• Journal of Medicine and Life Science
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• v.17 no.1
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• pp.1-6
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• 2020

Recently, an advanced form of blended learning, which incorporates a teaching method that focuses on flipped learning is actively used in colleges. Flipped learning is for learners to pre-learn content through videos uploaded by instructors before class, and then participate in learner-centered learning activities such as discussions and team activities in the classroom. The purpose of this paper is to review where flipped learning is being used in medical schools, and to draw implications for effective and efficient use in medical schools. For this, the definition of flipped learning, how it evolved, educational usefulness of this method of learning, and application cases in medical schools were reviewed. Through the reviews of cases of flipped learning and its positive effects, it is suggested that medical schools consider more use of flipped learning in the classroom instructions, with sensitivity to the individual medical departments' needs, environment and professors' preferences.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.341-351
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• 2016

The purpose of this study is to investigate the effects of pre-service teachers of elementary school who take courses in 'Science and Textbook Research' on science teaching efficacy and science knowledge after experimental treatment. For this purpose, this study was aimed at intensive course four classes (118 students) enrolled in the 'Science and Textbook Research' course and experimented from the beginning of September to the end of November. The experiment was about teaching textbooks and teaching methods for one semester, and the pre- service teachers of elementary school made the demonstration of science cooperation classes by group. The results and analysis of the study were analyzed by the corresponding sample test in before and after the group test. The conclusion of the study is as follows. First, after taking this class the pre - service teachers of elementary school were effective in science teaching efficacy. Second, after taking this course, pre-service teachers of elementary school were effective in acquiring science knowledge. Third, it was seemed to positive effect on Perception of pre-service teachers of elementary school in Demonstration classes. Pre-service teachers of elementary school have created science course plan by analyzing the tasks according to the principles of instructional design, and they found that they had the right mind and confidence in the lesson.

• Journal of Industrial Convergence
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• v.21 no.5
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• pp.59-66
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• 2023

This study was conducted to understand the effect of team-based clinical practice education using conceptual maps on the learning attitude, self-directed learning, and critical thinking of nursing students. The subjects of this study were 80 nursing college students taking clinical practice courses. Data analysis was performed with descriptive statistics and paired t-test using SPSS 22.0 program. As a result of the study, it was found that the learning attitude (p< .000), self-directed learning (p< .000), and critical thinking (p< .000) scores were statistically significantly improved before and after education. Based on the results of this study, it is recommended to develop and apply a systematic team-based clinical practice program using concept maps to nursing students, and this result can be used as a variety of teaching-learning methods that reflect the characteristics of the subject.

• Perspectives in Nursing Science
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• v.7 no.1
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• pp.36-42
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• 2010

Purpose: This study was done to identify the preferences for learning style and the degree of self-directed learning and influencing factors on it among nursing students working on a Bachelor of Science in a nursing program at Suwon. Methods: The study sample included 156 nursing students. A self-report questionnaire was used to assess the data. The data was analyzed using the SPSS/WIN program for descriptive and inferential statistics. Results: Most of the students preferred lectures rather than discussion or team projects as a teaching method. Students preferred deliberating, sensing, and the use of visuals for their learning style. In addition, they favored sequential learning over comprehensive learning. Self directed learning had better outcomes in 3rd and 4th year students than 1st or 2nd year students. Additionally, active learners and high achievers who had a good GPA showed higher self directed learning than the others. Conclusion: In order to maximize students' self-directed learning, study guidance will be necessary for freshmen and for some who experience difficulties in studying nursing courses. Nursing faculty members should pay close attention to facilitate student's self directed learning, and encourage more discussions in the classes.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.241-249
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• 2019

The purpose of this study was to develop a TBL program in the nursing Hematopoietic disorder in adult nursing, to apply nursing students to confirm the effects of academic self - efficacy, learning attitude and learning satisfaction and attempts have been made to identify perceptions of team-based learning. The study was conducted as a one-group pre-post test design study, and was conducted after the TBL class for the in the nursing students 3grade at B city from April 5 to May 17, 2018. The collected data were analyzed using SPSS/WIN 20.0 program. The results of this study showed that the improvement of both academic self-efficacy, learning attitude, and learning satisfaction after team-based learning showed statistically significant difference, and the participants' perception of TBL was positive. Therefore, it is suggested that if the TBL is actively extended to nursing education, it will contribute not only to the improvement of self-directed learning ability but also to the quality of nursing education and I suggest to research later in comparison with other teaching methods.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.7098-7108
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• 2015

This sturdy examined the effectiveness of Team-Based Learning(TBL) program according to learning attitude, learning motivation and self-directed learning of nursing students learning the anatomy. A 12week TBL program which they were made small group as 6-7 students aimed at anatomy aspects was given 145 freshmen. A triangulation that quantitative Research used paired t-test, Pearson Correlation Coefficient by SPSS WIN 18.0 and qualitative research was conducted content analysis. Through this subject, significant improvement was found in learning motivation(t=-2.97, p<.003) and self-directed learning(t=-2.40, p<.018). There was a significant positive correlation. TBL is useful teaching and learning method on nursing students. We suggest that it is needed to measure the educational effects of TBL against other subjects.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.640-648
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• 2002

The purposes of this study is to examine the effects of cooperative teaming through student team-achievement division (STAD) model on high school students’ leaming achievements and scientific attitudes in the field of astronomy. It is another aim to compare effects of cooperative learning based on improvement scores with traditional teaching method done only by teachers in astronomy field. This study was conducted on two tenth grade classes in a boy’s high school in Incheon. Students had four classes a week in cooperative learning way for four weeks. During cooperative learning classes, formative evaluation was given to students every week oil Stars and Exploring the Solar System. The results show that these two approaches have great different effects on students’ astronomical knowledge and that students adopt more positive scientific attitude toward cooperative learning classes than traditional ones. In conclusion, the cooperative learning is more effective and positive than traditional one in learning astronomical knowledge and in students scientific attitude for science classes.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.331-343
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• 2019

Purpose: This study focuses on investigating the effectiveness of simulation education on emergency management using a low-fidelity simulator as related to clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in new nurses. Methods: A pre-post test experimental design of nonequivalent control group was applied. Fifty-five new nurses were recruited, 28 nurses for the experimental group and 27 nurses for the control group. A simulation education for emergency management comprising knowledge lecture, team learning, skill education, team simulation, and debriefing was developed and implemented from Feb. 14 to 27, 2015. Data were analyzed with percentage, average, and standard deviation, chi-square, and t-test using SPSS. Results: The experimental group showed significantly higher knowledge (t=5.81, p<.001), clinical skill performance (t=10.08, p<.001), self-confidence (t=-6.24, p<.001), critical thinking disposition (t=2.42, p=.019), and learning satisfaction (t=4.21, p<.001) for emergency management compared with the control group who had traditional lecture education. Conclusion: The results indicate that a simulation education using a low-fidelity simulator is an efficient teaching method for new nurses to deepen their clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in learning emergency management.

• Journal of Information Technology Applications and Management
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• v.17 no.3
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• pp.57-69
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• 2010

Many organizations have had deep interests in studies concerning leadership and in academic areas, in not only management but also psychology. Until now, leadership has been accentuated by managers or team leaders especially. Recently, however, the concept of self-leadership directing one's own activities through self-control or self-management is being focused on practices and in academia. This study is to investigate the influence between self-leadership strategies and learning performance in IT classes mediated by attitude of attendance focused on the social science students in a university. Research results can give us direction of task-taking attitudes in firms or learning attitudes in teaching organizations and implications to human resource managers who are in charge of improving learning performance or productivity.

• Journal of Engineering Education Research
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• v.12 no.3
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• pp.129-136
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• 2009

This paper is on the analysis of the present situation in carrying out homework assignments of the students in the college of Science and Technology, Hongik University. Our survey confirmed that the purpose of the assignments was not satisfactorily achieved, because only a few students solve the problems by their own efforts and most of the other students just copied their peers' work. The reason for this problem was analysed based on the result of questionnaire for the professors and students. Possible solutions for the problem is proposed, such as providing sufficient number of teaching assistants and changing instruction strategy, reflecting the significance of homework assignments in the learning process. As one of the probable solutions, a team-based assignment is proposed, and expected and observed positive results were discussed.