• 영어어문교육
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• 제11권2호
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• pp.51-66
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• 2005

This study investigates the feasibility of incorporating student evaluations of peer review interactions into the course grade for an EFL writing course. The use of such evaluations offers a way to grade the process of writing more directly than using writing portfolios alone. Moreover, evaluating peer review interactions highlights the social aspect of writing, which is valuable in the current post-process climate in writing instruction. The 18 members of a semester-long EFL writing course at a Korean university were trained in peer response for one half of a semester; then performed evaluations of peer review interactions during the second half of the semester as part of their writing course. Student evaluations were examined to reveal whether any bias occurred due to relative age, gender, major, or question type. The results revealed no such biases. Therefore, it is suggested that students are capable of providing fair evaluations of peers, which means the evaluations can be factored into the course grade in order to evaluate the social aspect of the writing process.

• 플랜트 저널
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• 제8권1호
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• pp.60-72
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• 2012

In this study to reduce the review time of the pressure vessel regulations pressure vessel legislation review program has been developed. During the course of this research program to develop the domestic construction in a real project, saving 47% of the time was found.

• 공학교육연구
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• 제12권3호
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• pp.96-106
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• 2009

이 연구는 '코스 임베디드 평가'의 개념, 효과, 적용방법 및 실제 적용된 사례를 살펴봄으로써 공학교육 분야에의 적용 가능성을 제안하기 위하여 수행되었다. 이를 위해 코스 임베디드 평가를 주요어(key word)로 하여 이의 개념, 효과, 적용 방법 및 적용 사례를 중심으로 한 '문헌연구'를 수행하였다. 본 연구를 통해 코스 임베디드 평가의 모형과 모형의 각 단계별 유의사항을 제시하였다. 제시된 코스 임베디드 평가의 모형 단계는 다음과 같다. 즉, 프로그램 학습성과의 설정, 관련 코스의 확인, 평가도구의 선정, 평가 준거의 설정, 평가 시행 및 평가 결과의 분석이다. 또한 우리나라에서 코스 임베디드 평가가 성공적으로 정착하기 위해 선행되어야 할 조건들을 함께 제시하였다.

• Pediatric Infection and Vaccine
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• 제30권2호
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• pp.55-61
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• 2023

목적: 소아에서 요로감염은 높은 질병부담을 갖는다. 본 연구의 목적은 합병증이 없고 균혈증이 없는 소아 요로감염에서 단기 항생제 요법이 기존의 표준치료 방법과 비교해 비열등한지 평가하고자 한다. 방법: PubMed, Embase 및 Cochrane 데이터베이스에서 2021년 4월까지 출간된 연구에 대한 신속 체계적 문헌고찰(Rapid Systematic Review)을 시행했다. 비교군으로는 소아 요로감염 환자를 대상으로 단기 항생제 치료(≤4일)를 한 군과 표준 항생제 치료(≥5-7일)를 한 군 간의 임상결과를 비교한 연구를 선정하였다. 결과: 신속 체계적 문헌고찰 결과, 단기 치료 방법은 표준 치료 방법에 비해 비열등한 치료 효과를 가지며, 임상 완치율 및 재발률이 유사한 것으로 측정되었다. 단기 치료와 표준 치료 방법의 임상적 치료율을 비교한 10개의 연구 모두 유사한 결과를 보고하였다. 신장 합병증을 평가를 한 연구는 단기 치료 방법이 표준 치료 방법과 비교해 비열등하지 않음을 보여주었다. 요로감염 재발에 대해서는 10개 중 8개의 연구에서 단기 치료와 표준 치료 방법 간 결과에 유의미한 차이가 없다고 보고하였다. 결론: 본 연구를 통해 결과는 균혈증이 없는 소아 요로감염 환자에서 단기 치료 방법이 표준 치료 방법에 준하는 효과성을 나타났었다. 본 연구결과를 바탕으로 일부 선택된 환자에 대한 치료 의사결정 시 참고할 수 있을 것이다.

• 공학교육연구
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• 제25권4호
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• pp.35-41
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• 2022

In order to enhance basic competencies for freshmen at engineering college, whose learning ability is gradually declining, a new course was developed to review basic mathematics and physics through a process of collecting opinions from fellow professors. Tests in six fields of math and physics with the same problems showed the correct answer rate rose from 24.8% at the beginning of the semester to 59.0% at the end of the semester after operating the course developed. According to the survey, the students' self-evaluated confidence on the basic competencies in 16 fields of math and physics showed a significant increase. Students with high confidence in basic competencies also received high actual grades. General high school graduates' confidence point in basic competencies improved from 54.7 at the beginning to 75.3 points at the end of the semester, while specialized high school graduates' enhanced from 38.3 to 64.0 which is higher than that of general high school graduates at the beginning of the semester.

• 대한가정학회지
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• 제33권5호
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• pp.255-267
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• 1995

The purpose of this review is to explore the relevance of reminiscent behavior for the elderly individual's well-being. Various concept and prevalence of reminiscence and themes of reminiscence is investigated. Then the empirical evidence concerning the motive, pattern and the function of reminiscent behavior is reviewed. Psychological determinism, social contextualism, life course perspective are described. Since many transitions and changes are socially organized and differ strongly for social categories, life course perspective can contribute to analysis of both similarity and variation in elderly reminiscent behavior. After all it is concluded that there is evidence of reminiscent behavior can be a enhancing mediator for the elderly individual's well-being.

• Journal of Information Processing Systems
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• 제20권3호
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• pp.360-374
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• 2024

A personalized course recommendation algorithm based on deep learning in an online education cloud platform is proposed to address the challenges associated with effective information extraction and insufficient feature extraction. First, the user potential preferences are obtained through the course summary, course review information, user course history, and other data. Second, by embedding, the word vector is turned into a low-dimensional and dense real-valued vector, which is then fed into the compressed interaction network-deep neural network model. Finally, considering that learners and different interactive courses play different roles in the final recommendation and prediction results, an attention mechanism is introduced. The accuracy, recall rate, and F1 value of the proposed method are 0.851, 0.856, and 0.853, respectively, when the length of the recommendation list K is 35. Consequently, the proposed strategy outperforms the comparison model in terms of recommending customized course resources.

• The Journal of Korean Physical Therapy
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• 제31권4호
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• pp.184-192
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• 2019

Purpose: This study was conducted to review the curriculum and license examination of physical therapists in the United States. Methods: The doctor of physical therapy (DPT) curriculum was evaluated by a review Course Work Tool version 6 (CWT6) data and current physical therapy licensure examination (National Physical Therapy Exam, NPTE) category in the United States. Results: The results indicated that they were required to meet the doctor of physical therapist degree based on 'Guide to Physical Therapist Practice' of American Physical Therapy Association (APTA). This includes general education in the areas of communications and humanities, physical science, biological science, social and behavioral science, and mathematics. A minimum of one course must be completed successfully in each area of general education. Moreover, there should be at least 68 didactic credits of professional education and 22 clinical education credits, which is a minimum of two full-time clinical internships with no less than 1050 hours in total, which were supervised by a physical therapist. Regarding the physical therapy licensure examination, National Physical Therapy Exam (NPTE, 2016) consisted of a physical therapy examination (26.5%), evaluation, differential diagnosis, baseline of prognosis (32.5%), intervention (28.5%), protection, responsibility, and research (6.5%) based on the 'Guide to Physical Therapist Practice'. Conclusion: Based on the study results provided above, it is considered a standard to meet domestic reality as the Guide to Physical Therapist Practice of APTA for South Korean physical therapists.

• Journal of Preventive Medicine and Public Health
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• 제52권5호
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• pp.281-291
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• 2019

Objectives: The validity of instruments measuring socioeconomic position (SEP) has been a major area of concern in research on cardiovascular health disparities. The purpose of this systematic review is to identify the current status of the methods used to measure SEP in research on cardiovascular health disparities in Korea and to provide directions for future research. Methods: Relevant articles were obtained through electronic database searches with manual searches of reference lists and no restriction on the date of publication. SEP indicators were categorized into compositional, contextual, composite, and life-course measures. Results: Forty-eight studies published from 2003 to 2018 satisfied the review criteria. Studies utilizing compositional measures mainly relied on a limited number of SEP parameters. In addition, these measures hardly addressed the time-varying and subjective features of SEP. Finding valid contextual measures at the organizational, community, and societal levels that are appropriate to Korea's context remains a challenge, and these are rarely modeled simultaneously. Studies have rarely focused on composite and life-course measures. Conclusions: Future studies should develop and utilize valid compositional and contextual measures and appraise social patterns that vary across time, place, and culture using such measures. Studies should also consider multilevel influences, adding a focus on the interactions between different levels of intertwined SEP factors to advance the design of research. More attention should be given to composite and life-course measures.

• Educational Technology International
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• 제17권1호
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• pp.1-37
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• 2016

The purpose of this study was to develop a MOOC design model that would improve the current practice of MOOC development in Korea by specifying easy-to-use course development procedures and guiding strategies. Following Richey and Klein (2007)'s conceptual model development procedure, the first step was to perform critical review of relevant literature and observe typical MOOC development processes. As a result, the initial model was developed. The second step was to conduct the expert review with five educational technology and MOOC researchers to secure the internal validity of the model. Based on the experts' suggestions, the model was revised and once again reviewed by the same experts. This process resulted in the development of the 2^nd version of model. The third step was to carry out external validation research in order to test the effectiveness, efficiency, and usability of the model. A basic model may be confirmed or corrected based on examination of its results. Consequently, the model was elaborated as the final model. In the final model, 6 procedural phases and 9 specific steps were included. The six procedural phases are: Analysis (1st Iteration), Design, Development (Course Development), Implementation, Evaluation, and Analysis (2nd Iteration), a slight variation of ADDIE model. The specific steps include: 1) Goal Setting, 2) Environment Analysis, 3) Content Design, 4) Style Design, 5) Course Development, 6) Implementation Plan, 7) Course Implementation, 8) Summative Evaluation, and 9) Need Reflection. The study concluded with suggestions for further research and application of the MOOC design model.