• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.179-188
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• 2011

The purpose of this thesis was to implement effective blended PBL(Problem-Based Learning) systems for information communication ethics education. The proposed systems, Online learning and face-to-face classes were systematically combined and Moodle is used for online learning platform. We proposed the use of wikis and blogs not just for creation of knowledge, but as active learning tool to support PBL. In the proposed system, learners used the web 2.0 as a open place to create new knowledge and experience various effects of PBL, such as (1) Improvement of problem solving ability, (2) Understanding of cooperative learning. The blended PBL systems with teaching and learning model were evaluated learners' level of satisfaction and educational achievement in the study of information communication ethics. The result shows that blended PBL learning method is more effective in cultivating consciousness of information communication ethics and showed more higher level of learners' satisfaction and educational achievement than the face-to-face PBL learning method.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.573-578
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• 2019

This paper applied to the Korean Lesson using PBL(Problem-Based Learning) based on Google Classroom for Mongolians. Recently, Mongolians trying to learn Korean because of Korean wave. This study aims to develop the online problem-based learning model as a way to develop the creative problem-solving ability of Mongolians who want to learn Korean. We applied 3 problems for 9 weeks. This study shows that the participants experienced the effectiveness of Google Classroom and PBL in many ways, 93% of the participants reported that Google Classroom and PBL helped them to learn Korean easily and interesting distance learning model, 90% of the participants prefer to explore Googlish programs and online learning, 85% of them said that increased interaction others in online environment easily. 100% of them said that thankful for learning Korean with Online tutor anytime on Google Classroom. Truly, 86% of them said PBL was hard to generate and understand it because very new instruction for them and working with team in online learning environment. The study showed that members of Korean Lesson experienced various effects such as understanding of learning contents, understanding of cooperative learning, practical experience, creative problem solving ability, presentation skill, communication ability, self - directed learning ability, self - confidence through Google Classroom based PBL.

• Educational Technology International
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• v.11 no.1
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• pp.145-169
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• 2010

Many universities are searching for educational methods to cultivate problem-solving ability and cooperative learning ability or already trying to implement them. Problem Based Learning(PBL) and Action Learning(AL) are effective teaching and learning methods to cultivate men of talent qualified for problem-solving and cooperative learning abilities that universities are seeking after. PBL and AL have something in common in that learning is accomplished while learners are solving the authentic problem. But, in spite of this similarity, PBL and AL have differences. However, most literatures and cases on these two models introduce only the outline of commons and differences and do not provide teachers with actual helping aids to select a model appropriate for the actual design or operation of classes. Accordingly, many teachers usually select and utilize a familiar model rather than select a proper model to the nature of a subject and the educational goal. Teaching and learning methods or learning environment should be selected appropriately to the educational goal. This study indicates the characteristics of PBL and AL that are being introduced and utilized as a principal teaching and learning method of college education and then shows how this method can be realized in the university by comparing the cases of classes applied in two methods.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.619-623
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• 2018

This paper aimed to design a computer course teaching-learning strategy for (m-learning?) to be used in a Problem Based Learning (PBL) environment. The research findings were as follows. Firstly, learning contents were provided as educational tools for mobile device usage. The educational contents provided were designed for effective usage on mobile devices, such as smartphones, thereby making mobile devices suitable for use as learning tools. Secondly, learning contents for PBL were provided. PBL problems (for computer engineering courses) were made with the principles of teaching plans. The learning objectives were achieved through the problem-solving progress of the learners and their self-directed and cooperative learnings. Thirdly, learning resources were provided that were easily accessible through smartphones, laptops and PDAs. This study is about the PBL instructional design of creative engineering design subjects, which aims to foster talent. The PBL model developed in this study consists of Analysis, Design, Development, Implementation, and Evaluation. We made a plan for creative engineering design subjects based on PBL, and focused on the process of PBL. This research was able to establish the basis for PBL usage in Engineering Schools and help achieve its ultimate goal of endowing professional intellectuals with creative problem-solving abilities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.510-521
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• 2020

The university is attempting educational innovation to cultivate talents required by society. The purpose of this study was to prove the educational effect by applying the PBL to on a fashion theoretical course. The research methods are theatrical research and model development research to guide to utilizing PBL. As a result of this study, the learners' satisfaction with the subject applying PBL was evaluated quite positively. In general, it has been shown to have a very effective effect on improving the learner's problem-solving capability, cooperative learning capability, and self-directed learning capability. In particular, the problem-solving capability is relatively high compared to other factors. The result is consistent with the educational goal of the PBL for improving the learner's problem-solving capability. Perceivable correlation analysis on the relationship between the factors to grasp the educational effect of the PBL revealed the factors with a static correlation. In particular, the problem solving capability and cooperative learning capability developed a significant correlation with self-directed learning capability. This is a testament to their ability to exert greater influence when the competencies that each learner develops are combined.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.66-72
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• 2020

In order to cultivate talented people with national economic influence in the rapidly changing 21st- century modern society, STEM(Science Technology Engineering Mathematics) education has been emphasized in advanced countries such as America and England. In South Korea, STEAM(Science Technology Engineering Arts Mathematics) education is emphasized by adding Arts. The objective of STEAM education is to strengthen the interest and motivation of learners, to focus on experience, exploration, experimentation, to solve convergent thinking and real-life problems, rather than cramming method of teaching and memorization. This study identifiesan instructional design for converged English, the world's official language, and science which is found in nearly all disciplines. With the development of the 4th industrial revolution based on the PBL model, learners participate in their lessons voluntarily for problem-solving skills. The instructional design based on the ADDIE model consists of 5 procedures: Analysis, Design, Development, Implementation, and Evaluation. The goal of fostering talented people with national economic influence is also important, and the teacher in education must recognize the importance of STEAM education and an appropriate instructional design should be studied constantly.

• Journal of Korean Society for Atmospheric Environment
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• v.22 no.3
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• pp.309-323
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• 2006

We focus on the improvement in the simulation of sea surface wind over complex coastal area located in the southeastern Korea. In this study, it was carried out sensitivity experiment based on PBL schemes and dynamic frame of MM5 and WRF. Two widely used PBL parameterization schemes were chosen : Medium-Range Forecast (MRF) and Mellor-Yamada-Janjic (MYJ). Thereafter, two cases of sea fog days with weak wind speed and typhoon days with strong wind speed were simulated and analyzed. The result of experiments indicated that wind fold of WRF model was shown more similar distribution with observational data, compared with that of MM5. Simulation of sea surface wind during sea fog days with weak wind speed and typhoon days with strong wind speed were shown similar horizontal distribution with observational data using MYJ and MRF PBL schemes of WRF model, respectively. Horizontal distribution of sea surface wind was more sensitive according to dynamic frame and PBL Schemes of model during sea fog days and typhoon days, respectively.

• Atmosphere
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• v.14 no.3
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• pp.29-40
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• 2004

It is well known that convections and fronts are the most effective weather systems for the vertical transport of pollutants. I used a two dimensional front model in order to investigate the mechanism of the vertical transport of atmospheric pollutants between planetary boundary layer(PBL) and free atmosphere by fronts. The main dynamic processes which contribute the vertical transport of pollutants are advection and diffusion. The transported amount of pollutant from the boundary layer to the free atmosphere increases dramatically during the developing stage of the front. 46% of pollutants are transported vertically within 12 hour and 54% are transported within 24 hour. In the meantime, compared to the total amount of pollutants transported by both advection and diffusion, about 25% (30%) less pollutants are transported when only advection (diffusion) process in included in the model. The most important mechanism for the vertical transport is vertical advection, while the vertical diffusion process plays an important role in the redistribution of pollutants in the PBL.

• Journal of Information Technology Applications and Management
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• v.13 no.4
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• pp.197-214
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• 2006

This study explores factors to facilitate web-based collaborative learning and the effect of learning, based on the PBL(Problem Based Learning) from the constructivist approach in e-learning. A research model, using the key variables such as situations, interactions, and systems, was developed. In order to test this proposed model, experimental design and post-survey was conducted to the learners who took on-line and off-line course with team project. In the research model, situation category was divided into instructor's support, unstructured problem, and self-directed learning. Interaction category was divided into three factors; 'interaction between learners', 'interaction between learner and instructor', and 'interaction between learner and technology'. System category was divided into.monitoring and incentives. As a result, it was found that collaborative learning can be improved by situations, interactions, and systems, and the effectiveness of learning can be improved by situations and interactions in PBL.

• Journal of Fashion Business
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• v.25 no.2
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• pp.98-109
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• 2021

The purpose of this study was to present the case of class operation by paralleling a general instructor's lecture class and a IC-PBL class in a fashion design major course and comparing the educational effects. The teaching model of this study was designed to improve the ability to use the knowledge gained in accordance with the needs of the industrial field and to develop an independent learning ability. It will provide meaningful data. This study measured and considered the qualitative items of self-efficacy and changes in class perception through interviews and questionnaires completed by the learners after experiencing each general class and IC-PBL class. The results of this study are, first, that in the History of Fashion and Costume class, the general teaching method and the IC-PBL teaching method were applied in parallel to design a class, and a method case was presented. Second, as a result of comparing the educational effects of the two teaching methods through a student questionnaire, IC-PBL was more effective in improving learning attitude, learning achievement and self-efficacy. In addition, after the IC-PBL class on History of Fashion and Costume, the students' negative perception of team activities improved, and the students' cooperative ability and creativity improved.