• Journal of The Korean Society of Integrative Medicine
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• v.11 no.1
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• pp.71-78
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• 2023

Purpose : This study was purposed to analyze the effectiveness of PBL (Problem-Based Learning) classes and to derive class improvement plans. Methods : The subjects of the study were 48 students who took the 4th grade clinical dental hygiene course at S University located in Chungcheongnam-do of South Korea in 2021. A single-group pre and post experimental study was designed to verify whether there were significant changes in the research variables of students who participated in the class to which problem-based learning was applied. A paired-sample t-test was conducted for the collected data of 46 respondents. Results : As a result, the degree of improvement in problem clarification, cause analysis, and alternative development among the five sub-areas of problem-solving ability was statistically significant. This means that the problem-based learning class positively affects dental hygiene major students' ability to clarify problems, the ability to analyze causes to collect and analyze information, and the ability to develop alternatives to make decisions, thereby improving overall problem-solving abilities. However, the improved post-score was not statistically significant in the planning/execution and performance evaluation of the remaining two subdomains. In addition, post-scores of the leader aspect, opinion exchange, opinion evaluation, and opinion integration, which are sub-domains of collaborative self-efficacy, all showed great statistical significance. Problem-based learning improved the collaborative efficacy of dental hygiene major students overall by positively influencing the ability to lead a team, exchange and evaluate each other's views, and constructively integrate different views. Conclusion : It was found that both the subject's problem-solving ability and cooperation efficiency improved under the influence of problem-based learning. On the other hand, implications for improvement of the future class such as the necessity of supplementing strategies to promote planning and execution ability for problem solving, and ability to evaluate problem solving performance was suggested.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.340-351
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• 2009

The purpose of this study was to investigate the effect of case-based learning program on three elementary students' scientific problem solving and attitudes in science class. For this study, case-based learning program was designed for bridging students' scientific knowledge and their personal experiences in real life through 4 stages: understanding the problem, planning for problem solving, conducting problem solving, and making conclusion. This study was carried out through 17 lessons of 4th grade for 6 weeks. The data was collected through close observation on three students in two groups in a class. The results include that cased-based learning program showed overall positive effects on the elementary students' scientific problem solving and attitudes in class. In particular, it turned out that the continuous emphasis of real world examples in case-based learning had powerful impacts on students' problem solving abtsity, motivation, and participation in classroom activities. The key factors to successful problem solving in school science was discussed.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.26-33
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• 1997

Problem-Based Learning(PBL) is at the forefront of educational reform. The acceptance of PBL as an educational approach with wide application represents a major change in thinking about educational processes and their relationships to the wider community. In 1969, PBL as a method was introduced at the Medical School of McMaster University in Hamilton, Canada. The most important advantages in PBL are acquiring knowledge that can be retrieved and applied, learning to learn(self-directed learning) and learning to analyze and solve Problems. PBL is widely used within the sector where it had its origin, namely health profession education. A generally accepted starting point in the development of a problem-based curriculum is the set of professional competencies of future graduates, which describe the typical problems professionals have to deal with. Formulating learning objectives highly depends on the format and content of the presented problems. Contrary to that, in a classic course in higher education, it is customary that teachers express objectives in a compulsory subject matter. Curricula which advocate problem-based learning generally use case studies in the form of paper cases, simulations and real patients with the intention of stimulating classroom discussion of clinical and basic science concepts within a problem-solving framework. One goal of using paper cases is to stimulate the learning of basic science within a clinical situation. Through self-directed study the students solve problems and explore the psycho-social dimensions within the cases. The general outcome based on the program evaluation research of PBL is that PBL students respond positively about the learning experience. In summary, PBL is a curriculum design and a teaching/learning strategy which simultaneously develops higher order thinking and disciplinary knowledge bases and skills by placing students in the active role of practitioners(or problem solvers) confronted with a situation(ill-structured problem) which reflects the real world.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.2
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• pp.287-294
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• 2006

Purpose: The purpose of this study was to identify the change of critical thinking disposition and problem solving process in students who experienced problem-based learning. Method: This research design was one group pre-post test design. Twenty-five nursing students who participated in ‘'Nursing Process' course with two PBL packages for a semester in 2004 were the subjects of this study. The data were analyzed by repeated measures of ANOVA, and content analysis. Result: The problem defining in problem solving process was improved significantly, but there was no significant difference in the critical thinking disposition. Conclusion: The results of this study suggest that PBL has a positive effect on nursing students' problem solving process, But for a more significant effect on a continuous base for critical thinking of nursing students, faculties should use web based and simulation-based education for self directed learning along with clinical situation-based scenarios.

• 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.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.8-18
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• 2022

Objectives: The objective of this study was to explore the effects of the simulation-based learning program on stress, problem-solving ability, self-efficacy, and resilience of final-year nursing students in a college in South Korea. Methods: The design of the study was a one-group pretest-posttest. The participants of this study were final-year nursing students in 2018. A total of 105 students completed it. The intervention was an 8-week simulation-based practice course. The primary and secondary outcome measures were baseline and follow-up questionnaires regarding demographic factors, stress, problem-solving ability, self-efficacy, and resilience. Results: Problem-solving ability (t=6.567, p<.001), self-efficacy in four situations (p<.001) and resilience (t=2.352, p=.021) increased after simulation-based learning than before learning. Stress also increased after simulation-based learning compared to before learning (t=5.960, p<.001). The level of stress, self-efficacy, and resilience were mainly related to participants' satisfaction with their clinical placement, and interpersonal relationships (p<.05). Conclusions: Simulation-based learning is expected to improve nursing students' problem-solving ability, self-efficacy, and resilience. This can lead to induce learning motivation of nursing students, improve their coping strategies for solving problems, and ultimately provide high-quality care.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.2
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• pp.101-124
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• 2008

The purpose of this study is to test if problem posing based on structural approach cooperative learning has a positive effect on mathematical achievement and mathematical disposition. For this purpose, this study carried out tasks as follows: First, we design a problem posing teaching learning program based on structural approach cooperative learning. Second, we analyze how problem posing based on structural approach cooperative learning affects students' mathematical achievement. Third, we analyze how problem posing based on structural approach cooperative learning affects students' mathematical disposition. The results of this study are as follows: First, in the aspect of mathematical achievement, the experimental group who participated in the problem posing program based on structural approach cooperative teaming showed significantly higher improvement in mathematical achievement than the control group. Second, in the aspect of mathematical disposition, the experimental group who participated in the problem posing program based on structural approach cooperative teaming showed positive changes in their mathematical disposition. Summing up the results, through problem posing based on structural approach cooperative learning, students made active efforts to solve problems rather than fearing mathematics and, as a result, their mathematical achievement was improved. Furthermore, through mathematics classes enjoyable with classmates, their mathematical disposition was also changed in a positive way.

• Journal of Korean Physical Therapy Science
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• v.28 no.3
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• pp.1-10
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• 2021

Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.

• Proceedings of the CALSEC Conference
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• 2004.02a
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• pp.294-301
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• 2004

·Text-mining approach to e-documents organization based on topic hierarchy - Machine-Learning ＆ information Theory-based ㆍ 'Category(topic) discovery' problem → document bundle-based user-constraint document clustering ㆍ 'Automatic categorization' problem → Accelerated EM with CU-based active learning → 'Hierarchy Construction' problem → Unsupervised learning of category subsumption relation

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.627-636
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• 2023

This study was conducted to lay the basis of the need of the self-directed learning ability, critical thinking, communicative ability, problem solving skills for nursing students by confirming the effect of problem based learning classes of nursing students. The data collection period was from March 1 to June 7, 2022. It was provided problem based learning classes to 165 nursing students located at B city. Problem based learning classes were conducted at total of 14 times, and 100 minutes/time. The collected data were analyzed using the frequency and percentage, Cronbach's α, mean and standard deviation with the SPSS Win 21.0 program, and the effectiveness verification of problem based learning classes was analyzed with a paired t-test. As a result of the effectiveness of the problem based learning class, the self-directed learning ability(t=-2.08, p=.039), critical thinking(t=-2.49, p=.014), communicative ability(t=-4.90, p<.001), problem solving skills(t=-4.84, p<.001) of nursing students who took 14 weeks of problem based learning was enhanced. Based on the results of this study, by applying it in various ways to first-year nursing students, it will be possible to use them to improve their competence, major satisfaction, and adapt to college life.