• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.159-166
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• 2016

This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.

• Journal of Korean Academy of Nursing
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• v.52 no.3
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• pp.278-290
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• 2022

Purpose: This study aimed to identify the mediating effect of learning flow and the moderated mediation effect of digital literacy on the effect of the learning presence of non-face-to-face class experience in nursing students on academic achievement. Methods: Participants were 272 nursing students from six universities in two different cities. A self-report questionnaire was used to measure learning presence, learning flow, digital literacy, and academic achievement. Analysis was performed using SPSS 26.0 and SPSS PROCESS Macro (4.0). Results: The mediating effect of learning flow on the effect of learning presence on academic achievement was 0.42, and the moderated mediation index of digital literacy was 0.17. Learning flow showed a mediating effect on the relationship between learning presence and academic achievement. Digital literacy had a moderated mediation effect on the relationship between learning presence and academic achievement that was mediated by learning flow. Conclusion: The intensity of the mediating effect of nursing students' learning presence on academic achievement through learning flow increases as the level of digital literacy increases. These results suggest that educational programs considering the level of learning presence, learning flow, and digital literacy are required to promote the academic achievement of nursing college students.

• The Korean Journal of Emergency Medical Services
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• v.15 no.2
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• pp.43-54
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• 2011

Purpose: The purpose of this study was to explore EMT-paramedic students' experience of simulation education and analyze the confidence before and after education, learning attitude and course evaluation. Method: Research survey was conducted on 38 EMT-paramedic students during November, 2011 and EMT-paramedic students' experience of simulation education was analyzed after applying head, spinal, and chest injury scenario. The confidence before and after education, learning attitude and course evaluation in gender were analyzed by Mann-Whitny U test and the difference of confidence before and after education was analyzed by Wilcoxon signed rank test and learning attitude & course evaluation were analyzed by evaluating frequency, percentage, mean, standard deviation by using SPSS WIN 17.0 program. Results: 1. Students experienced various advantages such as increasing interest and self-reflection on learning, critical thinking ability, and EMT-paramedic-role experience and recognition of importance of teamwork. Students also pointed out disadvantages such as gap between real situation and simulation, limit of time and equipments, and burden of demonstration. 2. The confidence between before and after education, learning attitude and course evaluation in gender were not significant different statistically. 3. Confidence mean score elevated from 5.53(before education) to 5.87(after education), but the difference in their confidence did not show significant difference statistically. 4. Total mean score in learning attitude after simulation education was 3.70 out of 5.00, which is considerably very high. 5. Total mean score in course evaluation was 3.89 with score of 3.83 in evaluation in learning environment and 3.99 in evaluation of debriefing. Conclusion: The finding of this study demonstrate that the simulation education can provide a safe and repetitive practice environment, improve problem-solving ability and critical thinking, and increase the confidence in prehospital emergency care; therefore, simulation may be the new effective EMT-paramedic education strategy.

• International Journal of Internet, Broadcasting and Communication
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• v.4 no.2
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• pp.12-16
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• 2012

This paper presents a learning framework that fits the digital age - an e-Friendly PLE. The learning framework is based on the theory of connectivism which asserts that knowledge and the learning of knowledge is distributive and is not located in any given place but rather consists of the network of connections formed from experiences and interactions with a knowing community, thus, the newly empowered learner is thinking and interacting in new ways. The framework's approach to learning is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather as embedded in meaningful activities such as games or workflows. It sees learning as an active, personal inquiry, interpretation, and construction of meaning from prior knowledge and experience with one's actual environment.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.145-165
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• 2020

This study developed teaching-learning materials for 10 class periods that applies design thinking process for the units of 'sustainable consumption' of home economic subject, and examined the learning experience of students in the class. After the classes, reflection journals and in-depth interviews from 276 male and female students in ten classes were analyzed. The main results are as follows: The five steps of the design thinking process of the Stanford University d-School were applied to develop teaching-learning materials for the 'Sustainable Consumption Practice Book Creation Project'. Students' positive learning experience was evidenced through sustainable consumption classes that applied design thinking. The students were able to reflect through the experience of sympathizing with the real problem, and experienced an improvement in problem-solving ability through the process of idea construction and prototyping. Students expressed difficulties in reaching consensus among the members, and in devising ideas and implementing prototypes. Based on the learning experience of students this study, it is suggested that home economic teachers further develop and implement classes of various topics to which design thinking process is applied. A future study may need to verify the effectiveness of home economic classes to which design thinking is applied.

• Journal of Society of Preventive Korean Medicine
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• v.22 no.2
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• pp.1-12
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• 2018

Objectives : Recently, the interest on medical education in flipped learning has been growing. Competency-based curriculum is also required through changes in teaching methods within the Korean medicine education. In this study, flipped learning method was applied to 'medical ethics' class to examine the perception and experience of flipped learning from the Korean medical student's perspectives. Methods : The study was conducted on 15 preparatory course freshmen students who took the 'medical ethics' course, in the second semester of the year 2017 at 'A' University. The study was proceded in two steps; 1) fill-in the questionnaire twice (before and after the class), and 2) in-depth interview with semi-structured questionnaire. The $1^{st}$ questionnaire in the first step was consisted of 'Experience on flipped learning before the class', 'Which section of the flipped learning class do participants have expectation', 'Interest and expectation on flipped learning'. In the $2^{nd}$ questionnare, the participants were asked 'Which section of the flipped learning section that the learning effect was maximized', 'Association between 'flipped learning' method and 'Medical ethics' course' with 5-point Likert scale and frequency. Results : The results showed that flipped learning method works very effectively in the 'medical ethics' course (63.6%). After the flipped learning class, the participants showed positive change in a attitude of the class (72.7%). However, this teaching method might be inappropriate for participants who had difficulties in pre-learning or a passive attitude and lecture-centered instruction (LCI) classes. Conclusions : Though applying flipped learning method to the 'Medical Ethics' was effective, to make pre-learning better, the instructors should prepare countermeasures for passive participants, help interact well among the participants, and plan a lesson thoroughly for changing LCI classes to student-centerd instruction(SCI).

• Journal of Korean Dental Hygiene Science
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• v.1 no.2
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• pp.21-39
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• 2018

The purpose of this study was to examine the learning competencies of students at a college from September 1 to November 30, 2017, in an effort to provide some information on how to foster learning competencies in college years, which lay the foundation for work and social lives. 1. The learning competencies of the subjects consisted of academic vision, student identity, cognitive regulation, emotional regulation, learning management and creating learning environments. Out of five points, they scored the highest in academic vision and student identity with 3.34, followed by learning management with 3.20, creating learning environments with 3.18, emotional regulation with 3.16 and cognitive regulation with 3.14. 2. There were statistically significant differences in academic vision according to age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 3. There were statistically significant differences in student identity and cognitive regulation according to gender, age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 4. There were statistically significant differences in emotional regulation according to age, the area of major, the academic credential of their fathers, commuting time, career plans and daily mean study hours. 5. There were statistically significant differences in learning management according to gender, age, the area of major, grade point average, the academic credential of their fathers, career plans and daily mean study hours. 6. There were statistically significant differences in creating learning environments according to gender, age, the area of major, the academic credential of fathers, commuting time, career plans and daily mean study hours. As they were poorest at the cognitive regulation area among the areas of learning competencies, self-directed learning programs that deal with how to study, learning process, how to take notes and arrange them, how to link different pieces of acquired knowledge and how to map out study plans should be developed to give support to students.

• Journal of Chest Surgery
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• v.45 no.3
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• pp.166-170
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• 2012

(VATS) lobectomy to junior surgeons, and to review the first year experience of a new surgeon performing VATS lobectomies who had not performed a VATS lobectomy unassisted during his training period. Materials and Methods: A young surgeon opened a division of general thoracic surgery at a medical institution. The surgeon had performed about 100 lobectomies via conventional thoracotomy during his training period, but had never performed a VATS lobectomy unassisted while under the supervision of an expert. After opening the division of general thoracic surgery, the surgeon performed a total of 38 pulmonary lobectomies for various pulmonary diseases from March 2009 to February 2010. All data were collected retrospectively. Results: There were 14 lobectomies via thoracotomy, 14 VATS lobectomies, and 10 cases of attempted VATS lobectomies that were converted to open thoracotomies. The number of VATS lobectomies increased from the second quarter (n=0) to the third quarter (n=5). The lobectomies that were converted from VATS into thoracotomies decreased from the second quarter (n=5) to the third quarter (n=1) (p=0.002). Conclusion: It can take 6 months for young surgeons without experience in VATS lobectomy in their training period to be able to reliably perform a VATS lobectomy.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.1
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• pp.64-76
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• 2000

The purpose of this study is to identify the difference in learning styles, learning stages, and preferred nursing specialties between two groups of nursing programs, regular BSN and RN-BSN. The survey instrument was a simplified version of the Kolb's Learning-Style Instrument which was developed by the researcher, a self- reported learning style questionnaire with twelve questions related to the four learning stages. The sample of the study was the 218 nursing students in a university in Korea which consisted of 58 junior and 67 senior students in the regular BSN program, and 58 junior and 35 senior students in the RN-BSN program. Main findings of the study were as the following. 1) Over all, the major learning style was either the diverger or the accomodator; the most preferred learning stage was the concrete experience and the leastly preferred learning stage was the abstractive conceptualization learning stage; and the most preferred nursing specialty in the future was the clinical nursing. 2) Students in the BSN program preferred four learning stages with rather equal proportion, whereas the students in the RN-BSN program preferred the concrete experience learning stage as high as 60.3% and the abstractive conceptualization learning stage as low as 9.5%. 3)For the future career, the junior students of both programs preferred clinical and educational nursing areas, and the senior students of both programs preferred clinical and research areas. The main reason of the difference seemed to result from the different courses such as Health Education or Teaching Method for the juniors and the Nursing Research for the seniors of both groups. Because the sample of the study was limited to a university, it is difficult to generalize the study results for the entire nursing students in Korea. Continuous studies with larger numbers of nursing students and nurse educators, and experimental studies measuring the effects of new curricula are needed for the future.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.41-55
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• 2017

The physical computing education, as the emerging field, is a form of education that helps learners to develop the attitude of scientific inquiry by developing meaningful and creative output through the integration of hardware and software elements. Based on the literature, the authors of the study used science experience, school support and learning flow as the variables that predict the outcome variable which is the attitude of scientific inquiry. The authors collected data from 64 fourth and sixth graders who studied physical computing at an institution for the gifted and talented in Korea and then analyzed them using descriptive statistics, correlation, multiple regression and simple mediation analysis methods. As a result, science experience and learning flow significantly predicted the attitude of scientific inquiry. In addition, learning flow mediated the relationship between science experience and the attitude of scientific inquiry, and the relationship between school support and the attitude of scientific inquiry. Based on these results, the authors propose that to promote the attitude of scientific inquiry in physical computing education, strategies must be implemented for improving science experience, school support and learning flow in instructional design.