practice. Another thirty students in the experimental group received a two hour conventional lecture and three hours for skill practice. The post survey was completed by both groups. Results: Students in the experiemetal group scored significantly higher than students in control group. The critical thinking disposition was not significantly different between the two groups of students. Conclusion: The results indicate that a simulation education program is more effective in a number of areas including knowledge, self-confidence, and clinical performance. It is recommended that simulation education should be expanded to various clinical situations.

• Educational Technology International
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• v.8 no.1
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• pp.91-100
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• 2007

This paper describes the experiences of three middle school teachers during the year following a two-week summer workshop in which they were introduced to a technology-enhanced problem-based learning (PBL) pedagogy. Based on their collaborative experiences during the school year, developing and implementing a PBL unit, the three teachers increased their confidence in using technology and indicated shifts in their pedagogical beliefs regarding classroom instruction. Results suggest that administrative support, collaboration with other teachers, and the development of a school culture that valued the sharing of teachers' experiences were keys to teachers' successful implementation.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.293-306
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• 2017

This study conducted non-equality control post-design similar experimental study in order to investigate the effect of self-directed practice through self-reflection by using videos on the basic nursing performance ability, confidence in performance, learning self-efficacy, and practice satisfaction. The experimental group was 57 students and the control group was 56 students in the Department of Nursing in G region. The data was collected from April 1, 2017 to June 14, 2017. For analyzing data, the SPSS 22.0 program was used and the homogeneity test was analyzed with ${\chi}^2$ test, t-test, and Fisher's exact test. Also, independent-test was used. According to the result, all of the experimental groups including the basic nursing performance ability, confidence in performance, learning self-efficacy(t=15.304, p<.001), and practice satisfaction(t=15.304, p<.001) were improved and showed significant differences compared to the control group. As a result, it is predicted that the practice method has a positive effect on participating in self-study and it contributes to active participation by increasing learning motivation of learners. Thus, it is suggested to be applied to various practical training to improve basic nursing skills.

• Journal of Digital Contents Society
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• v.9 no.4
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• pp.735-749
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• 2008

The purpose of this study was to examine the influence of the digital textbook attribute factors on the learning interest and learning satisfaction using the structural equation model. In order to accomplish the purpose, the research was carried out with 325 students of digital textbook research school. Attribute factors of digital textbook are divided into self-concept of subjects and attribute factors of subjects. Self-concept of subjects is consist of superiority feeling and confidence. Attribute factors of subjects is interest, a sense of purpose, accomplishment motive. The results of this study can be summarized that the digital textbook attribute factors on the learning interest are signified confidence, interest, a sense of purpose, accomplishment motive. And the digital textbook attribute factors on the learning interest are signified learning satisfaction.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.350-360
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• 2015

Purpose: The purpose of this study was to evaluate the effectiveness and retention period of immediate remediation for infant cardiopulmonary resuscitation (CPR) in child care teachers. Methods: This study used a nonequivalent comparison pre- and post-test design to measure knowledge about and confidence in infant CPR and an interrupted time-series design to determine skill performance. The experimental group (n=25) received both immediate remediation and video learning for infant CPR, and the comparison group (n=28) received video learning only. Knowledge and confidence were measured before and after 4 weeks. Their skill performance was tested immediately, and 4 weeks, 8 weeks, 12 weeks, and 24 weeks after intervention. Data analysis consisted of ${\chi}^2$ tests, t-tests, paired t-tests, and a generalized linear mixed model. Results: There were significant increases in knowledge and confidence within the experimental group. Skill performance showed a significant difference according to the group factor (F=10.81, p=.002) and measurement time (F=146.80, p<.001). The experimental group maintained significantly higher skill performance than did the comparison group. Conclusion: These findings support the necessity of immediate remediation education for infant CPR to maintain skill performance. In addition, appropriate renewal time and the improvement of training programs for child care teachers are necessary.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.75-95
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• 2011

The purpose of this study was to evaluate a group activity, reciprocal peer tutoring (RPT), in order to investigate advantages and challenges of RPT in promoting cooperative and collaborative learning environment for EFL University reading instruction. The participants in this study were 89 students taking an English reading course at a Korean university. RPT is a learning strategy whereby learners help each other and learn by teaching. This program was supported by a Vygotskyan perspective which assumes that learners gain mastery and develop cognitive skills through social interaction with more proficient others and their environment. This study relied particularly on participant perceptions through questionnaire survey and Anonymous Online class Report of the course. This study showed various advantages for tutors such as learning through teaching and becoming more autonomous and responsible for their own learning. Non-threatening and highly motivating learning atmosphere are parts of benefits for tutees. Other advantages for tutees included improved level of academic self-confidence, and motivation. This study also revealed several drawbacks associated with the problem of inaccuracy in students' production and students' demand for more direct teacher role. (182 words).

• Korean Medical Education Review
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• v.26 no.1
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• pp.70-76
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• 2024

This study investigates whether personality characteristics and learning behaviors can predict medical students' academic achievement in Korea, specifically in terms of successfully completing medical school without delays or achieving a high grade point average (GPA) in their final year. In May 2018, 316 medical students took the Multi-Dimensional Learning Strategy Test, 2nd edition, which provided data on their personality and learning behavioral characteristics. Their final year's GPA and any delays in completing medical school were ascertained by reviewing all electronic academic records of each semester they had been enrolled. The combination of personality and learning behavioral characteristics was significantly associated with completing medical school without delays, even after adjusting for sex and admission path. A multiple logistic regression analysis showed that the adjusted odds ratios and 95% confidence intervals for completing medical school without delays were 1.52 (95% confidence interval [CI], 0.83-2.78) and 3.64 (95% CI, 1.70-7.82) for "others" and "both high" categories, respectively, when compared with the "both low" category. For 235 students who completed medical school without delays, their learning behavioral characteristics (scores) were significantly associated with their final year's GPA even after adjusting for sex, admission path, and personality characteristics (scores) as determined by the multiple linear regression analysis. This study suggests that individual personality and learning behavior characteristics are predictors of medical students' academic achievement. Therefore, interventions such as personalized counseling programs should be provided in consideration of such student characteristics.