• Journal of Science Education
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• v.39 no.2
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• pp.151-164
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• 2015

This study's purpose is to investigate elementary school teachers' perception on infographics learning materials. For this, this study made a questionnaire about infographics cognition or not, the need for development of infographics learning materials, science class applied infographics. And then, this study conducted a survey of 300 elementary school teachers. Through this process, this study had the results that most elementary school teachers had not some experience infographics and had never applied infographics during the class. On the other hand, elementary school teachers who had some experience said that they had used infographics in society subject and science subject. And they said that infographics was used in the development stage of class. In the need for development of infographics learning materials, this study had the results that elementary school teachers recognized the quantities of infographics which could apply in learning materials of elementary school inadequate. And elementary school teachers said that they needed infographics learning materials which could actually apply in class. Also, elementary school teachers said that the subject which could be most applied infographics learning materials was society subject and science subject. And they said that infographics learning materials was a good method which can be applied to third grade and fourth grade in elementary school. In science class applied infographics learning materials, elementary school teachers said that the best class stage to presenting infographics learning materials was full-scale lesson of each chapter in curriculum and they recognized that infographics learning materials must be used for understanding scientific concepts. Add to this, elementary school teachers recognized that the development of learning materials with the application of infographics learning materials must take precedence in order for education applied infographics learning materials to carry out successfully.

• Korean Medical Education Review
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• v.12 no.2
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• pp.5-11
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• 2010

The purpose of this article is to propose an alternative viewpoint on medical education, known as the Erudition paradigm. This study aims to confirm the essence of erudition rather than teaching and learning through discussing the foundations of self-directed learning principles in medical education. By reactivating the meaning of self-directed learning, this study debates the proprieties of the erudition paradigm beyond pedagogy; that is to say, the school-oriented educational paradigm. After all, this study reveals that all humans are Homo Eruditio, born with an erudite instinct, and it is necessary to inspire his/her encouragement in erudition by using self-directed learning.

• Journal of Society of Preventive Korean Medicine
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• v.11 no.2
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• pp.113-120
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• 2007

The Internet is increasingly changing our lives and enables the ordinary person to have access to never-ending quantities of information and knowledge. Technology and the Internet empower individuals and facilitate a more active role in the educational process. The webcast is a media file distributed over the Internet using streaming media technology and is used extensively in the commercial sector for investor relations presentations, in e-learning, and for related communications activities. And relating to computers, technology, and news are particularly popular and many new shows are added regularly. Especially e-learning is a general term used to refer to computer-enhanced learning and has the ability to level the learning playing field. So that the e-learning experience will be second nature to the growing Internet population. And this study intends to develop web-based education.

• Child Health Nursing Research
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• v.15 no.1
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• pp.15-23
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• 2009

Purpose: This research was done to provide fundamental data to improve learning methods in Pediatric nursing and meet the needs of the students in actual nursing by analyzing nurse student experiences with problem-based learning in Pediatric nursing. Method: Using the 31 Q-samples selected, 20 nursing students from J college were selected as p-samples. The students were personally interviewed in January or February 2008. Result: The result of the study showed 3 types. The first type was the "negative resister", who failed to adapt to the problem-based learning and resists negatively. The second type was the "active receiver", who participated in the process of the problem-based learning and received it actively. The third type was the "passive accepters", who accepted problem-based learning but worried because they were familiar only with traditional learning. Conclusions: In this study, problem-based learning was used for classes in the science of pediatric nursing. The findings indicate that preparation for learning and details should be considered when developing and using modules for pediatric nursing. Further study on the development of problem-based learning modules is also indicated.

• Journal of Information Technology Applications and Management
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• v.15 no.1
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• pp.99-116
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• 2008

This study explores the impacts of e-learning system characteristics on learner committment and satisfaction by surveying the firms utilizing e-learning systems for learning. In the study, we have, first, drawn the key factors and instruments to measure e-learning system characteristics through intensive literature review. Second, we have investigated whether the characteristics contribute to increasing learner's commitment and satisfaction. Finally, we have examined the mediating effect of learner's commitment between the characteristics of e-learning system and learner satisfaction. We have conducted a survey on the employees having experience in using e-learning systems for learning, and collected a total of 93 responses. The results of a statistical analysis show the following: First, expression and interaction affect the learner's commitment. The results indicate that a learner should engage in e-learning and ultimately be more committed on it when there is a coherence in design and organization of learning contents, and when the system offers various multimedia options including audio, sound, image, graphics, etc. Second, leaner's commitment leads to higher learning satisfaction. Finally, our results show that the commitment plays a mediating role between learner characteristics (expression, control, and trust) and learner satisfaction.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.8 no.1
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• pp.75-78
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• 2015

Electric shock due to the increased use of power, equipment accidents, electrical accidents, such as electric fire and also continues to grow. To prevent electric shock accidents, an experience education is more effective than indoctrination education. But an electric shock experience education system required a proper physical stimulation on human body to experience electric shock. In this study, we conducted a study to take advantage of the realistic haptic interface using a low-frequency type experiential learning and prevention education. Results of this study could be applied to an electric shock experience education system.

• Journal of Korean Neurosurgical Society
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• v.64 no.3
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• pp.447-459
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• 2021

Objective : Oblique lateral interbody fusion (OLIF) is becoming the preferred treatment for degenerative lumbar diseases. As beginners, we performed 143 surgeries over 19 months. In these consecutive cases, we analyzed the learning curve and reviewed the complications in our experience. Methods : This was a retrospective study; however, complications that were well known in the previous literature were strictly recorded prospectively. We followed up the changes in estimated blood loss (EBL), operation time, and transient psoas paresis according to case accumulation to analyze the learning curve. Results : Complication-free patients accounted for 43.6% (12.9%, early stage 70 patients and 74.3%, late stage 70 patients). The most common complication was transient psoas paresis (n=52). Most of these complications occurred in the early stages of learning. C-reactive protein normalization was delayed in seven patients (4.89%). The operation time showed a decreasing trend with the cases; however, EBL did not show any significant change. Notable operation-induced complications were cage malposition, vertebral body fracture, injury to the ureter, and injury to the lumbar vein. Conclusion : According to the learning curve, the operation time and psoas paresis decreased. It is important to select an appropriately sized cage along with clear dissection of the anterior border of the psoas muscle to prevent OLIF-specific complications.

• Journal of Korea Multimedia Society
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• v.21 no.8
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• pp.1002-1020
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• 2018

Virtual reality (VR) technologies, which have been improved of late, offer experiences closer to reality than before. While VR technologies are expected to be an effective medium if used in learning content that cannot be offered in real life, distraction factors in VR technologies may prevent the users' presence and flow, making these technologies ineffective. Therefore, this study, through experiment and observation, analyzed the effect of distraction factors on the user's experience perception and learning effect when using HMD-based immersive VR. Experimental results revealed that the distraction factors were shown to have a negative, albeit not generally significant (except for tactile interactivity), effect on vividness, tactile interactivity, locomotive interactivity, presence, and flow. Ultimately, they were shown to have a negative effect on learning.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.385-391
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• 2021

In this paper, a case of deep learning artificial neural network education was studied for artificial intelligence literacy education for preservice teachers and incumbent teachers. In addition, through the proposed educational case, we tried to explore the contents of artificial neural network principle education that elementary, middle and high school students can experience. To this end, first, an example of training on the principle of operation of an artificial neural network that recognizes two types of images is presented. And as an artificial neural network extension application education case, an artificial neural network education case for recognizing three types of images was presented. The number of output layers was changed according to the number of images to be recognized by the artificial neural network, and the cases implemented in a spreadsheet were divided and explained. In addition, in order to experience the operation results of the artificial neural network, we presented the educational contents to directly write the learning data necessary for the artificial neural network of the supervised learning method. In this paper, the implementation of the artificial neural network and the recognition test results are visually presented using a spreadsheet.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.103-114
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• 2020

This paper's research objective is to test educational content with different dimensions of knowledge during a graphic basic design course, while also proposing teaching plans and opinions for courses in flipped classrooms as well as enhancing educational efficiency. It categorizes educational content of courses based on the dimensions of knowledge in the learning objectives of Bloom's taxonomy. 120 students are divided into four experimental groups to respectively under go flipped classroom learning by using different dimensions of knowledge involved in course content. Course pretests and post tests are used to obtain and analyze experimental data. Among this knowledge, factual and conceptual knowledge obtained during extra curricular independent learning as well as programmed and meta-cognitive knowledge obtained during in-class learning from a flipped classroom can stimulate student's learning initiative and also enhance learning efficiency. According to research results and student feedback, this paper will propose targeted categorization methods for course content and also suggest educational strategies for these courses' flipped classroom model.