• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.969-978
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• 2016

The purpose of this study is to figure out gifted elementary science students' improvement in performing open inquiry after peer review. In this study, gifted fifth-grade students performed open inquiry and review of each other as peers after the inquiry. Students' inquiries were evaluated and the influences of the feedback from the peer reviews were analyzed in relation to the inquiry performances. As a result of this study, three key points were discovered: First, the evaluation score increased with frequent feedback or long discussions. On the other hand, with less feedback, the evaluation score didn't rise. Second, there were three types of improvement in inquiry related to peer review: No. 1 was improvement after feedback given by themselves. No. 2 was reflection of feedback given to other groups. As a last type, No. 3 was that the students learned from other groups' presentation without any feedback and improved their inquiry. Third, there were five kinds of giving feedback; (1) feedback understanding the inquiry correctly, (2) insufficiency of peer's inquiry without deep thought. (3) on the usefulness of the inquiry, (4) on the scientific and logic validity through critical thinking, and (5) how to develop the inquiry. In these kinds of feedback, the fourth kind of feedback (4) occurred most frequently but the fifth (5) occurred rarely. It means peer review helps students develop their critical thinking ability and teachers should encourage students to give peers feedback of the fifth kind.

• Review of KIISC
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• v.12 no.5
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• pp.17-26
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• 2002

P2P(peer to peer)는 인터넷에서 중간에 서버 컴퓨터를 거치지 않고 정보를 찾는 사람과 정보를 가지고 있는 사람의 컴퓨터를 직접 연결시켜 데이터를 공유할 수 있게 해주는 기술과 그 기술을 응용해서 제공되는 서비스를 말한다. P2P 서비스는 서버 없이 컴퓨터와 컴퓨터간에 데이터를 전송함으로서 의도적이거나 고의적인 공격자에 의해 정보보호 위협에 상당히 노출되어 있는 실정이다. 본 연구는 P2P 서비스 모델의 분류와 현재 제공되고 있는 대표적인 P2P 서비스인 냅스터와 그누텔라의 어플리케이션 구조에 대해 분석하였고 P2P 환경에서 발생할 수 있는 정보보호 위협과 안전한 통신을 위해 요구되는 정보보호 서비스에 대해 고찰하였다.

• Journal of the Korean Society of Radiology
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• v.82 no.6
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• pp.1545-1555
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• 2021

Purpose The purpose of this study was to evaluate the rates of unacceptable diagnosis and clinically significant diagnostic discrepancy in radiology sections and imaging modalities through a peer review of teleradiology. Materials and Methods Teleradiology peer reviews in a Korean teleradiology clinic in 2018 and 2019 were included. The peer review scores were classified as acceptable and unacceptable diagnoses and clinically insignificant and significant diagnostic discrepancy. The diagnostic discrepancy rates and clinical significance were compared among radiology sections and imaging modalities using the chi-square test. Results Of 1312 peer reviews, 117 (8.9%) cases had unacceptable diagnoses. Of 462 diagnostic discrepancies, the clinically significant discrepancy was observed in 104 (21.6%) cases. In radiology sections, the unacceptable diagnosis was highest in the musculoskeletal section (21.4%) (p < 0.05), followed by the abdominal section (7.3%) and neuro section (1.3%) (p < 0.05). The proportion of significant discrepancy was higher in the chest section (32.7%) than in the musculoskeletal (19.5%) and abdominal sections (17.1%) (p < 0.05). Regarding modalities, the number of unacceptable diagnoses was higher with MRI (16.2%) than plain radiology (7.8%) (p < 0.05). There was no significant difference in significant discrepancy. Conclusion Peer review provides the rates of unacceptable diagnosis and clinically significant discrepancy in teleradiology. These rates also differ with subspecialty and modality.

• Journal of the Korean Society for information Management
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• v.37 no.4
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• pp.131-150
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• 2020

This study was conducted to ascertain a better understanding of researchers' perception of open peer review (OPR), which is being attempted to improve the problems of traditional peer review methods in recent journal publications. A survey was conducted on the Korean authors of a mega open access (OA) journals and the results were analyzed. The subjects of the survey were selected as Korean corresponding authors published on PLOS, an international OA journal and mega journal. The survey was conducted as an online questionnaire and a total of 238 responses were collected; the analysis was based on 202 valid responses. Data were analyzed by performing frequency analysis and average comparison between groups for the collected questionnaire results. As a result of analyzing whether there is a difference in perception of OPR depending on the age, research experience, and OPR experience of the researcher, researchers under the age of 44, researchers with research experience of 9 years or less, and researchers with OPR participation experience had differences in some OPR perceptions. Results show that researchers under the age of 44 want to change the current peer review approach, but they are not yet actively accepting OPR. As a result of analyzing the reasons why the researcher disagrees with OPR, they raised questions about lack of objectivity, increased burden of reviewers, emotions and relationships, and responded that the right to be forgotten was also necessary.

• Safe Food
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• v.8 no.1
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• pp.36-40
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• 2013

• Journal of English Language & Literature
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• v.57 no.6
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• pp.977-998
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• 2011

The purpose of this study is to investigate prospective teachers' perceptions of the peer review comments readily available to them during the writing process in a teacher training class. Given these needs, we employ a qualitative method of inquiry giving voice to the learner's own view of peer feedback. The data we wish to consider is first-person narratives elicited from four EFL college students, who are prospective teachers of English. With regard to the EFL students' narrative considered here, all were attentive to the feedback they received. Moreover, the way in which these EFL writers talk about peer response activity reflects that they still welcome peer feedback because of the benefits to be accrued from it. Although this study, covering only four EFL students in total, can hardly be considered conclusive, we attempt to offer a synthesis of their stories. First of all, students indicate that they received responses from "authentic readers" (Mittan 1989, 209). We do note, consequently, that students gain a clear understanding of readers' needs by receiving feedback on what they did well and on what seems unclear. Perhaps the greater effect of peer feedback claimed by these students is that they take active roles in utilizing peer comments. Since they feel uncertain about the validity of their classmates' responses, students feel that they have autonomy over their own text and can make their own decisions on whether they should accept their peer comments or not. This contrasts with their treatment of teacher comments that they accept begrudgingly even if they disagree with them. Four EFL writers talked a lot, typically in a positive way, about peer response to their writing, yet they have expressed reservations about the extent to which they should put any credence in comments offered by their fellow students. Perhaps this is because their fellow students are still developing writers and EFL learners. In turn, they were sometimes reluctant to accept the peers' comments. Thus, in EFL contexts, L1 use can be suggested during peer feedback sessions. In particular, we have come to feel that L1 use enables both reviewers and receivers to have more productive peer review experiences. Additionally, we need to train students not "to see peer feedback as potentially bad advice" (Silva et al. 2003, 111). Teachers should focus on training students to utilize their peers' comments. Without such training, students will either ignore feedback or fail to use it constructively.

• Korean Medical Education Review
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• v.23 no.1
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• pp.3-10
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• 2021

Learning by teaching (LbT) has long been recognized as an important learning behavior that constructs meaning based on interactions between learners. This study aimed to explore the meaning of LbT as an important learning activity for future implementation in education. LbT is based on the cultural historical activity theory and sociocultural learning theory, as developed by scholars including Vygotsky. These frameworks value the construction of meaning based on language, and LbT is reported to be effective in constructing meaning. In addition, within the zone of proximal development posited by Vygotsky, learning through interaction between learners improves academic achievement, higher-order thinking, deep learning, and reflective learning. LbT also promotes students' learning presence, and strengthens various competencies such as collaboration and communication skills. Interactive behavior between learners in the form of LbT has been explored as an approach to teaching and learning, with methods including peer learning, peer tutoring, peer teaching, peer mentoring, Lernen durch Lehren, and peer-assisted learning. LbT has also been applied as a learning method. In the future, LbT has boundless potential to improve learning through activities such as flipped learning or online learning based on interactions between learners.

• Journal of Cadastre & Land InformatiX
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• v.48 no.1
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• pp.15-33
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• 2018

The main purpose of this study was to identify the topics and research trends of international cadastral research using LDA. To achieve this goal, I reviewed the literature on LDA and international cadastral study and formulated four research questions that are topics of cadastral researchers, distribution of topics, the most influential topics and changes of topics over time. To answer these research questions, I analyzed 370 papers published in the FIG Peer Review Journal between January 1, 2008, and October 31, 2017, using LDA. As a result of the analysis, I confirmed that there are twelve major topics in international cadastral research. And the most influential topic of these topics was identified as topic 2(cadastral information systems), and topic 5(land development and land administration) was also confirmed as playing an important role in the overall document. These two topics have been the most popular topics whose trendlines have been very active over the past decade and will play a leading role in future cadastral research.

• The Korean Society of Law and Medicine
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• v.12 no.2
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• pp.295-316
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• 2011

If the medical staff privileges, which mean the eligibility to practice at open hospitals, are excluded in the United States, antitrust claims based on the violation of the Sherman Act have been raised a lot. The proliferation of these lawsuits in the United States, which are characterized as antitrust lawsuits, can be understandable situation. The reason is because doctors who don't belong to specific hospitals are seriously damaged, if the medical staff privileges are excluded and doctors cannot use facilities of open hospitals. In order to decide to allow the privileges of certain doctors, hospitals have to rely on peer review to maintain high quality of medical services, and it is not easy to find alternative of peer review in the professional areas like healthcare. However, there are possibilities that members of the peer review can abuse power to unfairly exclude privileges of potential competitors. In this sense, it is asserted in the U.S. antitrust lawsuits that the restraint of medical staff privilege can be the illegal restraint of trade in violation of section 1 of Sherman Act and can be monopolization or an attempt to monopoly by hospitals in violation of section 2 of Sherman Act. As Korea adopted open hospital system quite recently, there is still no case related with the exclusion of medical staff privileges. However, medical staff privilege system of Korea is not different from that of the United States in principle. Thus, the U.S. jurisprudence on the exclusion of medical staff privileges can be referred in the interpretation of "practice that interferes with or restricts the activities or contents of the business" based on Article 19.1.9 of Monopoly Regulation and Fair Trade Law of Korea.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.1
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• pp.43-51
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• 2013

Purpose: The purpose of this study was to examine the effects of peer feedback on nursing students using videos filmed during the catheterization procedure. Method: The study was a structured nonequivalent group, pretest-posttest design. The experimental group was filmed performing foley catheterization. After the procedure, the group video review followed and peer feedback was provided. Results: The experimental group had a higher mean score in learning motivation than the control group. However, the differences in learning attitude and self efficacy were not statistically significant. Conclusion: The results of this study indicate that video-aided peer feedback was effective in enhancing students' motivation to learn psychomotor skills.