• Journal of Information Technology Services
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• v.20 no.2
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• pp.91-109
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• 2021

Recently, social and economic environment has been rapidly changed. In particular, the development of IT technology accelerated the introduction of databases, communication networks, information processing and analyzing systems, making the use of such information and communication technology an essential factor for corporate management innovation. This change also affected the accounting areas. The purpose of this study is to document changes in accounting areas due to the adoption of IT technologies in the era of technology and information, to define the required accounting professions in this era, and to present the efficient educational methodologies for training such accounting experts. An accounting expert suitable for the era of technology and information means an accounting profession not only with basic accounting knowledge, competence, independency, reliability, communication skills, and flexible interpersonal skills, but also with IT skills, data utilization and analysis skills, the understanding big data and artificial intelligence, and blockchain-based accounting information systems. In order to educate future accounting experts, the accounting curriculum should be reorganized to strengthen the IT capabilities, and it should provide a wide variety of learning opportunities. It is also important to provide a practical level of education through industry and academic cooperation. Distance learning, web-based learning, discussion-type classes, TBL, PBL, and flipped-learnings will be suitable for accounting education methodologies to foster future accounting experts. This study is meaningful because it can motivate to consider accounting educational system and curriculum to enhance IT capabilities.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.8 no.1
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• pp.101-112
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• 1997

The purpose of this study was to examine usefulness of KEDI-Individual Basic Learning Skills Test as a diagnostic tool of learning disorders(LD). Learning disorder group consisted of two subgroups, verbal learning disorder group(VLD, n＝34) and nonverbal learning disorder group(NVLD, n＝14). Comparison group consisted of Dysthymia Disorder subgroup(n＝11) and Normal subgroup(n＝20). Performance of intelligence test and achievement test was examined in all 4 subgroups. In KEDI-WISC, VLD subgroup revealed primary problems in vocabulary, information and verbal-auditory attention test. NVLD group revealed primary problems in almost all performance tests such as visual acuity, psycho-motor coordination speed and visual-spatial organizations ability subtest. In KEDI-Individual Basic Learning Test, VLD group revealed primary problems in phonological coding process, word recognition and mathematics. For successful classification of LD children, the importance of achievement test and intelligence test was discussed by discriminant analysis and factor analysis. The results indicate that KEDI-Individual Basic Learning Skills is of considerable usefulness in diagnosing LD, but must be used in subtests, and additional tests must be conducted for thorough exploration of LD.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.268-275
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• 2012

Purpose: The purpose of this study was to implement and evaluate the learning contracts based self-directed learning in a final clinical placement for senior nursing students. Methods: This study was a case study and 82 senior nursing students at a university participated in a learning contract based practice placement. Data were collected from written learning contracts and questionnaires after a clinical practice. Results: The students' learning needs were knowledge, clinical skills, and attitudes frequently encountered in a ward in which clinical skills were most common. The students' formulated learning contracts were varied but most of them were basic and simple. A self-directed clinical course was beneficial and a satisfactory experience to senior students. There was an increase in the students' motivation in learning, confidence in own capability, and satisfaction with the use of the learning contract. Conclusion: Self-directed clinical practicum would result in a degree of attitude change in the students. This study suggests that learning contract based self-directed clinical practice is effective to improve learning satisfaction, confidence in own capability, and competency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.605-610
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• 2018

The purpose of this paper is to develop evaluation methods in order to apply effective problem-based learning (PBL). To observe the effectiveness of a PBL system on learners and to comprehend the learning process of a PBL application, analysis of reflective journals and an evaluation questionnaire completed by participants (n=68) were used. The participants of the study were recruited from Hankyong National University students who undertook first-year Creative Engineering Design. A total of four problems for the PBL-based lectures were designed and applied to 12 weeks of PBL lectures. The participants completed reflective journals upon completion of each PBL problem-based activity; upon completion of the last PBL problem, participants completed and submitted a PBL system class-evaluation questionnaire. Also the participants completed an evaluation questionnaire at each step of the instructional procedures for each PBL problem-based activity. The findings of the research show that the participants increased their comprehension of PBL systems, their understanding of lecture content and of cooperative learning, and improved their self-reflection, authentic experience, creative problem-solving skills, communication skills, documentation skills, presentation skills, observational skills, and evaluation skills. The participants described how learning through PBL increased their confidence, satisfaction, and sense of achievement, compared to the previous semester.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.11-18
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• 2024

The purpose of this study was to investigate the effects of an animal-mediated therapy program on children with developmental disabilities on social skills related to social-emotional development and learning, which are important in modern society. The subjects of the study were children with developmental disabilities at a special school, and the animal-mediated therapy program consisted of 12 sessions. The study was divided into experimental and control groups and conducted pre- and post-test by measurement items. SPSS 25.0 was used to analyze the data. First, children with developmental disabilities in the experimental group who participated in the animal-mediated therapy program showed a significant difference (z=-2.20, p<.05) in the overall social-emotional development compared to the control group, and statistically significant values were found in the subfactors of non-dependence on teachers, interaction with peers, and achievement motivation. Second, the experimental group who received animal-mediated therapy showed a significant effect (z=-2.20, p<.05) in all factors of learning-related social skills. In conclusion, animal-mediated therapy was found to have a positive effect on the social-emotional development and learning-related social skills of children with developmental disabilities. Based on the results of this study, it is recommended that more specific and systematic programs should be developed and applied to enhance the social-emotional development and learning-related social skills of children with developmental disabilities for a healthy life.

• Journal of the Korean Society of Radiology
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• v.17 no.6
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• pp.1009-1015
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• 2023

This study was a one-group pretest-posttest design experimental study that attempted to verify the effects of applying the Havruta learning method on the academic self-efficacy, academic achievement, and communication skills of radiology college students. This study was conducted from May 1 to June 23, 2023, and applied the Havruta learning method for 6 weeks to 38 second-year radiologists taking a radiology technology course at a university in Jeollanam-do. SPSS/WIN 21.0 was used for data analysis, the reliability of the scale was verified, the subject's general characteristics, pre-test values and post-test values for measurement variables were verified with descriptive statistics, and the difference between before and after the Havruta learning method was verified with paired t-test. Research results show that the Havruta learning method improves academic self-efficacy (t=-2.70, p<.001), academic achievement (t=-2.87, p=.006), and communication skills (t=-2.76, p=.008). showed a statistically significant difference. As a result, Havruta learning method was confirmed as an effective learning method that improves academic self-efficacy, academic achievement, and communication skills of radiology college students. In the future, expanded application of the Havruta learning method will be necessary.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.4984-4993
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• 2012

This study was initiated with the need of studies to promote learning and use of collaboration skills that learners should have in collaborative learning in CSCL. The researcher carried out research on 96 students taking the course of 'educational methods and educational technology' in K collage to take a look at the impact of prior training on collaboration in CSCL and interaction of types of collaborative scripts. To answer the first research question, the scores of each group's chatting in collaborative learning process and messages represented in the process of task performance based on collaborative skills were measured and analyzed. In addition, to answer the second research question, the scores of each group's shared mental model formulation based on relevant evaluation standards were analyzed. This study results, First, there was no significant difference in the acquisition of collaboration skills caused by interaction of prior training on collaboration and collaboration skills and collaborative scripts. However, it turned out that types of collaborative scripts give significant impacts on acquisition of collaboration skills. Second, there was also no significant difference between prior training on collaboration and the formulation of shared mental model by the interaction of collaborative scripts. However, it is showed that types of collaborative scripts have significant impacts on the formation of shared mental model.

• Journal of Digital Convergence
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• v.16 no.6
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• pp.241-250
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• 2018

This study was conducted to examine the correlations between recognition of the importance, self-directed learning ability(SDLA), and confidence in performance regarding basic nursing skills, and to identify the influencing factors on confidence in performing the basic nursing skills in nursing students. Data were collected from 171 nursing students from December 18 to 22, 2017. Data were analyzed using Pearson's correlation coefficients, and stepwise multiple regression. Confidence in performance of basic nursing skills showed significant positive correlations with SDLA and recognition of importance. SDLA, practice attitude, and recognition of importance, and grade in last semester accounted for 32% of the variance, were significant predictors influencing confidence in performance of basic nursing skills. Thus, various educational strategies are necessary to improve SDLA, practice attitude and recognition of importance in order to increase the confidence of nursing students in performance of basic nursing.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.453-465
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• 2014

Although fairly descent amount of research outcomes has been generated on problem-based learning(PBL) with regard to science and medical subjects, relatively less outcome has been generated on social science and management subjects. Therefore this study attempts to exam effect of problem-based learning in food service entrepreneurship subject on improving problem solving skills. After literature review, for constructing for this research frame, each class schedules were formed by hybrid-PEL and traditional lecture style respectively then problems, solution, and evaluation process were generated for hybrid-PBL. Through the result, there was hardly any differences occurred before and after traditional lecture approach on students' problem solving skills. There was, however, certain differences appeared on students' skills after hybrid-PBL approach. Through the study, hybrid-PBL learning can be an effective teaching method in social science and management subject for improving students' problem solving skill.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.33-38
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• 2020

Problem development is important to Problem-Based Learning (PBL) and is key to the creativity and problem-solving skills of successful learners. The purpose of this study is to have PBL classes that effectively materialize problem development stages, and to develop learning using problems suitable for elementary school English Science classes. In this study, the steps for developing the problems are identifying educational content, identifying learners' characteristics, discovering problems, setting up roles and situations, and writing problems. Based on these steps, five PBL problems were developed by selecting a subject suitable for the PBL method of an English Science class, which is one of the English curriculums in elementary schools. Creative thinking, problem-solving skills, presentation skills, confidence, self-directed learning, cooperation, and communication skills are required in the rapidly changing society of the 21st century, rather than teacher-centered instruction, acquiring knowledge for correct answers only, and uniform assessments, which still take place in many English education settings. Therefore, developing problems suitable for PBL learning should be continuously studied.