• Journal of Digital Contents Society
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• v.15 no.2
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• pp.155-165
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• 2014

This study deals with the proposals and the verification of the causal relationship between improvements of corporate manager's learning attitude for enterprises productivity and managerial effectiveness, the learner's familiarity and personal character strengths that are classified as positive psychology-based theory. For this study, researchers designed the structural equation model using the AMOS analysis. And researchers conducted the interviews using a questionnaire survey of quantitative research methods. Results of the analysis are as below. First, both online and offline classes were identified as the learner's character strengths affect the positive effect to the learner's familiarity strengths. Second, the learner's familiarity affects the positive effect to improvements of learning attitude. And the last, the learner's character strengths and improvements of learning attitude are not significant effect each other, therefore researcher could be found that the role of mediating variables of the learner's familiarity strengths. In this study, researchers analyzed the relationship between familiarity strengths and improving the learning attitudes needed for a desirable curriculum development considering the learners' personality factors. These findings contribute to an ideal course of study when educator design a curriculum and contribute to a successful communication strategy.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.521-528
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• 2014

To discover an up-to-date way of learning through smart devices, our research studied the impact of Web 2.0 learning environment using smart devices on learner's academic achievement and learning attitude. We performed an experiment during 7 weeks based on elementary school 5th grade Society curriculum and the results were analyzed. Followings are the summary of results: The experimental group obtained higher academic achievement and also showed more improvements in self-directed learning attitude than the control group. Therefore, the usage of smart devices in Web 2.0 environment has positive effects on the academic achievement of students and their self-directed learning attitude within collaborate learning courses.

• International Journal of Contents
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• v.10 no.2
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• pp.59-66
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• 2014

The Purpose of this study is to examine the effects of the Smart reading program, Smartree, in an elementary English class. Recently in Korea, the use of smart technologies in education has become an issue with the introduction of a new educational platform and increased social interaction between teachers and students. The Smart learning paradigm is converging with technology and social learning. This study examines an English reading method using smart technology and how it affects the improvement of elementary students' reading ability, we also suggest effective reading methods related to Smart learning suitable for this new educational trend. The results showed that the use of a tablet PC based Smartree reading program had meaningful effects on both improvements of cognitive reading ability and changes in affective attitude.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.394-405
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• 2015

The purpose of this study was to develop and apply a differentiated instruction-learning reflecting various characteristics and demands of the gifted underachievers, and thereby help to develop the study attitude and study achievement of the gifted underachievers. To achieve the purpose, a case study on five gifted underachievers who are in $6^{th}$ grade of elementary school was conducted. By collecting and analyzing a variety of data including standardized tests, interviews with teachers, students, and parents, and observation journals, this researcher examined the characteristics and demands of the gifted underachievers. For the development of the program, differentiated strategies were designed according to students' interest and concern, their multiple-intelligence, and their learning styles. As a result of the application of them, a program with a total of 20 sections was finally developed. The result of the application for the differentiated instruction-learning program revealed improvements in their academic achievements. In addition, it was found that their learning motives were improved. The program was also found to affect their self-concept and their attitude toward learning. The study showed that developing an education program for the gifted underachievers should begin from the analysis of each student's characteristics. Also, it was found that a differentiation strategy could become an alternative to apply various characteristics and demands of the gifted underachievers to the development of a program. The gifted underachievers' intellectual and definitive characteristics were changed even by the short-term mediation. Therefore, the new issue about educating the gifted is to provide a differentiated instruction-learning program fitting their characteristics and demands and help them exert their potential as best as they could.

• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.771-780
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• 2010

The purpose of this study is to examine the effects of PBL (Problem-based Learning) strategy applied to the "Inorganic Chemistry Laboratory" class. Especially, the changes in 'self-directed learning ability' and 'attitudes toward science' of undergraduate students were examined. In addition, perception on PBL problem and the PBL classes were investigated. The results of this study were as follows: First, after the course, 'self-directed learning ability' and 'attitude toward science' of students were significantly improved (p < .05). There were significant improvements in every sub-categories except 'self-confidence as a learner' for 'self directed learning ability' and every sub-categories except 'usefulness of science' for 'attitude toward science'. Second, the students expressed that PBL strategy provided opportunities to learn self-directively and responsibly, but the process of defining the problem was difficult. Finally on the survey toward PBL strategy, the students responded that PBL problems were authentic and helpful to learn problem solving ability. In conclusion, PBL laboratory course is effective for developing self-directed learning ability and positive attitude toward science.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.10
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• pp.187-196
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• 2020

This is a single group pre-post study conducted to confirm the effectiveness of HIV/AIDS education for nursing students, imparted via video-learning methods. Study participants enrolled were 93 students in the 4th grade of the Department of Nursing at J-City V University. Data were collected from May 26 to June 16, 2020, and were analyzed using descriptive statistics, paired t-test, independent t-test, ANOVA, and Pearson's correlation coefficient using the SPSS WIN 23.0 program. Results of this study confirm improvements in HIV/AIDS knowledge and attitude after attending video-learning modules. However, when assessing the details of attitude, insufficient data was obtained for difference in attitude toward social stigma recognition. Therefore, numerous attempts are required for imparting educational contents and methods that will positively alter social stigma recognition. The results of this study prove that video lectures are a useful teaching and learning method to transform the knowledge and attitude of nursing students towards HIV/AIDS. We believe that results obtained are meaningful, and provide a basis for imparting education by utilizing different media, such as a video-learning module.

• English Language & Literature Teaching
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• v.8 no.2
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• pp.151-176
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• 2003

Motivation and learning strategies, some of the important factors affecting language learning, have mostly been studied with reference to their relationship in terms of proficiency. This study investigated motivation and learning strategies and their relationship in order to find the inward predisposition of learners. Data was collected from 200 university students in Taejon and Chungnam province, Korea language learning strategies were measured by the Strategy Inventory for Language Learning(SILL), and motivation by the Attitude / Motivation Test Battery(AMTB), with adaptations for Koreans. The detailed analysis of the data Indicated that Korean university students were more motivated to learn English for a practical goal than a formal one. They had a strong willingness to learn but showed 'the tendency of the new generation' of choosing the easiest and most convenient ways in studying English in terms of motivational intensity and strategy use. Findings imply that there have to be some changes and improvements in the deep-rooted classroom teaching methods. A systematic device is needed to induce students to be autonomous learners, providing them with a variety of activities suitable for their purposes and levels, as in opportunities of contacting native speakers, multi-media language labs, the Internet etc.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.163-174
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• 2010

The purpose of this study is to device the teaching-learning method and the evaluating method on 'free inquiry' which is newly introduced in 2007 revised curriculum. The teaching-learning models which apply 'free inquiry' are 'group investigation', 'PBL', 'project investigation' and 'IIM'. And the unit which apply 'free inquiry' on the fourth grade and the second semester in the elementary science. The results of this study are as follows: First, The person leading the lesson is not a teacher but learners. The focus of teaching-learning is not a unit but topic, problem or project on the science textbook. A teacher's role is not the deliverer of knowledge but the guide of learning. Second, the outcome of applying group investigation, PBL project investigation and IIM to 'free inquiry' is improvements of the problem-solving ability and the self-directed learning ability as well as building scientific attitude and social skills as educational effect in commonly. Third, to apply 'free inquiry' efficiently, teachers should understand each subject very well, teach a class with a thorough and concrete plan, and try to evaluate objectively.

• Human Ecology Research
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• v.60 no.2
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• pp.187-209
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• 2022

The objective of this study was to conduct a 'Theory of Home Economics Education' class using online problem-based learning(PBL) for prospective home economics(HE) teachers. The aim was to enable teachers to analyze the learning experience in the classroom, and to prepare operational strategies for online PBL on this basis. In order to achieve this, online PBL was applied to 31 students participating in the 'Theory of Home Economics Education' at the Department of HE in a university in Seoul, and the results were collected from the learning process. This also involved a reflective journal, a survey on the learning experience and the impacts was conducted. Moreover, analysis was undertaken on the learning activities, learning difficulties, and improvements. The main research results are as follows. Firstly, students accessed Webex, an online video conferencing program, and performed two PBL tasks: 'Making Home Economics Promotion Materials' and 'Presenting Teaching Strategies to Improve Learner's Immersion in Online Classes'. Secondly, learners established their own identity of HE learned about the HE class plans themselves. They also encountered realistic experience as HE teachers and learned communication and collaboration skills. Furthermore, they acquired creative problem-solving and self-directed learning ability, community consciousness, as well as the attitude of consideration and respect. Thirdly, students lacked knowledge of learning content and encountered difficulty in solving data research, analysis processes, and unstructured problems. They were affected by a lack of time and encountered problem in communicating with other team members in an online environment. As an improvement in online class operation, it was considrered necessary to reduce the learning burden by securing time and reducing the number of assignments, as well as to explain active interaction with instructors and PBL.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.33 no.2
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• pp.156-170
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• 2023

Objectives: This study conducted practical training to improve the proper usage of personal protective equipment(PPE), which greatly impacts workplace safety and health management. Personal protective equipment education was conducted through active participation, without theoretical modules, and aimed to identify the effects of repeated practical education and determine ways to increase participant satisfaction. Methods: Study data were analyzed using the IBM SPSS Statistics ver.29 software. First, participants' general characteristics were analyzed with frequency analysis. Second, the normality and equality of variances (Leven's test) were tested for the dependent variables prior to statistical analyses to determine the use of parametric tests. In general, normality is assumed when the sample size is 30 or more per the central limit theorem (Park et al., 2014). As our sample size of health management workers was 43, normality can be assumed. However, to ensure rigor of the study, we examined skewness and kurtosis. The results confirmed that the data were normally distributed. Third, the effects of repeated PPE training were analyzed using paired t-tests. Fourth, differences in satisfaction with PPE training according to the safety and health job position and safety and health certification were analyzed with t-test and Welch's t-test. For parameters that did not meet the assumption of equal variances, the Welch's t-test was performed. Results: Repeated PPE training improved the educational outcomes, and the improvements were significant in the 1st and 2nd respiratory PPE and safety and hygiene PPE training evaluations (p<.001). In terms of safety and health job position, repeated training led to improvements in educational outcomes, with significant improvements observed among supervisors and specialized health management institution workers in the 1st and 2nd training evaluations (p<.005). In terms of safety certification, repeated training led to improvements in educational outcomes, with significant improvements observed among both certified and non-certified individuals (p<.005). Regarding satisfaction with PPE training according to safety and health job positions, specialized health management institution workers showed greater satisfaction than supervisors, with significant differences in the satisfaction for expertise of lecture, work relevance, and lecturer's attitude (p<.001). Regarding satisfaction with PPE training according to safety and health certification, satisfaction was higher among certified individuals, with significant differences in satisfaction for work relevance and lecture attitude (p<.05) Conclusions: PPE education should be recommended to be provided as practical training. Repeated training can enhance educational outcomes for individuals with inadequate knowledge and understanding of PPE prior to education. For individuals with high levels of pre-existing knowledge and understanding of PPE, the results show that various training experiences should be provided to enhance their satisfaction. Therefore, it suggests that the workplace should actively seek educational media and methods to acquire expertise and skills in wearing personal protective equipment and improve the ability to use