• Journal of Engineering Education Research
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• v.25 no.2
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• pp.13-21
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• 2022

In many existing studies, the analyses on the application and effect of the project-based learning model (PBL), a student-centered teaching and learning strategy, have been emphasized and carried out in various majors and courses. This case study analyzes the effects of applying a project-based learning model to the engineering accounting course for engineering students in 2021 in the context of the COVID-19 pandemic, compared with the offline course in 2019 and the simple online course in 2020. Project team consisting of 2-3 students carried out online collaborative learning activities for solving open-ended problems through the 5-step PBL procedure including presenting the final result. Except for this online PBL application in 2021, textbooks, lecture contents, assignments, and tests were implemented the same for each semester for three years. Through lecture evaluation and survey by students, the online PBL application semester showed higher effects in inducing student-centered learning, lecture satisfaction, and student competency improvement compared to the non-applying semesters, further, it was evaluated that the online PBL application to the course and evaluation method were more appropriate than other semesters. It is expected that the online PBL method and operation procedure applied in this study can be utilized as a best practice for the design and operation of various online courses for student-centered collaborative learning activities and educational effects.

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.62-66
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• 2006

Although it has taken some time to apply the accreditation system in Korea, most programs have a very difficult time in assessing program outcomes, one of the most important standards in accreditation. The major purpose of this work is to suggest a method, so called course embedded assessment, by which to assess a course that includes several program outcomes. The course was evaluated based on student performance on each exam taken in the course as well as a report submitted by the students. The course embedded assessment provides not only an effective tool by which to assess course-set program outcomes, but also allow the instructor to follow up and/or modify the course material to be offered in next semester.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.289-297
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• 2022

The purpose of this study was to investigate the perception of dental students based on their experiences of online classes after taking non-face-to-face education courses for all the school semesters in 2020. For the research method, an online survey was conducted on A survey was conducted on 161 dental students enrolled in A University. The analytical method was conducted through frequency analysis, correlation analysis, and multiple regression analysis. The survey analysis findings showed that the satisfaction of dental students' about the non-face-to-face education course was above 4.2, and the detailed items were in the order of the appropriateness of the attendance processing method, satisfaction with recorded video lectures, and the assessment method of the course grade. In the case of the factors that affect the satisfaction of non-face-to-face education courses, the learning system and assessment method were statistically significant. The online class type that is most preferred by the students is recorded video lectures, and the highest number of participants chose 21~30 minutes as the appropriate time for the class content. It is considered that the application of the online system will continue to be used together with face-to-face education courses in the education site and various university-level efforts like systematic support are required to achieve effective learning achievements. This study only investigated the non-face-to-face education operation conditions of A University, so it cannot be generalized to all universities, but it can be used as basic data to provide education curriculum design and supportive measures for the compatibility of face-to-face and non-face-to-face courses.

• Journal of Engineering Education Research
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• v.20 no.1
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• pp.53-62
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• 2017

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.

• Nutrition Research and Practice
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• v.10 no.1
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• pp.99-107
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• 2016

BACKGROUND/OBJECTIVE: Competent renal dietitians are crucial for better patient compliance and clinical outcomes, specifically in critical settings. The aim of this study was to develop and evaluate an evidence-based course in renal dietetics for dietitians working in health care systems where dietetic specialization is absent. SUBJECTS/METHODS: Fifteen licensed dietitians working with hemodialysis patients in Lebanon were randomly recruited to participate in the course. The latter was developed by the study's primary investigator, according to evidence-based practice guidelines, and focused on all aspects of renal nutrition. Total course duration was 28 hours spread over a 2 month period. Dietitians' knowledge in renal nutrition was tested pre- and post-training through a 23-item questionnaire; the total score was expressed in percentage (< 60% score indicated insufficient knowledge). Paired-samples t test was used for statistical analysis. RESULTS: Overall knowledge of the dietitians significantly improved post-training and reached satisfactory levels (pre: $38.75{\pm}17.20%$, post: $62.08{\pm}21.85%$). Sub-analysis of the change in the knowledge showed significant and satisfactory improvement only in 3 topics: 1) correct body weight use in calculations, 2) energy estimation method and 3) phosphorus management. Knowledge in the fluid management significantly improved but did not achieve a satisfactory level. CONCLUSION: The course significantly improved dietitians' knowledge in renal nutrition. If adopted as part of the continuing education of dietitians in countries that lack dietetic specializations, it may serve the first step towards improving health care practice.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.36-45
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• 2019

Capstone design is a subject taught in a setting where students gather in a team, decide on their own selected topic, and collaborate with one another to perform a project. A fair assessment is very important in a team project-based capstone design course for students. Many instructors agree that harmonizing creative evaluation and outcome assessment is hard in capstone design class. In also, it is not easy to assess students' individual efforts and achievements fairly in accordance with team-based assessment practices. To resolve this issue in this paper, we have surveyed various engineering design education methodologies, and have modelled existing evaluating elements into a modified creative process and outcome assessment framework for team project assessment. In particular, we focused on a method of fairly assigning credits by combining team based and individual-level assessments. Analyzing students' achievement and grade evaluation and verifying the validity of the proposed method was performed.

• Journal of Information Technology Applications and Management
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• v.9 no.1
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• pp.111-126
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• 2002

The purpose of this research is to study the effectiveness of applying Information technology to education, so-called education informatization. Education informatiantion consists of building information infrastructure, educational course operation and improvement of the teacher's ICT ( Information and Communication Technology) ability to consolidate and teach educational information development and diffusion. In this study, we've studied the effects of the use of IT on the improvement of student's class Participation and understanding level, We set the hypotheses and tested them. A method of teaching and learning using IT influences the degree of class participation. Educational courses and a method of teaching and learning have been proved to affect the understanding of a lecture. Also, we validated the educational effectiveness on the educational course and class teaching by setting WIS (Weighted least square) on the IT utilization time.

• Journal of Korean Home Economics Education Association
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• v.7 no.2
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• pp.67-77
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• 1995

This study aims at seeking the effective career guidance and operational plan. We collected data from questionaries to 305 students of vocational school, and 135 students on vocational course for the recognition of and request for vocational home economics curriculum. Collected data were analysed by frequency, percentage, and X(sup)2, and SPSS/PC(sup)+ program are used for the statistical analysis. 1. The main considerations of students in their decision of course were the accessibility of getting a job, or a higher education aptitude, interest, and so on. They made their own decision in choosing their course, relatively were satisfied with their choices. As for the course after graduation they hoped to come by a job related to their major in order to have3 an opportunity for further education, and teachers stood up for the large extent to which their students are satisfied with vocational training by answering that there would be higher possibility of using their major. 2 The results of the investigation into the desirable home economics vocational training in future showed that students of vocational schools desired for the scientific teaching and learning method. Students on vocational curse requested that the educational system should be supported. And new curricula were those for gerontology. interior design, and cookery and bakery.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.2
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• pp.188-194
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• 2008

Purpose: The purpose of this study was to survey the present status of the gerontological nursing course in Baccalaureate degree programs(BSN) in Korea, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Method: Data on the contents of a gerontological nursing curriculum was collected from those programs that had a gerontological nursing course. Result: The results show that 48 schools(87.3%) offered a gerontological nursing course. Twenty-five schools(45.5%) had both lectures and clinical practicum, while 23 schools(41.8%) had only lectures. Twenty-seven schools(56%) offered a gerontological nursing course as an elective. Students earned the most number of credits in their senior year. The most common credit system for lecture subjects was 2 credits with 38 schools(79.2%) and a clinical practicum was 1 credit with 20 schools(80%). The issues identified were that gerontological nursing was an elective and not a mandatory course, a lack of clinical lab hours, and a lack of common learning objectives. Conclusion: Recommendations are made for better defined curricula in gerontological nursing. In addition, further investigations of the learners or students entering gerontological nursing to facilitate curriculum development and appropriate instructional strategies are needed.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.1079-1092
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• 2009

The purpose of this study is to investigate Newton's binomial theorem that was on epistemological basis of the emergent background and developmental course of infinite series and power series. Through this investigation, it will be examined how finding the approximate of square root of given numbers, the method of the inverse method of fluxions by Newton, and Gregory and Mercator series were developed in the course of history of mathematics. As the result of this study pedagogical analysis and discussion of the history of mathematics on Newton's binomial theorem will be presented.