• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.143-161
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• 2022

The aim of this study is to identify the learning performance of online classes using problem-based learning(PBL) for clothing and textiles majors in college with the increased use of online learning tools after the COVID-19 pandemic. In order to achieve this goal, the PBL was developed and applied to the 'Fashion Marketing and Merchandising' class conducted in real-time online at University in North Chungcheong Province, Korea for four weeks. After a four-week PBL class, a survey was conducted on 35 students in the 'Fashion Marketing and Merchandising' class and the 35 completed questionnaires were used for analysis. The measurement tools of this study were self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement regarded as an important learning effect in PBL class. In addition, students' self-reflective essays were also analyzed to examine the educational effect of PBL applying online classes. As a result of this study, bivariate correlations among the four variables, students' self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement were significantly positive. Furthermore, the results of multiple regression analysis showed that the three independent variables had significant effects on students' perceived learning achievement, in the order of cooperative learning ability, self-directed learning, and problem-solving ability. The students' self-reflective essays indicated that problem-based learning worksheet was helpful for identifying problems, and clarifying what they already and what they need to study more. Based on this study, it could be recommended that online class applying PBL could contribute to the improvement of student's learning performance.

• Journal of Advanced Technology Convergence
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• v.2 no.3
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• pp.33-41
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• 2023

This study aimed to improve the quality of classes through the application experience analysis after applying the adult nursing simulation practice modules with PBL. Quantitative and qualitative data such as from satisfaction, validity, self-reflection, and lecture evaluation in 68 nursing students were analyzed after the semester. Satisfaction was 4.64 points out of 5 points, and 'I want to recommend this class to other friends' was the highest. It was appropriate for the validity as 64.7% to 100% positve answer. From the qualitative data analysis of lecture evaluation, it was categorized into 5 thematic groups : 'increased immersion related to a lively class environment', 'growth of knowledge and skills through learners' active participation', 'improvement of mutual collaboration skills through team-based problem-solving process', 'Improvement of problem-solving ability through situational crisis coping process' and 'Improvement of individual comprehension through close teaching'. The continuous development of PBL learning strategies and development of various scenarios are required in the future.

• Journal of Oral Medicine and Pain
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• v.30 no.1
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• pp.35-44
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• 2005

Purpose: The aim of this preliminary study was to evaluate the effect of Problem-Based Learning (PBL) curriculum on development of comprehension of basic medical knowledge and quality of semi-structured problem solving including scientific reasoning skill. This scientific reasoning contained five components including: size of simple, design of research cause-effect, construction of risk factor, analysis statistic of data, interpretation of result. Materials and Methods: Seoul National University Dental students (100) participated in this experience during two weeks, 2004. Forty eight multiple-choice questions (MCQ) concerned "Infection Control and Prevention" were asked before and after two sections of Lecture-Based Learning (LBL) and PBL (pretest-posttest control group design). A semi-structured problem in epidemiological research was asked to these students after two sections (posttest-only control group design). Data (mean and SD) were analysed using the t Test for two independent samples (p<.05), comparing PBL versus LBL. Results: Our analyse of scores show no difference between LBL and PBL in the development of comprehension of "Infection Control and Prevention". The quality problem solving (epidemiological research) was significantly different between the two groups (p=.029); specially, two components' scores of reflection on scientific reasoning cause-effect (p=.000) and interpretation of result (p=.001) were significantly better for PBL than for LBL. Conclusion: Theses results indicate that comparing LBL and PBL, PBL curriculum have not been disadvantaged in comprehension of basic knowledge, and have contributed to develop the scientific reasoning in problem solving.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.439-450
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• 2012

This paper explores effectiveness of integrating Problem-Based Learning with Web 2.0 technologies in Computer subject matter education for improving quality of lessons and adapting of social needs for pre-service teachers. Students have studied about computer subject matter for 4 times. The process of leaning have recorded by Web 2.0 tools that is one of the cloud services. Also the students have written reflection journals about experiences of PBL process and results. The PBL process and reflection journals have been analyzed by qualitative data analysis. Conclusions are drawn as to potential for the use of Web 2.0 tools for PBL in computer subject matter. The results of the analyses showed the following: 1) Increasing the understanding of the computer subject matter education, 2) enhancing students' competence in using ICT potentially, 3) cultivating teaching and learning strategies on Web 2.0 environment and 4) enhancing competence of future teaching activities through experiencing e-portfolio as a performance-assessment tool.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.334-344
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• 2020

This study explored students' subject interests and task difficulty recognition levels changed when they provided tasks with Keller's ARCS motivation design in PBL(Problem Based Learning) class. This study participant were 79 college students majoring in teaching profession. Experimental and comparative groups were formed for the study. Primary PBLs were conducted to measure prior levels of subject interest and task difficulty recognition. Secondary PBLs were performed to verify the effectiveness of the ARCS motivation design task. The experimental group performed the tasks that reflected the ARCS motivation design. Collected data were analyzed using ANCOVA. As a result, the experimental group had a higher level of subject interest and a lower level of task difficulty recognition.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.99-112
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• 2005

Problem-Based Learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problem. It is both a curriculum organizer and instructional strategy, two complementary processes. The PBL model developed in this study was composed the two components of Problem Design(curriculum organizer) and Problem Implementation(instructional strategy). The basic process of Problem Implementation Model were composed the 8 steps ; 1) the identification of problem, 2) the specification of problem, 3) the exploration and generation for solution, 4) the selecting of best idea, 5) the specific planning of best idea, 6) the implementation and realization, 7) the evaluation, 8) the applying and reflection.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.67-68
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• 2022

본 논문에서는 온라인 비대면 교육환경에서 메타버스 플랫폼을 활용한 게임제작프로젝트의 PBL(Project-Based Learning) 교수법 운영방법을 예시를 통해 제시한다. 본 연구에서는 C 대학교 게임전공의 2, 3학년 학생들이 수강한 게임제작프로젝트 관련 수업에 게더타운 메타버스 픝랫폼을 활용한 비대면 PBL 교수법을 적용하였다. 이 수업을 위해 게더타운 플랫폼에 실제 실습실 및 작업공간과 유사한 환경을 2D 디지털 가상세계를 구축하였고, 이 플랫폼에서 오리엔테이션, 팀빌딩, 프로젝트 진행 및 피드백 등 PBL 교수법을 적용하였다. 게더타운 플랫폼을 활용한 PBL 교수법 적용 결과 최종 산출물의 퀄러티는 기존 대면으로 진행했을 때와 크게 다르지 않았음을 확인하였다.

• The Journal of Korean Association of Computer Education
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• v.5 no.2
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• pp.29-37
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• 2002

The purpose of this study is to examine the effects of the level of background knowledge and the metacognition supporting tool (MST) on the learning activities and outcomes in a web problem based learning environment from the theoretical perspectives of PBL (problem-based-learning) in the Web and metacognition. Results suggest that the level of learners' background knowledge could play a slight role in problem oriented learning activities. This was because learning tasks were characterized by ill-structured problems in Web-based problem learning and this sort of learning might have been a somewhat newer experience for the selected students. Providing MST for learners' PBL activities, however, was highly beneficial for learners who practice PBL in Web based learning environments. In addition, for PBL outcomes, variables like problem solution reporting documents. the use of MST had a more positive effect on the lower level learners' background knowledge than the higher level learners'.

• Journal of The Korean Association of Information Education
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• v.12 no.4
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• pp.437-448
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• 2008

As the importance of knowledge is emphasized and the environment of battlefields is changing, the military also demands competent people equipped with creativity, cooperativeness and communication ability, and in this situation it is required to apply PBL to education in the navy. The present study went through three stages in order to develop a prototype to implement a naval e PBL support system for knowledge creation. First, databases in Korea Education and Research Information Service, National Assembly Library, etc. were searched using keywords such as PBL, e-PBL, knowledge creation and knowledge ecosystem. In addition, we selected and analyzed frequently quoted literature and recent research reports related to this study among domestic and foreign theses, books, research papers, etc. recommended by specialists in contents, and derived the key values of a knowledge creation type e-PBL support system and design strategies. Second, we developed a primary prototype based on the contents of analysis and, revising it according to teaching design specialists' opinions, we proposed the final prototype of knowledge creation type naval e PBL support system and it has values as follows. First, the knowledge creation type naval e PBL support system provides learners with opportunities to apply e PBL and helps them improve their creativity, cooperativeness and communication ability and accumulate know how of services. Second, it improves work efficiency by circulating knowledge through sharing among individuals or groups, and produces synergy that promotes the organizational culture of learning. Third, the knowledge creation type naval e-PBL support system enables teachers who apply PBL to school education to find new applications of PBL in constructing knowledge bases.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.24 no.2
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• pp.79-86
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• 2024

In this paper, we propose a virtual learning platform based on various interactions that occur during real class activities, rather than the existing content delivery-oriented learning metaverse platform. In this study, we provide a learning environment that combines AI and a virtual environment to solve problems by talking to real-time AI. Also, we applied G-learning techinques to improve class immersion. The Virtual Edu platform developed through this study provides an effective learning experience combining self-directed learning, simulation of interest through games, and PBL teaching method. And we propose a new educational method that improves student participation learning effectiveness. Experiment, we test performance on learninng activity based on real-time video classroom. As a result, it was found that the class progressing stably.