• YAKHAK HOEJI
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• v.59 no.4
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• pp.190-200
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• 2015

Evaluation Project on Appropriate Prescribing (EPAP) which is analysing prescribing pattern and providing physicians feedback has begun in 2001. EPAP indicators are related to antibiotics for acute respiratory tract infections, overuse of injection, polypharmacy (no. of drugs prescribed together, no. of prescriptions with 6 or more drugs), prescribing of specific medication group (drugs for acid related disorders, NSAIDs, corticosteroids) and medication expenditure per prescription day. The aim of this study was to suggest a development plan for EPAP indicators suitable for domestic situation. A consensus group consisting of seventeen health care professionals evaluated significance of each therapeutic class for EPAP indicators expansion considering information such as magnitude of issue, prescribing indicators of foreign countries, reimbursement criteria by each therapeutic class. Based on the data and group survey, 5 classes were selected as candidates for prescribing indicators and we presented 24 indicators regarding 5 classes. The results suggested that we need to augment evaluation indicators of additional area.

• International Journal of Contents
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• v.12 no.2
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.

• Structural Engineering and Mechanics
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• v.60 no.6
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• pp.953-977
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• 2016

Modern performance-based design methods require ways to determine the factual behavior of structures subjected to earthquakes. Drift ratio demands are important measures of structural and/or nonstructural damage of the structures in performance-based design. In this study, global drift ratio and interstory drift ratio demands, obtained by nonlinear time history analysis of three generic RC frames using code-compatible ground motion record sets, are statistically evaluated. Several ground motion record sets compatible with elastic design spectra defined for the local soil classes in Turkish Earthquake Code are used for the analyses. Variation of the drift ratio demands obtained from ground motion records in the sets and difference between the mean of drift ratio demands calculated for ground motion sets are evaluated. The results of the study indicate that i) variation of maximum drift ratio demands in the sets were high; ii) different drift ratio demands are calculated using different ground motion record sets although they are compatible with the same design spectra; iii) the effect of variability due to random causes on the total variability of drift ratio demands is much larger than the effect of variability due to differences between the mean of ground motion record sets; iv) global and interstory drift ratio demands obtained for different ground motion record sets can be accepted as simply random samples of the same population at %95 confidence level. The results are valid for all the generic frames and local soil classes considered in this study.

• Journal of Engineering Education Research
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• v.25 no.5
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• pp.75-84
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• 2022

In the post-Corona era, blended learning will be one of the most important instructional strategies for successful education. The purpose of this study is to examine reliability and validity of the instrument developed in the instructional aspect so that a successful blended learning can take place. This instrument consists of 31 items to evaluate class operation, online learning environment, online contents, offline class, interaction and overall satisfaction. For this study, a survey was conducted in LMS and the responses of 164 students were used for analysis. Confirmatory factor analysis was used to evaluate validation of this instrument and this analysis was run in R studio. As a result of CFA, the standardized factor loadings of all items were 0.930~0.754 and the reliability and validity of all constructs were adequate. The results of this instrument enable universities to manage the quality of their classes and instructors can use them as self-checklist to improve future classes in terms of instructional points. Finally, this instrument can be used in a variety of learner-centered learning environments.

• Journal of IKEEE
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• v.27 no.3
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• pp.350-354
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• 2023

This paper describes ISO/IEC TR 24029-1, an international standard to evaluate the performance of artificial intelligence systems. ISO/IEC TR 24029-1 defines the performance measures of artificial intelligence systems in two categories, i.e. interpolation and classificiation. Performance measures in the interpolation categories mean how much the predicted values of the artificial intelligence system is close to the real values. Performance measures in the classification categories mean how much the predicted classes of the artificial intelligence system is equal to the real classes. Based on these performance measures, performance of artificial intelligence systems can be evaluated and performance of different artificial intelligence systems can be compared.

• Journal of muscle and joint health
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• v.18 no.2
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• pp.169-181
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• 2011

Purpose: This paper presents the development process and the final contents of the sellf- management education program integrated with exercise training (Healthy Aging Happy Aging, HAHA program) for community residing older adults with chronic diseases. Methods: The program evaluation methodology was applied which is an interactive program development process based on needs assessment, formative evaluation, process evaluation and outcome evaluation. The program was developed and revised while the program was implementing to 22 hypertension (HT) and 32 diabetic (DM) participants. Results: The final program has two sub-programs for HT and DM participants utilizing self-efficacy resources. They share four common components; 1) health screening of exercise risks, 2) weekly 1-hour group self-management education classes, 3) biweekly 1-hour group exercise training and 4) a mid-term individual counseling. Both sub-programs were 12-weeks long but have different education and exercise contents. Participants-rated mean satisfaction scores were 3.47/4 and 3.61/4 for HT and DM program respectively. Attendance rate were 83.1% ~ 92.3% for the classes. Conclusion: The HAHA program developed by multidisciplinary team which reflected participants needs was accepted well by participants evidenced by high attendance rate and perceived satisfaction level.

• Human Ecology Research
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• v.54 no.4
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• pp.351-363
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• 2016

This study examined in depth what teachers experience in a practical problem-based home economics class. This study established the research question, "What do teachers experience in the practical problem-based home economics class?" and selected three teacher participants who had steadily performed a practical problem-based home economics class to directly observe classes and conducted intensive interviews with the class performing teachers. The three research participants performed the practical problem-based class as a method of practicing their educational beliefs and based on a problem consciousness that textbook centered classes focusing on concepts cannot manage. They also tried to make efforts to reconstruct the textbook centered with practical problems to promote the critical thinking abilities of students. In practicing the practical problem-based class, the research participants recognized that it was important to show the present problems in reality to the students, teach broad value concepts, and establish rapport with students. They tried to make class content correspond to class evaluation. They felt awarded in how they influenced the development of students and the perception of home economics subjects in a positive way as well as experienced various actual difficulties in performing the practical problem-based class. The three research participants examined themselves through the agony and reflection of the class, and integrated the class with daily activities by applying problem solving methods of practical problem-based classes to their lives.

• The Mathematical Education
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• v.55 no.4
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• pp.397-416
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• 2016

This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study recorded and analyzed 3 or 4 classes for each mathematics teacher by using revised MQI. There were a total of 8 raters: 2 or 3 raters analyzed each class. MQI has four dimensions: Richness of the Mathematics, Working with Students and Mathematic, Errors and Imprecision, Student Participation in Meaning-Making and Reasoning. In the dimension of 'Richness of Mathematics', all teachers had good scores of 'explanations of teacher' but had lower scores of 'linking and connections', 'multiple procedures or solution methods' and 'developing mathematical generalizations.' In the dimension of 'Working with Students and Mathematics', two in-service teachers who have worked and having more experience had higher scores than others. In the dimension of 'Errors and Imprecision', all teachers had high scores. In the dimension of 'Student Participation in Meaning-Making and Reasoning', two pre-service teachers had contrast and also two in-service teachers who hadn't worked not long had contrast. Implications were deducted from finding to improving quality of mathematics classes.

• Journal of the Korean earth science society
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• v.32 no.5
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• pp.504-513
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• 2011

In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.8
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• pp.723-733
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• 2020

The study investigates the effects of online instructional facilitator's qualities on student performance of online class activities. The study explores the roles of instructional facilitators who may influence student performance of online class activities and their academic achievement. The study employs a set of aggregated data from 1,362 subjects and 10 facilitators who participated in multiple online classes. The results of independent samples t-test reveal that the student performance in online classes has no association with facilitators' educational background or academic degree, as well as demographic characteristics, student evaluation records and instructional achievement. The results of multiple regression analysis show that the facilitator engagement has a positive relation to the enhancement of student interaction, reading discussion messages, and the quality of discussion messages in online discussions. The results of correlation analysis show that the facilitator engagement has a positive impact on both increasing the number of reading discussion messages and enhancing the quality of discussion messages. The facilitator engagement increases the quantity of reading discussion postings and enhances the quality of discussion messages, which would be a substantial contribution to student performance by facilitators. The findings suggest that student performance and academic achievement in online classes are not independent of facilitator engagement.