• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.18 no.2
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• pp.31-39
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• 2012

Background: The purpose of this study was to develop a problem-based learning model for orthopedic manual physical therapy. A problem-based learning (PBL) model for orthopedic manual physical therapy developed from PBL module of Jeju C university (Halla-Newcastle PBL Center). A summary of this study is as follows: 1) PBL model is comprised of a class of 30 students, operated small group as of 4~5 students. 2) PBL is suggested a scenario of clinical case, induced variety reaction through group discussion and presentation. 3) PBL is occurred wide variety learning through group work activity and self-directed learning. 4) The tutor as a facilitator is played a guide for group discussion, work activity and team learning. 5) The evaluation for PBL is performed such as student self-evaluation, group activity evaluation, individual presentation, and practice. This model is considered wide variety learning through team learning and self-directed learning by clinical reasoning and problem solving for musculoskeletal clinical case. We suggest problem based learning for the education of orthopedic manual physical therapy in which the learners are very interested in and has the effective outcome.

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.187-200
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• 2002

In this study, we developed Internet Based Problem Solving Learning Model based on difficulty of internet based problem solving teaching and learning. For these, firstly we developed 7 Steps Problem Solving Model applying ICT-EUS into proper step. Next, we developed Internet Based Problem Solving Learning Model reflecting 7 Steps Problem Solving Model and searched an outline and characteristics of support system to apply the model into instruction. The teaching and learning model is composed of four steps of (1) design (2) preparation (3) teaching and learning execution (4) management, and 7 Steps Problem Solving Model is the core of teaching and learning execution step. The 7 Steps Problem Solving Model and Internet Based Problem Solving Learning Model are not for functional use but for general use. In other words they can be used commonly in all subjects.

• Journal of Engineering Education Research
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• v.14 no.1
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• pp.55-63
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• 2011

This paper deals with how to apply PBL(Problem-based learning model) model to interdisciplinary field such as engineering accounting. The PBL approach can provide a solution about educational issue for engineering accounting with a systematic view. A web-based practice system, which is a core element of PBL model and a learning object and practical exercise for engineering students, is developed.

• 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.

• 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.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.433-443
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• 2011

Purpose: This study aimed at (a) developing an instructional model of creative thinking education on the problem-based learning method (C-PBL) in undergraduate nursing curriculum at one University, and (b) examining its effect on nursing students' level of creativity and outcomes from problem-based learning. Methods: The C-PBL model was implemented on 43 juniors of the experimental group with a 30 hour-nursing class during one semester. The control group, with 54 seniors, received 4 hours of problem based learning training in an adult nursing class. Pre-and post-tests were done with the Torrance Tests of Creative Thinking for creative thinking ability, the Integrated Creativity Instrument for creative motivation and attitudes, the Problem Solving Competency questionnaire, and the Self-Directed Learning Instrument. Results: The C-PBL model was developed using a caring situation scenario to solve nursing problems with 3 training steps of 'encountering a patient in a caring situation', 'exploring nursing knowledge', and 'designing creative caring beyond given knowledge'. Between the experimental group and the control group, there were significant differences in creativity (p<.010), problem-solving ability (p<.010), and self-directed ability (p<.010). Conclusion: This C-PBL method could contribute in increasing creative competency as well as problem-solving ability for nursing students.

• Journal of Construction Engineering and Project Management
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• v.1 no.2
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• pp.11-17
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• 2011

Recent demands from construction industry have emphasized the capability for graduates to have improved skills both technical and non-technical such as problem solving, interpersonal communication. To satisfy these demands, problem-based learning that is an instructional method characterized by the use of real world problem has been adopted and has proven its effectiveness various disciplines. However, in spite of the importance of field senses and dealing with real problem, construction engineering education has generally focused on traditional lecture-oriented course. In order to improve limitations of current construction education and to satisfy recent demands from construction industry, this paper proposes a new educational approach that is Failure-Based Learning for using combination of the procedural characteristics of the problem-based learning theory in construction technology education utilizing failure information that has the educational value in the construction area by reinterpreting characteristics of construction industry and construction failure information. The major results of this study are summarized as follows. 1) Educational effect of problem-based learning methodology and limitation of application in construction area 2) The educational value of the information on construction failure and limitation in application of the information in construction sector 3) Anticipated effect from application of the failure-based learning 4) Development and application of the failure-based learning conceptual model.

• International conference on construction engineering and project management
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• 2011.02a
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• pp.99-106
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• 2011

Recent demands from construction industry have emphasized the capability for graduates to have improved skills both technical and non-technical such as problem solving, interpersonal communication. To satisfy these demands, problem-based learning that is an instructional method characterized by the use of real world problem has been adopted and has proven its effectiveness various disciplines. However, in spite of the importance of field senses and dealing with real problem, construction engineering education has generally focused on traditional lecture-oriented course. In order to improve limitations of current construction education and to satisfy recent demands from construction industry, this paper proposes a new educational approach that is Failure-Based Learning for using combination of the procedural characteristics of the problem-based learning theory in construction technology education utilizing failure information that has the educational value in the construction area by reinterpreting characteristics of construction industry and construction failure information. The major results of this study are summarized as follows. 1) Educational effect of problem-based learning methodology and limitation of application in construction area 2) The educational value of the information on construction failure and limitation in application of the information in construction sector 3) Anticipated effect from application of the failure-based learning 4) Development and application of the failure-based learning model

• (The) Korean Journal of Educational Psychology
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• v.32 no.1
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• pp.1-27
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• 2018

The proposes of this study were to develop the learning consulting model based on creative problem solving and to verify the effects of its implementation. The model was developed based on ADDIE program developing model. In the analysis stage, literature review and needs survey were conducted for data collection on learning consulting at universities including the literature in related fields. Specific areas needed in the learning consulting model were selected from the results of this collected data. During the design and development stage, the learning consulting processes were established. These constituted the learning consulting model developed and it had been based on the Creative Problem Solving. To verify the validity of the learning consulting model based on the creative problem solving, a pilot study was implemented. The model was completed content a validity verification process performed by experts through focus group interviews. The aim this final model is to improve the self-directed learning ability and creative problem solving capacity of the university students. The study results showed that mean scores on self-directed learning ability of the experimental group increased significantly compared to the control group. Based on these findings, the learning consulting model seemed very effective in improving the university students' self-directed learning ability, as well as their creative problem solving capacity. Based on the results of this study, implications and limitations of the final model and its implementation were discussed.

• The Journal of Korean Association of Computer Education
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• v.15 no.2
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• pp.29-36
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• 2012

This thesis focuses on developing the appropriate model for teaching Internet ethics based on problem-based learning. In the new learning model, participation of students such as discussion and writing methods is considered important. The research applied the new method at class and analyzed the change in Internet ethics. The result of research shows that internet ethics of learner improved in the voluntariness, respect, participation, responsibility area. Especially, the voluntariness and responsibility areas showed statistically meaningful improvement.