• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.340-350
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• 2016

This study analyzes the structural causal relationship among adult learners' characteristics, participatory motivation, methods of learning process by instructor, institutes satisfaction, and learning outcome. In addition, the study reviews the mechanism by which three different variables work as intermediates in the relationship between adult learners' characteristics and learning outcomes. The study subjects were 444 adult learners who participated in lifelong education, and the research hypothesis was verified through Structure Equation Modeling analysis. The results are as follows. First, the characteristics of adult learners affect learning outcomes, as well as the methods of learning process by instructor affects, participatory motivation and institutes satisfaction, and have a significantly positive(+) effect. Secondly, the methods of learning process by instructor affect institutes satisfaction, and the effect is significant. However, it does not influence participatory motivation. Moreover, it has a negative influence on learning outcomes. Additionally, participatory motivation has a significant effect on both learning outcomes and institutes satisfaction. Thirdly, when examining the ultimate intermediate between the characteristics of adult learners and their learning outcomes, institutes satisfaction was the optimal channel. These study results suggest not only the role of lifelong education institute, but also ways to improve academic outcomes of adult learners within the lifelong education field.

• Communications for Statistical Applications and Methods
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• v.16 no.6
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• pp.979-987
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• 2009

In this study, we compare the assessments made by self, peer and instructor in a statistics course. The goal is to investigate the following two questions: (1) Is it reasonable or fair to expect students to be responsible for assessing the work of their colleagues and themselves? (2) What are students' opinions about the learning effect after they participate in the assessment process? As part of the study investigating these questions, we designed a prototype for a Web-based assessment tool and a procedure to apply the assessment techniques in a statistics course. In addition, we collected and analyzed the data produced in the assessment processes from students and the instructor. The analysis results are summarized as follows: First, self assessment was not accord with instructor assessment, but peer assessment was similar to the assessment by instructor. This result reflected that it is reasonable or fair to expect students to be responsible for assessing the work of their colleagues. Second, peer assessment of their colleagues successfully helped students increase their understanding of the course, and the students increased their skills in the actual assessment process by assessing the work of their colleagues. Finally, many students indicated a high interest level on the assessments.

• Journal of The Korean Digital Architecture Interior Association
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• v.12 no.3
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• pp.67-79
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• 2012

The purpose of this study is to suggest the interior architecture design studio through the pedagogical method of educational technology for college students who lack self-directed learning. The pedagogical method has been organized to make a student-centered class based on the operation of existing architectural design studios. This teaching and learning method emphasizes the role of teachers as facilitators to help students lacking in self-directed learning in the design process, the BIM visualization to give students an expression of design project and the critics to give students an experience of working circumstances. The results of this study can be summarized as follows. First, This pedagogical model can improve the self-directed learning of students, accomplish the design process well through teamwork, and provide problem based learning (PBL) to settle obstacles that come up during the project. Second, through this model, students can improve their field design capacity by instructor, design feedback and criticism. Finally, This model can suggest new pedagogical methods for interior architectural design studios and management of student-centered studios.

• Korean journal of medical education
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• v.30 no.4
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• pp.359-364
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• 2018

Purpose: Learning physiological concepts and their practical applications in the appropriate contexts remains a great challenge for undergraduate medical students. Hence the present study aimed to analyze the learning experience of undergraduate medical students during an active learning process of 'preparation of models' depicting physiological concepts. Methods: A total of 13 groups, involving 55 undergraduate medical students with three to five individuals in each group, were involved in model preparation. A total of 13 models were exhibited by the students. The students shared their learning experiences as responses to an open-ended questionnaire. The students' responses were analyzed and generalized comments were generated. Results: Analysis of the results showed that the act of 'model preparation' improved concept understanding, retention of knowledge, analytical skills, and referral habits. Further, the process of 'model preparation' could satisfy all types of sensory modality learners. Conclusion: This novel active method of learning could be highly significant in students' understanding and learning physiology concepts. This approach could be incorporated in the traditional instructor-centered undergraduate medical curriculum as a way to innovate it.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.58-69
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• 2021

It is very necessary to have a creative problem-solving capacities to learn various majors and liberal arts based on the major, and to solve the bottleneck techniques led by students. In this study, the existing creative problem-solving curriculums, 'Methodology of Inventive Problem Solving' based on TRIZ, were improved and applied, and industrial bottleneck techniques were provided to students to solve these techniques. To improve the curriculum, 1) improvement of instructional objectives and learning contents, 2) improvement of evaluation methods and contents (reflecting the evaluation of instructor and students), and 3) learning satisfaction survey were conducted in the following order. As a result of the application of the improved curriculum, the level of activities for each team was improved, and when the core process was well understood, the evaluation of team activities was also excellent, but there was a tendency to focus on methods that are relatively easy to apply in the problem solving process. In the final exam (learning contents evaluation), teams with difficult understanding of the TRIZ theory or low team activities showed a relatively high trend, but the difference in level between divisions was slightly reduced.

• The Korean Nurse
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• v.32 no.5
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• pp.93-105
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• 1994

Nursing is indeed a practice discipline with experiential learning in clinical practice areas comprising an overwhelming portion of a Nursing Student's education. The statement is used to provide a basis for discussion of some issues involved in relation to clinical nursing education. However the lack of substantial research in the area of clinical nursing education would suggest that this 'heart' of the nursing student's professional education has olng been ignored. The purpose of this study is to critically review and analysis then suggest effective approaches of clinical nursing education. First. the curriculum can be developed by faculty consistently. Curriculum design begins with the writing of philosophy and the selection of objectives for the program. The philosophy must include a statement of beliefs and intrinc values about human being. nursing and teaching learning process. Second. faculty practice can be narrowed practice-theory gaps. Third. clinical teaching strategies can be used many different methods in order to facilitate development of clinical judgement and decision making. Fourth, clinical teacher's rols can influence student's learning attitude and intrinsic value; relating to students as mature individuals; creating an atomosphere where in the student felt comfortable approaching the instructor; providing support crisis situations. Fifth. clinical nursing evaluation can be developed the integrated models.

• Journal of Engineering Education Research
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• v.25 no.5
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• pp.94-103
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• 2022

In this study, we examined the cases of online video classes conducted under the COVID-19 situation for 46 first-year students majoring in electrical engineering at a 3-year college in Gyeongnam. The research was carried out according to the course development process so that classes could be conducted efficiently, focusing on electromagnetism(1) course in the second semester of the first year. The online class consisted of uploading PPT recorded videos and lecture materials to the LMS and giving assignments. The contents of the study were in the scope of examining learners' perceptions through online learning contents, assignment submission, mutual feedback between instructors and learners, university-level lecture evaluation, and free opinions on online video-based electromagnetism(1) classes. As a result of the study, it was confirmed that online lecture review and problem-solving are particularly important for understanding lecture materials, and also given the nature of engineering subjects that require plenty of mathematical expressions, the detailed and immediate feedback provided by instructor enhances learners' class satisfaction and understanding. Based on these, the direction of online classes to be developed after the COVID-19 pandemic and teaching and learning methods suitable for the characteristics of subjects were discussed.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.33-43
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• 2004

Fashion design education essentially requires not only a theoretical but also a practical process in which feedback comes through personal interactions between an instructor and a student. But the existing WBI system exemplifies its limitations by applying only a one-way Distance Education methodology that limit interactions based only on the theoretical texts. This study affirms that distance learning system is possible for the applied component of the fashion design curriculum as long as the specific needs of the particular program is taken into consideration and systematically applied. So it designed and applied an original web-based distance educational system specifically incorporating the needs of the fashion design curriculum Thus the results show that the enhanced distance education system is a tool that could be effectively utilized with the same degree of success as the traditional classroom as long as the traditional teaching component of direct interaction necessary to the fashion design program is incorporated.

• Journal of Construction Engineering and Project Management
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• v.6 no.3
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• pp.8-13
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• 2016

One of the activities that are almost used by instructors to assess the undergraduate learners (students) performances in the teaching and learning system is performing researches. It's most probably that learners prepare a presentation for the research, through which they conduct their ideas to the audiences (the instructor and their colleagues). Recently, a phenomenon was monitored regarding the research preparation process practiced by the learners, that the majority go directly to the websites, in which they could easily find tons of attractive and ready-made information that fill the gaps of their heavy homework gained from several courses. It's a convenient activity for learners to go through this easy path to fulfil their duties, but the issue is that the output of such path is so weak. The gained information in this case is so shallow, loose, and could easily been evaporated after a while. There is a need to examine the impact of a missing skill in the current learners' generation: the reading practice. It's noticed that library visits to read books were strongly decreased compared with what was happening in the older generations, where the piece of information was hard to collect, but in the same time, is hard to be forgotten. As a part of the teaching and learning process, and through a college of Engineering, this study will introduce results of the comparison between the outputs of the two methods of collecting information: through the web, and through the traditional book reading. This is to highlight the importance of reading through an experiment applied on one section of students who were asked to prepare a research from a certain chapter of their textbook, and compare that with a prior research they had prepared from the websites. The results were impressive and reflected the importance of the missed reading activity.

• Journal of Korea Multimedia Society
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• v.7 no.7
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• pp.944-955
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• 2004

The modern society as a high-level information-oriented society lays a great emphasis on lifelong education. It emphasizes all the learners' creative learning ability and various teaching-learning methods as well. We need the self-directed learning to meet these requirements, and one of the solutions is the self-directed teaching-learning process employing the web. Though many educators, so far, developed a number of teaching materials, they are no more than web-based teaching materials for simple learning activities or simple item-bank systems. So, this paper suggests an problem-solving based and self-directed learning system on web in order to overcome such simplicities, and it shows design and implementation of the system. Suggested learning system enables learners to get thinking skill though self-directed control of learning level after they learn the basic concepts and principles on the web as self-directed learning. For example, the system was applied to mathematics education for a middle school students. It supports a test of questions chosen from the item bank in a self-directed way, and helps learners to understand their learning levels for themselves and to solve their questions through on-line discussions with their instructor. The system can also be helpful in improving the learners' learning effects by sharing mutual information through the data room or the Q&A between learners and learners or between learners and instructors.