• Journal of Korean Clinical Nursing Research
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• v.27 no.2
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• pp.130-139
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• 2021

Purpose: This study aimed to investigate the effect of educational nurse practitioners at comprehensive nursing care service units by comparing the educational satisfaction of general nurses and the occupational stress of preceptor nurses before and after education by educational nurse practitioners. Methods: Participants were 71 general nurses and 71 preceptor nurses working at comprehensive nursing care service units of G University hospital in I City. The level of educational satisfaction of general nurses and occupational stress of preceptor nurses were measured and compared. The differences in educational satisfaction and occupational stress before and after the education program were verified by paired t-test and one-way ANOVA using SPSS/WIN 27.0 statistical program. Differences before and after the education program according to the general characteristics were analyzed with repeated measure analysis of variance after Sapiro-Wilks normality test, and post-hoc analysis was conducted using Scheffétest. Results: It was inferred that there was a significant difference (t=-9.32, p<.001) in the educational satisfaction of general nurses, with an average of 3.72±0.77 before the education and 4.47±0.60 after the education. However, there was no significant difference in occupational stress in the preceptor nurses. Conclusion: It could be concluded that introduction of educational nurse practitioners at comprehensive nursing care service units has a positive effect on the educational satisfaction of general nurses. This result will serve as basic data to implement educational nurse practitioners for general nurses in all medical institutions as well as comprehensive nursing care service units.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.137-142
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• 2022

This paper argues for modern technologies in the educational process. It specifically outlines issues germane to virtual and augmented reality. It begins with an account on virtual reality and augmented reality, and touches on their characteristics, the advantages, obstacles and applications. It also discusses some relevant studies that emphasized the role of virtual and augmented reality in education, the difference between two terms. The paper ends with a note of vision on how to activate them in educational institutions.

• Philosophy of Education
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• no.66
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• pp.77-103
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• 2018

This study focused on the meaning of 'educational philosophy' by the method of corpus analysis. There is the difference of meaning on educational philosophy between professional researchers and publics. This semantic phenomenon implies that the image acoustics of 'educational philosophy' are not matched between two groups. This study, which originated from Saussure's linguistics theory, examined the semantics of educational philosophy in the . Unlike philosophical inquiry on education, the definition of educational philosophy, the general public use 'educational philosophy' like the connotation of secret of successful learning and child nurturing. Given the power of the media and the mass, these tendency could affect the meaning and definition of educational philosophy. Professional researchers should investigate these acoustic image from the sense of linguistic and educational approaches. These researches could contribute to clarify descriptive and normative meaning of the educational philosophy.

• Korean Journal of Comparative Education
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• v.28 no.1
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• pp.89-115
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• 2018

The aims of this study are to clarify the reality of the educational gap and supporting policy in USA, and to get the implications for improving the educational gap in Korea. The differences of parents' academic background and income make the differences of children's academic abilities. Especially, economic income difference rather than racial difference makes education gap. This tendency has gradually been fixed problem in USA society. The United States is making efforts to alleviate the educational gap based on the ESSA, and the educational support policy for rural areas has been greatly expanded. The ESSA has more practically changed its existing support through the Rural Education Achievement Program. In order to solve the educational gap based on the U.S. case, we discussed differentiated educational goals for each region, strengthened support for marginalized areas, disparities in educational expenses by region, and regular monitoring of rural areas and schools with low educational achievement.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.4
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• pp.705-716
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• 2014

This study starts from a question about the expectation that government policy reduces the educational gap by introducing digital textbooks. In addition, we try to figure out how to minimize the problems that will occur when digital textbooks are introduced and fully adopted. The purpose of this study is exploring the possibility that suing digital textbook deepens learning gap among students. Researchers are discussed that the gap between 'information' haves' and 'information' have-nots' and between 'the competent user' and 'the incompetent user' increase difference between 'knows' and 'know-nots' on the socio-economic class. These difference are likely to imply that using digital textbook is deepening the educational gap.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.224-230
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• 2022

The intent of this paper is to unveil the effectiveness of different learning environments (traditional, electronic, blended) in educational institutions through a set of dimensions: an introduction to traditional education and e-learning, the importance and objectives of e-learning, the difference between e-learning and traditional education and teachers' roles in e-learning, the challenges facing the use of e-learning. It also introduces blended learning, providing an account about its emergence, concept, importance, the difference between blended learning and e-learning, the advantages of blended learning, and the challenges confront using blended learning.

• Journal of the Korean Home Economics Association
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• v.41 no.12
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• pp.117-132
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• 2003

This study aims to develop an educational program in using credit card for undergraduate students. In order to achieve this aim, a processor has been followed. first of all, a fundamental work to select the educational contents was Preceded with a survey of learners' needs, case studies of counselling at Consumer Protection Board, and preceding studies. After choice of educational contents, learners' demands on how to manage the educational program was executed in advance. Second, reflecting the above mentioned educational contents, a concrete educational program was built. Based on the constructed plans, both preliminary training and main training were proceeded. Third, to evaluate the effects of the educational program, the knowledge difference, behaviors and attitude changes were all diagnosed. The result suggested that the educational effect was significant in all evaluations section. At last, final program of using credit cards was completed.

• Journal of the Korean Society of School Health
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• v.13 no.2
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• pp.283-293
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• 2000

The following results were obtained after data adjustment and analysis of a study consisting of self-writing, of oral check-ups and questionnaires of 356 students of the O middle school in Suwon in June of 2000. The purpose of this study was to discover the effects of the dental health types of middle school students on dental caries and to understand the specific teeth of dental health types due to educational experience. Based on such data, we want to develop a desirable educational program for middle school dental heath. 1. The DMFT index was higher in females (0.75+4.39) than males(4.99+3.67), so there was a significant difference(p=0.000) 2. The DMFT index increased from the ages of 12 (4.69+3.90). 13 (5.69+3.67), 14 (6.18+4.39) and 15(6.98+4.08) and were significantly different (p=0.011). 3. There was no difference in the DMFT index regarding the method of brushing, educational experience for dental health, oral hygiene index and plaque index in dental health types. Yet, the more snack-eating increased the higher the DMFT index increased; thus, there was found a significant difference (p=0.0006). The more fluoride use increased, the lower the DMFT index; thus, there was a significant difference (p=0.048). As for the self-awareness index of dental health, the ones who answered positively had a DMFT index of 2.14+ 1.83 and those who answered negatively had a DMFT index of 7.00+3.94; thus, there was a significant difference (p=0.000). 4. For those who had had educational experience in dental health, a rolling method was used in brushing, and the frequency of fluoride use was high; the self-awareness index of dental health was high as well.

• Journal of Technologic Dentistry
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• v.41 no.2
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• pp.113-122
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• 2019

Purpose: This study analyzed the difference in participation motive, expectation for educational institution and educational satisfaction depending on participation level of students of advanced course for bachelor of dental technology. Methods: 81 students of advanced course for bachelor of dental technology from four university were selected by convenience sampling method. To analyzed influence of participation level depending on participation motive, expectation for educational institution and educational satisfaction, regression analysis was carried out. Results: The participation level of the students was found to be influenced by the educational satisfaction, participation motive and expectation for educational institution. Conclusion: Based on the results, it is important to understand the participation motive of the students and to offer satisfaction environment and administrative support for enhancing the expectation for education for educational institution.

• Research in Mathematical Education
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• v.1 no.1
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• pp.43-59
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• 1997

Now in Korea, the 7th curriculum reform is underway. The main difference of the seventh curriculum compared with former curricula is that it puts much emphasis on individual difference. It is a "differentiated" curriculum. The basic directions of the 7th mathematics curriculum are as follows: 1. Offer various mathematical subjects for "Selective Educational Period" (Grades 11 and 12). 2. 30% reduction of mathematical contents. 3. The reconciliation of domain names of school mathematics. 4. The use of computers and calculators in mathematics classrooms.