• 한국컴퓨터정보학회논문지
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• 제28권5호
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• pp.189-196
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• 2023

본 연구는 정보통신기술(IT)의 발전으로 외국어 교육과 학습에서 기존의 전통적인 '훈련과 연습(drill and practice)'의 방법에서 벗어난 '컴퓨터 보조언어학습(Computer-assisted learning: CALL)'과 '모바일 지원 언어학습(Mobile-based Language Learning: MALL)'이 실제로 어학 교육에 미치는 영향을 분석한다. 연구 대상은 비교적 영어 능력이 상대적으로 우수하지 않고, 또한 영어학습에 대한 동기부여를 충분히 느끼지 못하는 전문대학 1학년 학생들을 대상으로 진행하였다. 연구 방법은 멀티미디어 저작 도구를 이용하여 디지털 콘텐츠를 제작하여 이러닝(e-learning) 시스템에 등재하여 교육보조재료로 한 학기 동안 활용한다. 동영상 콘텐츠는 컴퓨터, 스마트폰, 테블릿, 노트북 등 다양한 매체로 접근하여 활용할 수 있도록 구성한다. 동영상 콘텐츠에 대한 설문조사를 통하여 콘텐츠의 구성, 학습에 도움 여부, 보완해야 할 부분, 콘텐츠 접근 빈도, 학습경로 등을 분석한다. 분석의 결과를 통하여 정보통신기술을 활용한 어학 학습의 효과, 교육용 콘텐츠의 개선해야 할 부분 및 교육에 어떻게 활용해야 하는지에 대해 제언한다. 궁극적으로는 '플립러닝((Flipped Learning)'을 위한 컴퓨터 및 모바일 매체에 대한 효용성 분석과 활용방안을 제언한다.

• 한국간호교육학회지
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• 제20권4호
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• pp.617-627
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• 2014

Purpose: Brain-based learning has become increasingly important in nursing education. The purpose of this study is to (a) synthesize the literature on brain-based learning in nursing education using Whittemore and Knafl's integrative review method, and (b) discuss teaching strategies for nursing educators. Method: Searches were made through the CINAHL, OVID, PubMED, and SCOPUS databases using the terms $nurs^*$ AND (brain based OR neuroscience) AND ($educa^*$ OR $learn^*$ OR $teach^*$). Included were original articles in the domain of undergraduate nursing education written in English in peer-reviewed journals between January 1984 and December 2013. Twenty-four papers met the criteria. Results: Three themes were retrieved: (a) activate whole-brain functions, (b) establish supportive educational environments, and (c) encourage learners to be more active. Conclusion: Brain-based learning enhances the learning capabilities of undergraduate nursing students.

• 한국간호교육학회지
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• 제12권2호
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• pp.151-161
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• 2006

Purpose: The purpose of this study was to assess the needs of RN-BSN students concerning the RN-BSN curriculum and make suggestions for improvement in the curriculum based on the needs of the students. Method: A descriptive survey study was used. Data were collected from 707 RN-BSN senior students in 21 universities. The research instrument, which was developed after in-depth interviews with 13 RN-BSN students, consisted of 10 curriculum objectives, 34 cultural courses, 48 major courses, three questions on clinical practicum, and teaching methods for 5 required courses. Result: The curriculum objectives selected by the RN-BSN students were problem solving, clinical applicability, critical thinking, creative thinking, and decision making. They wanted cultural courses such as English, understanding of human behavior, social welfare, women's studies, psychology, nutrition science, leadership, recreation, computer applications, exercise and health. They wanted major courses to include the nursing process, nursing research, health assessment, advanced adult nursing, infection control, spiritual/hospice nursing, and nursing of cancer patients. They responded that a clinical practicum was not necessary. They wanted to experience various teaching methods according to particular characteristics of subject being taught. Conclusion: This study suggests some recommendation for improvement of the curriculum based on the needs of RN-BSN students.

• Journal of Power Electronics
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• 제2권4호
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• pp.250-257
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• 2002

This paper introduces the Interactive Power Electronics Seminar - iPES - a new software package for teaching of fundamentals of power electronic circuits and systems. iPES is constituted by HTML text with Java applets for interactive animation, circuit design and simulation and visualization of electromagnetic fields and thermal issues in power electronics. It does comprise an easy-to-use self-explaining graphical user interface. The software does need just a standard web-browser, i.e. no installations are required. iPES can be accessed via the World Wide Web or from a CD-ROM in a stand-alone PC by students and professionals. Due to the underlying software technology iPES is very flexible and could be used for on-line learning and could easily be integrated into an e-learning platform. The aim of this paper Is to give an introduction to the iPES-project and to show the different areas covered. The e- learning software is available at no costs at $\underline{www.ipes.ethz.ch}$ in English, German, Japanese, Korean, Chinese and Spanish. The project is still under development and the web page is updated in about 4 weeks intervals.

• 비교문화연구
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• 제19권
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• pp.411-444
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• 2010

This paper explored the academic socialization of a group of Mongolian college students, learning Korean as their L3 (Third Language), by focusing on their uses of an electronic communication channel. From a perspective of the continua of bi-literacy, this case study investigated how Mongolian students who had limited exposure to a Korean learning community overcame academic challenges through the use of a written communication channel as a tool in the socialization process. Data were collected mainly through three methods: written products, interviews, and questionnaires. The results from this study were as follows. Interactional opportunities for these minority students were seriously constrained during the classroom practices in a Korean-speaking classroom. They also described the lack of communicative competence in Korean and the limited roles played by L2 (English) communication as key barriers to classroom practices. However, students' ways of engaging in electronic interactions differed widely in that they were able to broaden interactional circles by communicating their expertise and difficulties with their Korean peers through the electronic channel. More importantly, the communication pattern of "L2-L2/L3-L3" (on a L2-L3 continuum) emerging from data demonstrated how these students used a written channel as a socialization tool to mediate their learning process in a new community of learning. This study argues that a written communication channel should be taken as an essential part of teaching practices especially for foreign students who cannot speak Korean fluently in multi-cultural classes.

• Child Health Nursing Research
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• 제28권4호
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• pp.234-246
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• 2022

Purpose: This study aimed to conduct a scoping review of studies on interventions for the prevention of safety accidents involving infants. Methods: The scoping review method by Arksey and O'Malley was used to conduct an overview based on information spanning a wide range of fields. Multiple electronic databases, PubMed, CINAHL, RISS, and KISS, were searched for articles written in English or Korean published from 2012 to the present on safety accident prevention interventions. A total of 2,137 papers were found, and 20 papers were ultimately analyzed. Results: Most studies were conducted in the United States (55.0%) and in the medical field (45.0%), and most were experimental studies (35.0%). The results were organized across five categories: 1) preventive precautions, 2) characteristics of children's developmental stages, 3) encouraging voluntary participation, 4) continuity of interventions, and 5) teaching methods. Conclusion: Safety accident prevention interventions should cover the establishment of a safe home environment, include voluntary participation, and provide routine follow-up interventions. Additionally, practical training and teaching methods that incorporate feedback rather than a lecture-oriented approach should be adopted.

• 한국산학기술학회논문지
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• 제21권3호
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• pp.289-295
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• 2020

본 논문은 영어를 외국어로 학습하는 한국 대학생 124명을 대상으로 하며, 애니메이션을 이용한 영어 학습에 대한 선호도를 학습자 변인 별로 차이가 있는지를 알아보았다. 즉 학습자의 흥미도를 고려한 애니메이션을 선정하여 학습을 진행한 후에 학습 전, 학습 중, 학습 후의 학습 활동 선호도를 학습자의 성별과 영상 학습 관심 정도와 비교하였다. 또한 학습자의 흥미 정도와 각 문항들과의 관계를 분석하였다. 연구 분석의 결과를 보면, 학습자의 성별에 따라서 수업활동에서 유의미한 차이를 보이고 있다. 전체적으로 여학생의 영상 학습 활동이 높게 나타나고 있다. 학습자들의 영상 수업에 대한 선호도에 따른 비교에서 하위 그룹 학습자들은 대체로 수업 전 활동에서 높은 비율을 보이고 있으며, 상위 그룹은 수업 중과 수업 후 활동에 비중을 보이고 있다. 학습 활동 문항과 각 그룹 간의 상관관계에서 단어 추론, 내용 토론, 그리고 단어 복습 문항에서 각 그룹들 간의 유의미한 차이를 보이고 있다. 이 연구의 결과를 볼 때, 애니메이션 영어 학습에서 학습자의 성향을 고려할 필요가 있다. 또한 애니메이션 영어 학습을 위한 학습 자료의 개발과 운영에 있어서 이러한 학습자 요인에 대한 결과를 적용할 필요가 있다.

• 한국융합학회논문지
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• 제10권2호
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• pp.83-88
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• 2019

본 연구는 창의적 문제 해결 기술, 커뮤니케이션 기술, 비판적 사고 기술 및 협력의 개발을 위한 학생 중심 프로젝트 기반 학습의 효과를 알아보고자 창의적 성격 테스트를 실시하였다. 프로젝트와 문제해결 기반 학습 이후 영어 커뮤니케이션 향상 측정을 위해 ETS(교육 테스트 서비스)가 발행한 토익 말하기 평가 항목을 선정하였고 측정의 신뢰성은 be ${\alpha}=.84$으로 나타났다. 독립 표본 t-검사 및 유의 수준 5%에서 SPSS 18.0이 사용 및 검증되었다. 이 연구의 결과는 '독립성'의 경우 실험 그룹의 시험 후 평균이 유의 수준(p <.01)에서 통계적으로 유의했고, '개방성'(실험군 M = 3.24, 통제군 M = 2.73)의 경우 통계적으로 유의한 차이를 보였다. 토익시험 결과, 실험군 평균은 200명 중 $132{\pm}18.7$명, 대조군 평균은 $127{\pm}08.2$명이었다. 영어 수업에 프로젝트, 문제해결 기반 융합 학습을 적용하는 실험군과 통제군 사이에는 통계적으로 유의한 차이가 있었다. 이 연구의 결과로, 대학 강의실에서 프로젝트, 문제해결 기반 융합 학습을 적용하는 것은 창의적 성격 하위 차원들 사이의 독립성과 개방성에 긍정적인 영향을 미쳤다.

• 산업경영시스템학회지
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• 제42권4호
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• pp.135-144
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• 2019

In this study, BSC model of center for teaching and learning was developed using balanced scorecard suitable for non-profit organization. Firstly, relevant literature surveys and evaluation indicators of various CTL and institution with similar characteristics were examined. Next, a draft BSC model was designed through interviews of specialists. Lastly, the BSC model was proposed by verifying the content validity of the evaluation model by conducting two Delphi surveys. The BSC model of CTL has 4 perspectives: resource, customer, internal process, learning and growth, 9 critical success factors: 2 factors in resource, customer and learning and growth perspectives, 3 factors in internal process perspective, and 23 key performance Indicators: 4 indicators in resource and learning and growth, 7 indicators in customer perspective, 8 indicators in internal process perspective. The implications of this study through the results were as follows: firstly, the proposed BSC model showed an evaluation model suitable for a non-profit organization. Second, the BSC model was linked to the organization's mission and vision. Third, it could contribute to the long-term development of CTL. Lastly, if it could be applied to management, and evaluated, it is expected to play a role of providing basic data for the budget support and spread of the university.

• International Journal of Advanced Culture Technology
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• 제1권2호
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• pp.24-32
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• 2013

This paper determined students' ranks of difficulty on the use of materials in terms of 1) understanding the layout of the learning materials, 2) reading comprehension of the learning materials, and 3) realization on relevance to needs of the learning materials. It also determined students' 4) rank and frequency of attitude on the materials. With the data gathered through 128 survey questionnaires, 7 focused group discussions, and 10 interviews, the results were found out that there was an inappropriate assessment procedure set by this particular university. The researcher concludes that: 1) design of four types of classes by just using the two textbooks with their respective workbooks is grammar-based with limited conversation activities; 2) placement for these students in one big class size was implemented without considering their common interest and motivation and language levels; and, 3) qualification of teachers teaching these EFL students did not support students' real needs and the language program itself. Content professors who were made to teach may have the ability to input learning, but their teaching styles may differ from the ones who are real English teachers. This paper then recommends that teachers and school administration should have an appropriate placement exam before students attend the class, especially in a big class size. There could only be a few problems among students in one big class size when students' level of competence is proportioned. With this, topics and conversation activities can even be more flexible with the maneuver of art of questioning, various dimensions of thinking, strategic competence, learning attitude or behavior, etc. to ensure sustenance of communicative mode and level of interest and motivation in the classroom. Grammar-based instruction can only be taught when a need arises. Thus, the course description of each class will be able to transact the objectives ready for developing students' communication competence. Moreover, proper measurement can be utilized to validly assess the amount of students' learning and the progress of language curriculum design in terms of materials selection and teaching approach.