• 한국간호교육학회지
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• 제19권1호
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• pp.43-51
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• 2013

Purpose: The purpose of this study was to examine the effects of peer feedback on nursing students using videos filmed during the catheterization procedure. Method: The study was a structured nonequivalent group, pretest-posttest design. The experimental group was filmed performing foley catheterization. After the procedure, the group video review followed and peer feedback was provided. Results: The experimental group had a higher mean score in learning motivation than the control group. However, the differences in learning attitude and self efficacy were not statistically significant. Conclusion: The results of this study indicate that video-aided peer feedback was effective in enhancing students' motivation to learn psychomotor skills.

• 의학교육논단
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• 제10권2호
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• pp.1-7
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• 2008

Purpose : The establishment of clinical skills centers(CSCs) to facilitate the teaching and assessment of clinical skills is one of the more recent developments occurring in medical schools worldwide. The aim of this study is to review experiences of CSCs in other medical schools and learn how to design a CSC in our school. Methods : This study was undertaken in two steps. In the first step, educational activities of CSCs in 6 medical schools were reviewed. In the second step, a search for articles of journals regarding clinical skills education in CSCs was conducted. Results : The review of CSCs programs reveals variations among centers in teaching and assessment activities. However there are increasing trends of utilizing CSCs in teaching and learning in CSCs. The delivery of clinical skills is expanded by an increasing use of simulated patients and realistic simulators. Through an audio/video technology, availability of more detailed monitoring and feedback. CSCs also provide greater opportunity for assessment of communications skills, physical examination and practical procedures. Conclusions: CSCs contribute to the effectiveness in clinical teaching and assessment. Educational benefits of a CSC can be maximized by utilizing new delivery methods, implementing educational strategies and staff development programmes.

• 융합경영연구
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• 제12권3호
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• pp.35-42
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• 2024

Purpose This study aims to investigate the correlation of social skills and metacognition among university students participating in service-learning programs. Also by evaluating the satisfaction of college students participating in service learning, this research seeks to understand the impact of this program on learning experiences. Research design, data and methodology: The research period spans two semesters, each comprising 15 weeks, from March 2, 2023, to December 20, 2023. Detailed procedures, including planning, preparation, data collection, analysis, and organization, cover activities conducted over the course of 30 weeks. These activities encompass various stages, from initial classroom planning with designated English storybooks to reflection and feedback sessions aimed at continuous development. Data collection methods include surveys, interviews, and observations, allowing for a comprehensive examination of social skills and metacognition among participating students. Results: The results show significant correlations between social skills and metacognition, such as the correlation between knowledge and statistics (r = 0.759, p < .01), the moderate correlation between cooperation and knowledge (r = 0.532, p < .01), the moderate correlation between statistics and cooperation (r = 0.539, p < .01), and the correlation between self-regulation and assertion (r = 0.278, p < .001). The average score of the satisfaction of college students participating in service learning was 4.8 out of 5. Conclusions: This study highlights the significant role of service-learning in boosting social skills and metacognition among university students. This study enhances the academic understanding of the relationships between social skills, metacognition, and service-learning programs, contributing to the expansion of both theoretical and practical knowledge in the field.

• International Journal of Advanced Culture Technology
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• 제8권4호
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• pp.200-206
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• 2020

Digital storytelling, a 21st century educational tool that combines digital media with storytelling, is considered as a powerful tool to learn foreign languages in an authentic and meaningful way. This study explored cyber university students' perceptions and experiences with a digital storytelling project implemented to enhance their English writing and speaking skills. The results of 9 week-long research indicated that most of the students' attitudes were positive: the digital storytelling project was effective to increase their English skills, learning motivation and interest in learning English. Most students perceived that the process writing approach and videotaping tasks provided them with good opportunities to develop their English writing and speaking skills. Although many students had difficulties selecting a topic and writing a script in the initial stage, they could handle with these challenges with the help of professors' feedback and successfully completed their projects. After completing the project, most students expressed a strong sense of accomplishment. These results suggest that the digital storytelling project effectively met cyber university students' learning needs and facilitate their English learning.

• International Journal of Computer Science & Network Security
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• 제22권5호
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• pp.255-265
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• 2022

Educational programs for students with intellectual disabilities have undergone drastic changes in pursuit of the general curriculum. Accordingly, teachers in various fields, including mathematics, strive to find effective methods that enhance learning. The objective of this systematic review is to examine the field of teaching mathematics to students with intellectual disabilities to investigate relevant effective teaching strategies and required teaching skills. To achieve this goal, studies published during the period 2018-2021 were reviewed. Findings indicate the inclusion of nine studies that met the inclusion criteria out of 55 studies. The included studies found that the system of least prompts (SLP) in conjunction with feedback and error correction, and schema-based instruction are generally the most effective strategies in teaching mathematical skills to students with intellectual disabilities. Addition is the most targeted skill, followed by subtraction and algebra problem solving. The least targeted skills are multiplication, recognition of geometric shapes, calculating price after discount, rapid recognition of numbers, and rapid problem solving. The paper provides recommendations and suggests venues of future research.

• 한국전문물리치료학회지
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• 제7권1호
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• pp.55-63
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• 2000

Physical therapists have been using balance and weight shifting training to induce improvements in standing and walking. This study compared the effects of kinetic feedback frequency and concurrent kinetic feedback on the performance and learning of a weight shifting skill in young, nondisabled adults. Sixteen young adults without known impairment of the neuromusculoskeletal system volunteered for the study. Subjects in each of three kinetic feedback groups performed a weight shifting task in an attempt to minimize error between their effort and a center of pressure (COP) template for a 12 second period. Feedback was provided: 1) concurrently (concurrent feedback), 2) after each trial (100% feedback), 3) after every other trial (50% feedback). Immediate and delayed (24 hour) retention tests were performed without feedback. During acquisition phase, the concurrent feedback group exhibited less error than either of the post response feedback group. For the immediate retention test, the 50% feedback group exhibited less error than did the 100% feedback and concurrent feedback. During the delayed retention, 50% feedback group displayed less error than did the other groups. But no significant differences were found between groups. These results suggest that practice with concurrent feedback is beneficial for the immediate performance, but not for the learning of this weight shifting skill. Lower frequency of feedback resulted in more permanent changes in the subject's ability to complete the task.

• 한국응급구조학회지
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• 제15권2호
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• pp.101-108
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• 2011

Purpose: Cardiopulmonary resuscitation (CPR) prevents tissue necrosis of the brain and cardiac muscle in the cardiac arrest patient and requires exact skills in order to increase survival rate. Through comparison of the training effects of feedback manikin and non-feedback manikin, this study present the effective CPR device to CPR instructors. Method: This CPR course for 80 students by using Resusci Anne $SkillReporter^{TM}$ (RASR; Laerdal Medical, Stavanger, Norway) and Actar 911 $Squadron^{TM}$ (A911; Vital Signs, New Jersey, USA) held on December 22, 2009. Thirty seven students and two assistants were placed in one laboratory, there were five RASR manikins which provide the LED performance indicator, not the metronome. Forty two students and two assistants were placed in the other laboratory, there were 20 A911 manikins which don't provide any feedback indicator. Chest compression scores and ventilation compression scores obtaining from two groups were analysed statistically by using independent t-test. Results: Chest compression scores, average depth (mm) was 37.5 in RASR and 41.80 A911 (p=.004), too depth (#) was 2.8 in RASR and 19.4 A911 (p=.005), average number per min (#/min) was 64.4 in RASR and 68.2 A911 (p=.038), wrong hand position (#/min) was 10.9 in RASR and 30.8 A911 (p=.040). Four items that showed better scores in group RASR had statistically significant difference. Ventilation compression scores, percent correct (%) was 40.6 in RASR and 20.6 A911 (p<.001), number correct (#) was 4.7 in RASR and 2.1 A911 (p=.002), too fast (#) was 0.9 in RASR and 2.9 A911 (p=.003), average volume (ml) was 536.5 in RASR and 707.1 A911 (p=.011). Also, three items that showed better scores in group RASR had statistically significant difference. Conclusions: Regarding the positive effect of CPR training feedback, comparison between the real-time visual feedback manikin (RASR) and the non-feedback manikin (A911) showed that RASR had better results than A911 in chest compression except average number per min (it means that we need harder chest manikin) and ventilation. Verification of the training effect in the real world such as CPR outcomes is also necessary. A proper application of manikin in training circumstances and research on retention of CPR skills will be needed.

• 영어어문교육
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• 제13권1호
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• pp.1-26
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• 2007

This study aimed to investigate how EFL learners perceived English writing tasks and teachers' written feedback. The subjects were 82 mixed major college EFL students aged 19-24; the majority were freshmen females. Based on the scores estimated from the essay evaluation test, they were placed into two groups (proficienand less-proficient writers) and responded to an in-class questionnaire. The results indicated that: (1) regardless of writing proficiency, a large number of the students felt that they were just fair writers, which could be derived from low confidence and high anxiety; (2) grammar and vocabulary were perceived as the main features that determined good EFL writers and also prevented the students from performing the writing task successfully; (3) they believed that teachers' feedback contributed to the development of their English writing skills because it helped them apprehend what to improve or avoid in the future, acquire better English usage, and correct their errors; and (4) the proficient writers were more willing to correct errors themselves after being provided clues than the less-proficient writers. Implications of the findings for EFL classrooms are discussed.

• 한국조리학회지
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• 제14권2호
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• pp.73-85
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• 2008

This study is based on an empirical study on consequences of emotions and emotional labor in the food-service industry. It analyzed the effect of emotional labor on emotions of emotional laborers and the effect of emotional labor on communication skills. Data used for analysis were collected through the questionnaire surveyed on the various samples including employees of family restaurants, Korean restaurants, Chinese restaurants, Japanese restaurants, etc. The result of data analysis indicated that only the efforts for emotional expressions among the factors influenced affirmative emotion(P-value=0.042). It also showed that the factor of the efforts for emotional expressions by researchers had a positive effect on both language communication skills and non-language communication skills(P-value=0.000). This study was valuable in the aspect that emotions and communication skills were first selected as dependent variables of emotional labor and it verified causality between emotional labor and these variables. However, it also has some limitations that its sample size was small and it depended on convenience sampling.

• 아동학회지
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• 제26권4호
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• pp.263-278
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• 2005

The purpose of this study was to develop a social skills training program for rejected young children and to investigate the effects of the program. The developed program used several kinds of interaction methods such as instruction, modeling, rehearsal, feedback, and positive reinforcement. The contents of the program are consisted of role-play, art, language activities, and games. The experimental group with a sample of 9 four-year-old children was those children rejected by peers. There were the other 9 children assigned to the control group. The experimental group received the social skills training program for 50-60 minutes per day twice a week during 12 sessions, and the control group received no treatment. And 9 popular children also joined the program from ninth to eleventh sessions. As compared to the control group, children in the experimental group showed a significant increase in peer acceptance and social skills after they participated in the program.