• Journal of Korean Academy of Nursing
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• v.36 no.8
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• pp.1308-1314
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• 2006

Purpose. The purposes of this study were to develop a PBL program for continuing nurse education and to evaluate the program after its implementation. Methods. The PBL program was developed in the core cardio-pulmonary nursing concepts through a collaborative approach with a nursing school and a hospital. The PBL packages with simulation on ACLS were implemented to 40 clinical nurses. The entire PBL program consisted of six 3-hour weekly classes and was evaluated by the participants' subjective responses. Results. Two PBL packages in cardio-pulmonary system including clinical cases and tutorial guidelines were developed. The 57.5 % of the participants responded positively about the use of PBL as continuing nurse education in terms of self-motivated and cooperative learning, whereas 20.0% of the participants answered that the PBL method was not suitable for clinical nurses. Some modifications were suggested in grouping participants and program contents for PBL. Conclusion. The PBL method could be utilized to promote nurses' clinical competencies as well as self-learning abilities. Further research is needed in the implementation strategies of PBL-based continuing education in order to improve its effectiveness.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.720-733
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• 2011

Problem-based learning (PBL) is an effective teaching-learning strategy for enhancing students' motivation, problem solving ability, and creativity. Its educational values coincide with the aim of open-inquiry activity introduced in 2007 revised national curriculum. From this aspect we designed the PBL open-inquiry program and implemented to 202 first year middle school students in Gyeonggi provincial office of education for one semester. We developed an energy related PBL problem. The program was designed in four steps: 'understand the problem,' 'investigate information,' 'solve the problem,' and 'present and evaluate the result.' Through the program, students did such activities as 'make Know/need to know chart,' 'group discussion,' 'search information,' and 'preparation of group report.' After completing the program, a survey was conducted to understand the students' perception of the program. The results are as follows: First, 40.6% of students showed positive attitude toward the program. Especially, students responded that 'make Know/need to know chart' was very useful. However, some students responded that 'search information' and 'preparation of group report' were difficult to perform. Second, male students showed positive attitude toward the PBL program compared to female students. Also students had higher scores in attitude toward science, showed more positive attitude toward the PBL program. Third, there was a significant correlation between attitude toward science and perception of PBL steps. Based on survey results, some suggestions were made for teachers who were planning to implement PBL in open-inquiry program.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.6
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• pp.1471-1476
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• 2013

This research examines how PBL(Problem-based Learning; PBL) system affects to 'Self-directed learning ability', by developing and applying it to the participants of "Science Cyber Conference" - the web based on-line debating learning program - among those students of the Affiliated Institute of Science gifted education of K University, for 16weeks. With this, also the cognizance of learners for the PBL class process are looked into together. After conducting the program applied with the web-based PBL strategy, the participants 'Self-directed learning ability' showed the remarkable change statistically (p<.05). Especially it showed the meaningful changes in six sections (p<.05), among those subdivided seven sections of 'Self-directed learning ability', with the one exception, 'Self-confidence as a Learner'. They also showed the positive response to the class which adopted the web-based PBL strategy.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.397-400
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• 2013

This research examines how e-PBL system affects 'self-directed learning ability' by applying it to "Science Cyber Conference" participants for 16 weeks. Participants' perception of PBL class process was also looked. After applying PBL program, participants' 'self-directed learning ability' has effectively changed statistically(p<.05). Especially, it showed significant change in 6 areas of 'self-directed learning ability' out of 7. Participants also showed positive response to PBL program (p<.05).

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.2
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• pp.180-202
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• 2012

The purpose of this study was to extract an u-PBL support system core value and design strategy based upon field experience learning. To accomplish this the study, first of all, analyzed the core values, design strategy which was selected after needs analysis and literature review of theories and cases regarding the PBL, e-PBL, blended-PBL, Field experience learning based on ubiquitous environment, and learning model based on ubiquitous technology. This study identified the three core values as; systemic support for instructional activity, just in time support for instructional activity and support for interaction facilitation. As further research areas, it might be useful to develop u-PBL instructional support system based upon the model designed from this study. Also, research concerning the verification of the model based upon implementation of the program case might be necessary.

• Journal of Korean Academy of Nursing
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• v.35 no.1
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• pp.65-76
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• 2005

Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.3-13
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• 2022

This study aims to develop and implement extra-curricular program applying project-based learning (PBL) and to find out its effectiveness. The research was conducted from March 2021 to December 2021 according to the ADDIE model. Surveys, t-test and descriptive statistics were also conducted. The results of the study are as follows. First, project-based learning was applied to the extra-curricular program by reflecting the characteristics of students of University A and the requirements of the person in charge of the teaching and learning center. Second, project tasks related to education of universities were proposed. Third, the programs were designed as three common courses and four consulting courses. Fourth, the program was conducted with 32 students for two months. Fifth, the post-test results of problem-solving skills rose to 0.9 points compared to the pre-test but there was no significant difference, while the post-test results of communication skills were 0.5 points lower than before and statistically significant. Sixth, the satisfaction survey result was high with a rating of 4.59. Lastly, educational implications are also discussed.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.88-96
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• 2011

This paper aims to develop the learning contents of PBL based program and analyze the result of evaluation questionnaire to examine the students' thoughts concerning the effectiveness of PBL course and their satisfaction. 'Discussion' is one of the representative communicative types, especially requesting both communication competence and teamwork among team members. This study was conducted with 218 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various effects of PBL such as (1) self-directed learning, (2) cooperative learning, (3) problem solving skills, etc. Students pointed out also as merits of PBL course, (1) knowledge acquisition and information sharing among students, (2) improvement of communicative competence, (3) amelioration of teamwork, (4) progress of the problem solving skills. However, there have been several difficulties and problems during PBL process, implications for ameliorating PBL based were discussed and suggested in detail.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.449-471
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• 2016

This study was conducted in order to investigate how a Problem-Based Learning (PBL) program titled(called) 'Designing Safe and Strong Bridge' effects scientifically gifted students' scientific attitude, scientific career orientation and leadership. The participants were 19 scientifically gifted students in the second grade in C high school in Gyeonggi province; they were selected by participation in the tri-level gifted students identification step. Before and after 14 units of the program, the participants were asked to take tests about scientific attitude, scientific career orientation and leadership and to write a review about the PBL program at the end. The major results of this study are as follows. First, participants' scientific attitude was statistically significantly improved after the PBL program (p<.05). In the sub-domain of this area, six parts excluding the part of openness were significantly developed. Second, the degree of scientific career orientation was statistically significantly improved after the PBL program (p<.05). All 4 sub-domains in the degree of scientific career were significantly developed. Third, all of leadership scores were statistically significantly increased after the PBL program (p<.05). In the first factor, the parts of inner and inter personal characteristics were significantly developed. According to their post-program opinions, participants developed in terms of all the secondary factors, such as ability of interpersonal relation, consideration for others and groups, responsibility for the task, confidence and vision, during the process of PBL problem-solving in the small group work.

• Korean Journal of Clinical Pharmacy
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• v.23 no.4
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• pp.291-299
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• 2013

Purpose: Problem-based learning (PBL) has been adopted to foster active and self-directed learning and enhance critical thinking and problem-solving skills in many health-care academic disciplines in Korea. Interest in PBL has rapidly grown with a 6 year pharmacy degree program in Korea. The objective of this study was to evaluate feasibility of PBL, student satisfaction and academic performance with a self-assessment survey questionnaire. Method: Sixty students participated in the PBL for pharmacotherapy course. Average scores from student self-assessment on participation, satisfaction, and academic performance were $3.85{\pm}0.55$, $2.94{\pm}1.04$, $3.09{\pm}0.91$ out of 5 point lickert scale (1-do not agree at all, 5-agree completely), respectively. Results & Conclusion: The level of participation was positively correlated with improvement of communication skill in academic performance (correlation coefficient 0.27, p=0.037). In the quality analysis of the cases provided for PBL, students who participated more in the PBL greatly agreed the cases given were appropriate to learn fundamental knowledge for each disease state. The students disagreed that PBL was fun. The students stated that PBL was good to experience self-directed learning and clinical context beforehand but too time-consuming to devote and too demanding to commit. Lack of facilitator and insight on active learning should be rectified for successful launch of PBL in Korean pharmacy education.