• Child Health Nursing Research
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• v.23 no.1
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• pp.70-80
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• 2017

Purpose: In this study a caregiver's role improvement program was developed and tested to identify the effect on uncertainty, stress, and role performance of caregivers with hospitalized children. Methods: The design of this study was a quasi-experimental study with a nonequivalent control group and a non-synchronized design. Thirty-three caregivers were assigned to the experimental group and 33 to the control group. Data were collected from March 5 2016 to April 10 2016. For the experimental treatment, each individual was given on-site education with situated learning (given 30 minutes each, for 2 sessions), and self-repetition learning activities were performed from the e-book. Data were analyzed using t-test, ${\chi}^2-test$, Fisher's exact test, paired t-test, and independent t-test. Results: The level of uncertainty and stress decreased, and role performance level improved for these caregivers with hospitalized children. Conclusion: The findings of this study show that using on-site education through situated learning and self-repetition learning with an e-book as in the caregiver's role improvement program is an effective intervention. Therefore, utilizing the caregiver role improvement program developed in this study is recommended as an effective intervention for caregivers of hospitalized children.

• Journal of Internet Computing and Services
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• v.9 no.6
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• pp.127-139
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• 2008

The value of up-to-date Mobile PC such as UMPC (Ultra Mobile Personal Computer) is recognized greatly in learning environment that busywork such as characteristic of transfer easy and real time communication possibility etc. and conversation with a colleague student, free sending of studying data and public ownership etc. is required. Wish to recognize whether is acting relevant role in u - unfold learning that inflect UMPC in integration research model, and UMPC is u searching for relevant element at studying activity unfolding process u - integration Inquiry-Based Learning that present in Korean education & research information service (KERIS) at fifth-year student science time In primary school in this research. This research result could take charge role of UMPCs' studying-activity though there is persistent feedback with teacher among studying-activity although UMPC's role is utilized on constituent that can be related with studying-activity in learning process.

• Knowledge Management Research
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• v.13 no.3
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• pp.105-125
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• 2012

Previous studies have focused on individual and organizational learning. Amid an increasingly complex business environment, a team system designed to improve flexibility and adaptability constitutes the most basic part of an organization. Still, team learning has rarely been discussed. In addition, team learning behavior, despite being an important part of a team process, is often mentioned as a team-level outcome variable. Given that team learning behavior involves constant changes in thinking and behavior, a shared belief among team members is needed in order to positively influence innovative performance of a team. In spite of that, there has been only limited discussion of it. Besides, few domestic studies have dealt with R&D teams that can clearly demonstrate team learning behavior and team innovative performance. This study is an empirical analysis of the impact of team efficacy on team innovative performance and the mediating role of team learning behavior based on materials collected from team leaders and their immediate subordinates in 268 R&D teams. The analysis showed that team learning behavior actually has a positive effect on team innovative performance. Team efficacy also turned out to have a positive influence on team learning behavior. Lastly, the study found that team learning behavior played a mediating role in the relationship between team efficacy and team innovative performance. Based on those results, the study has identified implications and suggested directions for future research.

• Journal of Digital Convergence
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• v.11 no.8
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• pp.341-347
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• 2013

Instructor willingness to accept and literacy is an e-leaning important variable to expect a positive effect of the introduction of e-learning from the perspective of university. The role of faculty is not only instructor but also content experts, curriculum designers, graphics professionals, media director or programmer. This study suggest as the role of instructor as pedagogical, managerial, social and technical aspect for effective learning outcomes.

• Sleep Medicine and Psychophysiology
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• v.7 no.1
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• pp.10-17
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• 2000

To investigate the neurobiological bases of learning and memory is one of the ambitious goals of modern neuroscience. The progress in this field of recent years has not only brought us closer to understanding the molecular mechanism underlying long-lasting changes in synaptic strength, but it has also provided further evidence that these mechanisms are required for memory formation. Since twenty years ago, several studies for the tests of the hypothesis that NMDA-dependent hippocampal long-term potentiation(LTP) underlies learning have been reported. Also, in the recent year, data from mutant mice showed that a potential role for NMDA-dependent LTP in hippocampal CA1 and spatial learning. Although the current evidence for the role of NMDA receptor in learning and memory is not still obvious, NMDA receptor seems to act as a critical switch for activation of a cascade of events that underlie synaptic plasticity.

• Journal of Korea Multimedia Society
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• v.12 no.12
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• pp.1796-1808
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• 2009

Elementary school students have a little awareness of privacy protection since they do not have many opportunities for systematic education on information and communication ethics. Hence, they are likely to expose their own information to others and sometimes bring on a lot of misuses by using others' information. In this paper, we provide an idea for teaching and learning methods which the elementary school students acquire privacy protection and management methods and raise their practical capabilities. We develop a role play teaching and learning model in connection with various Information and Communication Technology (ICT) activities and establish the instruction plans. Moreover, we apply them to the actual classes at grade five and six of the elementary school students respectively, and finally analyze the results. The proposed teaching and learning method shows that the students participated in a series of learning activities have higher learning effects on awareness of privacy protection than those learned with the conventional methods.

• The Journal of Korean Academic Society of Nursing Education
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• v.3 no.2
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• pp.207-213
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• 1997

Basic science teaching and clinical education should be integrated whenever appropriate, and the development of skills, values, and attitudes which are emphasized to the same extent as the acquisition of knowledge in nursing. Problem-based learning provides a students-centered learning environment and encourages an inquisitive style of learning. The purpose of this paper is to review and comment the role of tutors and students on problem-based learning. The use of problem-based learning places a high demand on faculty members' time and support. The role of tutors in Problem-based learning focuses primarily on issues of developing and teaching the curriculum and on organizational implementation and institutionalization. Tutors are an integral part of course planning. Tutors serve as a constant source of feedback on student needs and concerns to the course director and constitute an informal steering committee while the course is in progress. Tutors write cases, develop student evaluation methods, recommend resources, suggest modifications in lectures and laboratories. Students have a limited amount of time available to study what is traditionally defined as the core content of nursing. But, the role of students in Problem-based learning would be active, independent learners and problem-solvers rather than passive recipients of information. Students using a deep level approach attempt to integrate what they learn with what they already know, to understand the meaning underlying the material to be learned, and to look for explanations rather than facts. Students are encouraged, with appropriate guidance, to define their own learning goals, to select appropriate experiences to achieve these goals, and to be responsible for assessing their own learning progress. Problem-based learning is more flexible and meaningful, by encouraging student interaction, and by having a better emotional climate than the conventional learning.

• Knowledge Management Research
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• v.14 no.5
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• pp.81-100
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• 2013

In this era of cut-throat competition, innovation is a source of competitive advantage, and securing core competency through innovation plays a pivotal role in ensuring the survival and growth of an organization. In an organization, R&D team is a core division driving innovation, and creative tension and conflict among researchers fuels innovative performance. Despite heated debate over the positive and negative effects of conflict, insufficiently-identified process factors have left sophisticated mechanisms between conflicts and effects unaddressed. This study assumes that team learning behaviors can bean important process factor given that conflict propels learning, and that learning is a decisive factor in creating competitive advantage. This study conducted an empirical analysis of the relationship between relationship/task conflict and team innovative performance, and the mediating role of team learning behaviors using data collected from a questionnaire sent out to the heads of 262 R&D teams and second highest-ranking officials thereof. The analysis conducted based on structural equation model indicates that relationship conflict has negatively affected team learning behaviors, whereas task conflict has positively influenced team learning behaviors(full mediation effect), team learning behaviors has positively influenced team innovative performance. Based on these results, the study has suggested implications of intra-team conflict and team learning behaviors for team innovative performance.

• The Journal of the Korea Contents Association
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• v.6 no.3
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• pp.85-92
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• 2006

Problem-Based Learning(PBL) is one of constructionism's model which is learner-centered learning. In this paper, a role-play base PBL using character is proposed to study importance of information security. It is different from the other PBL models in that it reflects the characteristics of learners, learning task. And it is learning support system which the learners preside their own learning activities using Internet and mobile devices. By experimental result showed that proposed method was more effective than traditional teacher-oriented teaching method about information security in self-directed learning, cooperative learning, contents-making and attraction.

• Journal of Korea Society of Digital Industry and Information Management
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• v.14 no.2
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• pp.69-78
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• 2018

When it comes to the value of modern education, teachers are required to perform the role of a helper to promote interaction between learners, the role of a manager to facilitate smooth learning, and the role of a guide who has expert knowledge in the learning contents. Therefore, this study investigated what kind of learner-centered teaching methods there are, which require teachers to perform the roles of helper, manager, and guide, and conducted a pedagogical research on coding education to explore class models for self-directed learning. Subsequently, a class model was proposed by applying the flipped learning and havruta learning to a coding class. In this study, the learner-centered education methods of flipped learning and havruta method were applied to constructing a coding class as a university general education course. The feature of this class is that it enables dynamic interaction between teachers and learners as well as active interaction between leaners in a classroom instruction. After applying the proposed method to the actual class and analyzing it, the students taught using suggested method were more positively assessed in learning interest than those taught using a traditional method. And that in academic achievement as well, suggested method was more effective.