• Journal of the Korea Society of Computer and Information
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• v.22 no.11
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• pp.125-133
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• 2017

Recently, as the programming education has become essential in school, discussion of how to teach programming has been important. This study performed a meta-analysis of the effect size depending on the teaching and learning method for the programming education. 78 research data selected from 45 papers were analyzed from cognitive and affective aspects according to dependent variables. The analysis from the cognitive aspect showed that there was no statistically significant difference in the effect size depending on whether or not the teaching and learning method was specified in the research paper. Meta-analysis of the research data where the teaching and learning method was designated displayed significances in CPS, PBL and Storytelling. Unlike the cognitive aspect, the analysis from the affective aspect showed that the effect size of the research data without the specified teaching and learning method was larger than those with specified teaching and learning method with a statistical significance. Meta-analysis of the data according to the teaching and learning method displayed no statistical significance. Based upon these research results, this study suggested implications for the effective programming education.

• Korean Journal of Clinical Pharmacy
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• v.12 no.2
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• pp.76-84
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• 2002

The purpose of this study was to evaluate the patient education provided by the pharmacist for cancer patients receiving chemotherapy in the hospital. One time patient medication teaching including verbal instruction and written materials were provided by a pharmacist for cancer patients receiving chemotherapy on the first or second day of hospitalization. After providing medication teaching by a pharmacist a written survey was performed in order to measure the patient's satisfaction with the medication teaching and to evaluate the effectiveness of the patient medication teaching. This one-time patient medication teaching by a pharmacist was provided for 44 solid and hematological cancer patients (23 male, 21 female). The results of 27 written surveys completed by the cancer patients revealed that almost all cancer patients $(96.3\%)$ felt that medication teaching is a must in order to understand and accept the chemotherapy by cancer patients. In addition, almost all patients $(92.6\%)$ stated that they were extremely satisfied with the medication teaching provided by the pharmacist. The levels of understandings on the chemotherapy.

• Journal of Korea Multimedia Society
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• v.24 no.7
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• pp.953-965
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• 2021

The research of combining virtual reality technology with the design elements of children's picture book education is a relatively new topic in virtual reality technology in recent years. Based on the combination of picture book design elements with virtual reality technology and the development of a children's picture book teaching game, this article analyzes the effectiveness of the application of virtual reality technology in children's teaching, and explores the usability of picture book design elements in teaching [1]. Through literature research methods, practical research methods and investigation research methods, this paper lucubrates the application of virtual reality technology in the design elements of children's picture book education so as to provide adequate theoretical and practical support for the research theme. The spatial positioning, vision, sound, and functional requirements of children's picture book games play a leading role in teaching. Practical statistics have proved that it is easier to promote children's mastery of teaching knowledge in a virtual environment. Moreover, use VR's game management function and setting function to solve the boringness of traditional education methods and the limitations of the teaching environment. The feasibility of game operation provides a virtual teaching platform system for children's education, and the teaching effect is remarkable.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.1-22
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• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• Journal of East Asia Management
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• v.4 no.2
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• pp.39-62
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• 2023

Online and offline mixed teaching mode has become an important way to promote the connotative development of higher education. Under the background that offline teaching has become mature, in order to further promote the development of online education, and promote the implementation of the mixed teaching mode, to mix and to provide basis for the construction of the mixed teaching mode, this study takes the online learning effect as the evaluation basis, adopts the online questionnaire survey to conduct statistical analysis of the online learning behavior of 2213 college students, and discusses the differentiation phenomenon of online learning groups from the micro, meso and macro perspectives. It is found that there are significant differences in the online learning effect of college students in terms of the type of learning platform, whether the school implements the online offline mixed teaching mode, education background, grade (bachelor's degree), and region. Colleges and universities should strengthen the promotion of online and offline mixed teaching mode; The online learning platform should improve the platform function and strengthen the functional differentiation design of learning resources for students. Education departments pay attention to the learning effect of online learners in different regions, and bridge the gap in regional education.

• Research in Community and Public Health Nursing
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• v.14 no.4
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• pp.579-586
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• 2003

The goal of community health nursing courses is to prepare student nurses so that they become able to perform a variety of nursing roles in community. To achieve this goal, programs for community health nursing must develop students' abilities to function independently as community health nurses. This study evaluated the effectiveness of Problem-based Learning(PBL) as a teaching method in programs for community health nursing at four-year colleges of nursing. The subjects of this study were senior students at Y University. The study was designed as a descriptive & comparative survey. To determine the effectiveness of PBL, the author analyzed the process and results of teaching. The PBL teaching method was found to be significantly effective in building critical thinking abilities and increasing knowledge. The results also showed that the 43 students who were taught by both PBL and lecture teaching methods got a significantly higher' knowledge score than the other 28 students who were taught only by lectures. As for the future direction of community health nursing courses, a teaching strategy involving both PBL and lectures is recommended.

• The Journal of the Korea Contents Association
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• v.13 no.5
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• pp.506-516
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• 2013

The purpose of this study was not only to develop models for teaching and learning that can guide teachers to utilize FASTEL effectively, but also to investigate the actual effectiveness of the models developed. According to a survey on satisfaction with FASTEL in rural public schools, it is not utilized as anticipated in classroom instruction despite students' high satisfaction with it and teachers' positive perceptions on its effectiveness in teaching and learning. Along this line, this study categorized rural public schools into two types and proposed a model for each type to facilitate FASTEL utilization: one for schools equipped with both FASTEL and the cutting-edge technologies like interactive whiteboard, tablet, and Wi-Fi; the other for schools equipped with FASTEL only. Eventually, the models for teaching and learning developed in this study are expected to revitalize FASTEL by providing the foundation of utilizing FASTEL in general public schools as well as rural public schools.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.9 no.1
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• pp.66-75
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• 2002

The main purpose of this study was to develop and evaluate the effectiveness of the standardized patient method in teaching catherization skills, communication skills and students' learning motivation in undergraduate nursing students. The study employed a quasi-experimental method using a non-equivalent control group post-test design. Data were collected over 2 years from August 2000 to September 2001 with 75 sophomore student nurses in one baccaleureate program. The results are summarized as follows ; The scores in catheterization skills and communication skills were statistically significantly higher in the experimental group than the control group. Learning motivation score were also statistically significantly higher in the experimental group than the control group. In conclusion, this study suggests that a standardized patients managed instruction which emphasize authenticity and contex-tualization is very effective in teaching nursing students, the mastery and application of nursing skills, and the utilizing therapeutic communication skills. It is recommended that more standardized patients cases be developed for wider areas of nursing education and this study be replicated with more students using a longitudinal design.

• Journal of Engineering Education Research
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• v.17 no.3
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• pp.22-33
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• 2014

This paper presents a comparative study on the effectiveness of teaching an engineering course using English with Specific Purpose(ESP). A study was performed using student groups; one class using ESP, and one class conducted in English with an English text. The course conducted using ESP showed the greatest improvement in English writing and conversation, and the students reported a greatly increased confidence in their ability to function professionally using English. A self-assessment of each student was conducted before and after the courses. Prior to the course less than 10% in each group felt that they are able to: a) understand a textbook, b) write an email, c) generate a project report, or d) follow a lecture given in English. The survey at the end of the course showed that the ESP teaching style resulted in significant improvements in students ability and confidence with writing and speaking in English, whereas reading skills were similar for both groups. This is due to the ESP method, in which students are required to give presentations and keep journals in English. After a brief review of the ESP principles and a discussion of how they were implemented, the background data of the participants(students) are described. Finally, the end-of-semester survey highlights the efficacy of the ESP approach.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.471-478
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• 2023

Teaching and learning research is essential to prepare for the era of the 4th industrial revolution. We must strengthen the creative educational capabilities of prospective teachers by improving the curriculum and teaching-learning model of teacher training colleges. Future education should foster creative thinking based on communication and collaboration. In this study, we improved the future teaching and learning model and applied it to actual classes. In addition, we verified the effectiveness by conducting pre- and post-surveys on the capabilities of future creative teachers. The survey consists of common satisfaction questions and questions about future creative teacher capabilities. As a result of the analysis, we confirmed that the capacity of future creative teachers increased.