• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.91-97
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• 2022

Recently, as per a representative education method to develop core capabilities (such as critical thinking, communication, collaboration, and creativity) problem based learning (PBL) has been widely adopted in universities. Two important features of PBL are 'collaboration between team members' and 'participation based self-directed learning'. These two features should be satisfied in online education, although it is difficult due to the limitation on space and time in the COVID-19 pandemic. This paper presents a new design of PBL class in Metaverse, based on improving the online PBL class operated in the previous semesters in the H university. In the proposed PBL class, students are able to display materials (e.g., image, pdf, video files) in 3D virtual space, that are related to problem solving. The 3D virtual space is called gallery in this paper. The concept of gallery allows for active participation of students. In addition, the gallery can be used as a tool for collaborative meeting or for final presentation. If possible, the new design of PBL class will be applied and its effectiveness will be analyzed.

• Journal of the Korea Convergence Society
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• v.8 no.1
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• pp.155-162
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• 2017

This paper suggests efficient learning improvement method of computer use instruction based on flipped learning. Traditional computer use classes were difficult to practice and collaborative with sufficient lectures. However, we used KOCW (Korea Open Courseware) as a footsteps in the class using the flipped learning method and learned in advance before entering the classroom. In the classroom, we conducted collaborative hands on class based on mutual discussion. After the instruction, we measured learning motivation and satisfaction by gender, grade, and major using the motivation test tool. The results showed that degree of attention awareness, perception of class relevance and perception of learning satisfaction were analyzed as 'very satisfied' and 'satisfied' more than 90%.

• Korean Journal of Clinical Pharmacy
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• v.23 no.1
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• pp.65-70
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• 2013

Background: Colleges of Pharmacy in Korea have increased the number of years required for the degree from 4 years to 6 years in 2009. These changes are demanding revolution of education in pharmacology. The center of gravity is moving from medicine to application, theory to work. Problem-Based Learning is "learn to learn" working cooperatively in groups to seek solutions to real problems. PBL process cheers students to think critically to find optimal solution using appropriate learning resources. Method: Eighteen students in college of pharmacy are selected to participate in PBL lecture and take part in the survey about the effect of PBL in clinical pharmacy education. Results: General satisfaction score was high as four on a five-point scale, and students have improved on anxious about communication since the PBL classes compared to before of the lecture (P=0.037). Conclusion: PBL could be applied in clinical pharmacy education to progress student's participation and satisfaction. In addition this is improved communication skill in medical team during pharmacy practice.

• PNF and Movement
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• v.17 no.2
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• pp.223-236
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• 2019

Purpose: This research was to develop a module for problem-based learning(PBL) and to enhance the problem-solving abilities of physical therapy students in a neurological physical therapy course and to evaluate the effects of the module using quantitative and qualitative data. Methods: The PBL module was applied to 55 third-year physical therapy students who participated in a neurological physical therapy course at S university in Seoul. Anonymous self-report questionnaires and reflection journals were collected, and the data were analyzed. Results: The results of the analysis showed that the academic achievements of the students who participated in the first PBL class improved compared to the academic achievements of the students who had participated in the same class in the previous semester. Second, the students who participated in the PBL class evaluated the PBL as a very effective learning method for developing clinical practical ability. Third, the students of the PBL class showed increased cooperation and communication abilities between team members. Conclusion: The results of this study indicated that, if PBL class case studies and various types of teaching and learning methods appropriate for theoretical and practical fields are continuously studied, then it is expected that teaching models will be developed that can develop flexibility and creativity among preliminary physical therapists in a rapidly changing medical environment.

• Smart Structures and Systems
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• v.32 no.2
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• pp.123-133
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• 2023

This paper proposes a thermography-based coating thickness estimation method for steel structures using model-agnostic meta-learning. In the proposed method, a halogen lamp generates heat energy on the coating surface of a steel structure, and the resulting heat responses are measured using an infrared (IR) camera. The measured heat responses are then analyzed using model-agnostic meta-learning to estimate the coating thickness, which is visualized throughout the inspection surface of the steel structure. Current coating thickness estimation methods rely on point measurement and their inspection area is limited to a single point, whereas the proposed method can inspect a larger area with higher accuracy. In contrast to previous ANN-based methods, which require a large amount of data for training and validation, the proposed method can estimate the coating thickness using only 10- pixel points for each material. In addition, the proposed model has broader applicability than previous methods, allowing it to be applied to various materials after meta-training. The performance of the proposed method was validated using laboratory-scale and field tests with different coating materials; the results demonstrated that the error of the proposed method was less than 5% when estimating coating thicknesses ranging from 40 to 500 ㎛.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.2
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• pp.246-256
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• 2011

Purpose: With the decrease in available clinical sites, a decrease in adequately prepared clinical faculty, and demand to prepare health care students to begin work, we need alternative methods to teach clinical skills for health care professionals. The use of simulation as an educational process that can replicate clinical practices is becoming popular in nursing. Therefore, this study was conducted to review directions of simulation-based learning in nursing education. Methods: A systematic review of quantitative studies was undertaken using Medline, KERIS, and KISS. The primary search terms were simulation and nursing. Reference lists from relevant papers and the websites of relevant nursing organizations were also searched. Nine studies met inclusion criteria and were analyzed in detail. Results: All studies reported simulation as a valid teaching/learning strategy. Six of the studies (66.7%) showed that simulation technology was a practical and successful model to use in teaching a variety of clinical skills for nursing students and nurses. Conclusion: Simulation may have some advantages over other teaching methods, depending on the scenario, context, topic, and method. Further study is needed to determine the effect of team size on learning and to develop a universal method of outcome measurement.

• Journal of Korea Multimedia Society
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• v.12 no.6
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• pp.867-875
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• 2009

More and richer information sources and services are available on the web everyday. However, harmful information, such as adult content, is not appropriate for all users, notably children. Since internet is a worldwide open network, it has a limit to regulate users providing harmful contents through each countrie's national laws or systems. Additionally it is not a desirable way of developing a certain system-specific classification technology for harmful contents, because internet users can contact with them in diverse ways, for example, porn sites, harmful spams, or peer-to-peer networks, etc. Therefore, it is being emphasized to research and develop context-based core technologies for classifying harmful contents. In this paper, we propose an efficient text filter for blocking harmful texts of web documents using context-based technologies and examine which algorithms for feature selection, the process that select content terms, as features, can be useful for text categorization in all content term occurs in documents, are suitable for classifying harmful contents through implementation and experiment.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.44-51
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• 2019

This study was performed to explore the difference in communication anxiety and class satisfaction after taking the traditional lecture and flipped learning lecture. Fifty four nursing students participated in this study. The study design was one group pretest-posttest design. 4 weeks traditional lecture and 4 weeks flipped learning lecture was applied. Flipped learning was ineffective in improving communication anxiety (t=1.85, p=.069) of nursing students. But emotional state variables and activity variables in the emotional domain were significantly higher after taking the flipped learning lecture(t=-3.80, p=.000; t=-3.35, p=.001). In addition, all of the variables were higher in the flipped learning based team, in the control of the class activities (t=-3.07, p=.003), personal ability (t=-2.48, p=.016), and class participation(t=-3.25, p=.002). Flipped learning is therefore considered to be effective in training nursing students. This study suggested to investigate the effectiveness of flipped learning and learners' satisfaction.

• 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.

• International conference on construction engineering and project management
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• 2013.01a
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• pp.359-366
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• 2013

Although many research efforts have been conducted to address the effect of crew members' work skills (e.g., technical and planning skills) on work performance (e.g., work duration and quality) in construction projects, the relationship between skill and performance has generated a great deal of controversy in the field of management (Inkpen and Crossan 1995). This controversy can lead to under- or over-estimations of the overall project schedule, and can make it difficult for project managers to implement appropriate managerial policies for enhancing project performance. To address this issue, the following aspects need to be considered: (a) work performances are determined not only by individual-level work skill but also by the group-level work skill affected by work team members, each member's role, and any working behavior pattern; (b) work planning has significant effects on to what extent work skill enhances performance; and (c) different types of activities in construction require different types of work, skill, and team composition. This research, therefore, develops a system dynamics (SD) model to analyze the effects of both individual-and group-level (i.e., multi-level) skill on performances by utilizing the advantages of SD in capturing a feedback process and state changes, especially in human factors (e.g., attitude, ability, and behavior). The model incorporates: (a) a multi-level skill evolution and relevant behavior development mechanism within a work group; (b) the interaction among work planning, a crew's skill-learning, skill manifestation, and performances; and (c) the different work characteristics of each activity. This model can be utilized to implement appropriate work planning (e.g., work scope and work schedule) and crew management policies (e.g., work team composition and decision of each worker's role) with an awareness of crew's skill and work performance. Understanding the different characteristics of each activity can also support project managers in applying strategic work planning and crew management for a corresponding activity, which may enhance each activity's performance, as well as the overall project performance.