• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.57-65
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• 2008

In the web- based educational system, how to improve interaction among learners are very important by the Internet. Therefore interpersonal interaction is essential for a good educational environment. In this paper, a web-based PBL(Problem-Based Learning) system is designed and implemented to improve learner's interaction. I investigated how the method for improving interaction affect PBL activities and how students perceive the web-based PBL learning experience. The result of experiment showed that the suggested system facilitated learners' self-directed learning process and interaction.

• Child Health Nursing Research
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• v.10 no.2
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• pp.180-187
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• 2004

Purpose: This study was designed to investigate effect of sensory stimulation on the mother-infant interaction in premature infants. Method: The subjects of this study consisted of 36 pairs of premature infants and their mothers from NICU of one university hospital located in Taegu, 18 pairs for intervention group and 18 pairs for control group. The data were collected from May, 1999 to October, 2000. For the intervention group Field's sensory stimulation(tactile and kinesthetic stimulation) was applied 2 times a day for 10 days(10:00-11:00 in the morning and 7:00-8:00 in the afternoon by researcher and mother). To determine mother and infant interaction during feeding, tool developed by Kim Mi-Ye(1999) was used. Collected data were analyzed with SAS program using chi-square test and t-test. Result: Significant differences were found in mother-infant interaction between two groups(t=-5.38, p=.00). It indicates that sensory stimulation was effective in improving mother-infant interaction. In the aspects of the quality of mother-infant interaction, sensory stimulation was most effective in improving sensitivity to mother and infant's synchronic behaviors(t=-5.43. p=.00) and followed by growth fostering(t=-5.07, p=.00), sensitivity to infant's cues(t=-4.53, p=.00), clarity of infant's cues(t=-3.03, p=.00) and responsiveness to the mother's behaviors(t=-2.14, p= 0.04). Conclusion: Based on the result of this study, it is suggested that maternally administered sensory stimulation should be applied clinical practice to improve interaction of premature infants and their mothers.

• Journal of the Korean Home Economics Association
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• v.30 no.3
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• pp.223-239
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• 1992

The purpose of this study is to classify the home management behaviors of urban housewives and to find out variables which influence them. Following are the results. 1. The home management behavior of urban housewives are classified into six types. Thouse expense and convenience oriented type, using the information and family centered type, tradition and steady oriented type, improving life type, conservative and thrifty type and the self-faithfulness and change adaption type. 2. Follows are the variables which have influenced on home management behaviors of urban housewives. \circled1 The level of education of housewives, perceived level of economical resources, income and evaluation level of life have influenced on expense and convenience oriented type. \circled2 The duration of marriage, the level of education of husband, the satisfaction of housework and communication interaction have influenced on using the information and family centered type. \circled3 The satisfaction of housework, the perceived level of economical resources, the level of education of husband and the age of housewives have influenced on the tradition and steady oriented type. \circled4 The perceived level of family resources and the communication interaction have influenced on the improving life type. \circled5 The communication interaction and the income have influenced on conservative and thrifty type. \circled6 The perceived level of economical resources, the satisfication of housework, the communication interaction, the level of education of housewives, the age of housewives and the number of children have influenced on the self-faithfulness and change-adaption type.

• Asia Marketing Journal
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• v.17 no.2
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• pp.73-96
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• 2015

This paper investigates how servicescape perception influences customer experience quality in hedonic service settings. In addition to the direct effect of servicescape quality on customer experience quality, the indirect effects of servicescape quality on customer experience quality via employee-to-customer interaction quality and peer-to-peer interaction quality are also investigated. We collected data through a self-administered survey. The proposed relationships were tested using structural equation modeling. The results show that servicescape quality influences customer experience quality both directly and indirectly through employee-to-customer interaction quality and peer-to-peer interaction quality, and customer experience quality influences customer loyalty. Additionally, we find that the indirect path via peer-to-peer interaction quality is significant only in a low-satisfaction customer group. The indirect effect of servicescape quality perception through peer-to-peer interaction quality is significant only in low-satisfaction customer groups. Therefore, if evaluations for this indirect effect fall below an acceptable level, it should be addressed first before improving on other attributes. However, after this point, further improvements offer few if any gains; therefore, service firms should allocate their resources to quality improvements to other factors. This study is the first to investigate the indirect effects of servicescape quality on customer experience quality via peer-to-peer interaction quality in hedonic service settings. Additionally, this study demonstrates that the significance of this indirect effect applies only to a low-satisfaction customer group.

• Korean Journal of Child Studies
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• v.25 no.5
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• pp.73-94
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• 2004

The study examined the effects of an intervention program for improving mother-child interaction behaviors of mothers with developmentally delayed young children. The program consisted of three main activities, lectures for good parenting, video-feedback of mother-child interactions, and consultation for problem behaviors of children. The subjects were 4 mothers of 5-6 years old children with developmental delays who were referred to a social competence program of a child counseling center. The mothers were identified to have problematic mother-child interaction behaviors through clinical interviews. The program ran for 16 sessions, one parent group leader implemented each session for 90-120 minutes once a week. The videotaped data of mother-child interactions for 10 minutes every 4 sessions were estimated by Maternal Behavior Rating Scale(MBRS) and qualitatively analyzed by transcription of communications between mothers and their children. It concluded that the intervention program enhanced mother-child interaction behaviors.

• Educational Technology International
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• v.22 no.2
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• pp.199-225
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• 2021

The aim of the current study was to suggest priorities needed to be considered by university instructors when designing online learning. Based on three types of interactions (learner-content, learner-instructor, and learner-learner interactions) for effective online learning (Moore, 1989), draft questionnaires representing each type of interaction were written. After examining content validity by two Ph.D. experts, the survey was constructed with an Importance-Performance Analysis (IPA) form. Data of 133 university instructors were collected online. Results showed that support for designing learner-learner interaction was the priority for improving online learning. In terms of learner-instructor interaction, instructors needed to provide social-emotional support to learners so that learners could have a sense of belonging. For learner-instructor interaction, supporting instructors to monitor the level of understanding was the most highly demanding strategy for online learning. Limitations and suggestions for further studies were discussed.

• Cross-Cultural Studies
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• v.29
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• pp.413-452
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• 2012

The purpose of this study is to examine and apply Blended Learning to Chinese reading class and give some suggestions for Chinese reading class for realizing the interactive model for reading. For learner's improvement in Chinese reading level, various teaching methods need to be applied to Chinese reading class. Among teaching methods, this article tried to apply Blened Learning in terms of interaction, because Blended Learning can follow the general trend that all of people use laptop, smartphone, etc., and also can be contribution to reading as performance in foreign language learning. As a result, Blended Learning can make learner prepare class for giving online contents, and can make teacher and learner have more chances of interaction in class for improving reading competence.

• Proceedings of the Korea Society of Design Studies Conference
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• 2002.05b
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• pp.96-97
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• 2002

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.253-272
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• 2008

This study compared mother-toddler physical interaction by play type (traditional play, free play, block play), and child's sex and age. Subjects were 10 boys and 10 girls ranging in age from 25- to 36-months and their mothers. An observer videotaped the children and their mothers at play in their homes. Results showed that (1) mothers' physical interaction was not distinguished by play type or by child's sex or age. (2) Mothers expressed more positive emotion in traditional than in block play. (3) Younger children's play interactions were more nonverbal. (4) Children expressed more positive emotions in traditional play. This study provides groundwork for mother-toddler traditional play programs with potential for improving positive expression of emotion and attachment.

• Child Health Nursing Research
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• v.12 no.1
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• pp.104-113
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• 2006

Purpose: This study was conducted to develop and evaluate the effectiveness of a prenatal parental role education program. Methods: The participants were healthy primiparous women and their healthy newborn babies. 57 mother-infant diads(27 in the intervention group, 30 in the control group). For the intervention group, an additional 4 prenatal parental role education programs and 2 postnatal telephone calls(1st & 3rd week after birth) were provided. Data were analyzed by frequency, chi-square test, t-test and repeated measures ANOVA using SPSS PC+ 10.0 program. Results: Significant differences were found in self-confidence in maternal role performance, mother-infant interaction and infant physical growth between the two groups. This result indicate that the intervention program was effective in improving self-confidence in maternal role performance, mother-infant interaction and in facilitating infant physical growth. Conclusions: The prenatal parental role education program developed by the author was a very effective program in promoting maternal self-confidence, mother-infant interaction, and fostering infant's physical growth at 4 weeks after infant's birth.