• Journal of Science Education
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• v.33 no.1
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• pp.133-141
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• 2009

In this study, pre-service science teachers' web-based reflective journals were analyzed. During four weeks teaching practicum, they were guided to post at least two reflective journals in a week on the Web bulletin board system. Finally, 307 web-based reflective journals written by 23 pre-service teachers were selected, and the domain and the level of reflective thinking were analyzed. As a result, pre-service science teachers' reflective journals were mostly related with teaching science, i.e., preparing and reflecting their own instruction, and the frequencies of these domains increased with the process of teaching practicum. Reflective journals about school administrative system, informal teaching practice, student guidance, and personal feeling were also included. The level of reflective thinking of 179 journals about teaching science were analyzed further. There were 53 (29.6%) journals including reflective thinking, but the higher level of reflection (professional reflection and critical reflection) was rare. The perceptions of pre-service science teachers on web-based reflective journal writing were also surveyed.

• Journal of Korean Academy of Nursing Administration
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• v.20 no.2
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• pp.227-236
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• 2014

Purpose: This study was designed to develop and evaluate the a web-based simulation program on patient rights education using integrated decision making model into values clarification for nurse students. Methods: The program was designed based on the Aless & Trollip model and Ford, Trygstad-Durland & Nelms's decision model. Focus groups interviews, surveys on learning needs for patient rights, and specialist interviews were used to develop for simulation scenarios and decision making modules. The simulation program was evaluated between May, 2011 and April, 2012 by 30 student nurses using an application of the web-based program evaluation tools by Chung. Results: Simulation content was composed of two scenarios on patient rights: the rights of patients with HIV and the rights of psychiatric patients. It was composed of two decision making modules which were established for value clarifications, behavioral objective formations, problems identifications, option generations, alternatives analysis, and decision evaluations. The simulation program was composed of screens for teacher and learner. The program was positively evaluated with a mean score of $3.14{\pm}0.33$. Conclusion: These study results make an important contribution to the application of educational simulation programs for nurse students' behavior and their decision making ability in protecting the patient rights.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.1
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• pp.41-51
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• 2006

Purpose: The purposed of this study was to develop and evaluate a Web-based for medical terminology educational program. Method: For the development of this program, the NBISD model was applied as a basic model and WBI ID Process Action model was applied. It was executed for 15 weeks along with off-line lectures. After the operation of this program to 210 nursing students, learners' responses were analyzed twice(at 5th week and 15th week). Result: The satisfaction with this program was slightly above the center point. But the structure of system and composition of design were high score. The results of the final evaluation were more positive than those of the interim one. This program have the advantage of easy accessibility and easy understandability with picture and testing. Conclusions: This study proved the importance of the suitability of learning contents and learning form in developing WBI programs and showed possibility for applying WBI to medical terminology. In order to enhance the effects of Web-based medical terminology educational program for, it is necessary to perform analytic comparison with the effect of WBI based on self-directed learning.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.141-149
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• 2009

Web 2.0 환경에서 CBL 교수 모형은 유의미한 교수모형으로 등장하고 있다. CBL 교수 모형은 Google, Wikipedia 등 대용량 데이터베이스와 Wikispaces, Voice Thread, Twitter 등 다양한 Web 2.0 도구를 활용하여 학생들이 주도적으로 도전과제를 탐구하고 해결하는 교수 모형이다. 본 논문에서는 Web 2.0 환경에 적합한 교수 모형인 CBL의 개념 및 중요 구성요소 그리고 CBL 수업을 위한 환경구축에 대해 살펴보고 CBL Lesson plan 및 초등학교 교과교육에 CBL 교수모형을 적용한 예시를 소개하고 CBL를 초등학교에 적용하기 위한 고찰을 하였다.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.79-87
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• 2008

The self-regulated learning was making an alternative idea to improve a learning effect of student who takes part in a study course. This research aimed the self- regulated learning of E-learning system. Also. in this system, the students were able to select the learning object according to the learning method for improving learning effect that students take part in study spontaneously. And the learning logic was implemented for development efficiency and operation by web service. Finally, the test result of study group who had the similar studying level displayed that the proposal method was better learning effect than exist one.

• Journal of the Korea Society of Computer and Information
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• v.10 no.5 s.37
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• pp.343-352
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• 2005

The existing CAI or web-based science learning system of elementary school has some disadvantages. For instance, it is composed of uniform courses designed by an instructor without considering the learner's characters, and the learner's opinions or questions raised during learning can not be delivered to the system. This structure has diminished the willingness or the motive of the learner and make an adverse effect on the learning efficiency. In this regards, Instruction-Learning System is needed to provide learning environment Pertinent to the learner's individual character and motivate the learner's active attendance and learning. This study is to design a character-based conversational Instruction-Learning System. This may induce the learner's active attendance through the communications between instructor and learner and furnish various learning materials to motivate the learners and attract their consistent interests in learning.

• Journal of Information Processing Systems
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• v.4 no.4
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• pp.159-168
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• 2008

Human-Robot Interaction (HRI), based on already well-researched Human-Computer Interaction (HCI), has been under vigorous scrutiny since recent developments in robot technology. Robots may be more successful in establishing common ground in project-based education or foreign language learning for children than in traditional media. Backed by its strong IT environment and advances in robot technology, Korea has developed the world's first available e-Learning home robot. This has demonstrated the potential for robots to be used as a new educational media - robot-learning, referred to as 'r-Learning'. Robot technology is expected to become more interactive and user-friendly than computers. Also, robots can exhibit various forms of communication such as gestures, motions and facial expressions. This study compared the effects of non-computer based (NCB) media (using a book with audiotape) and Web-Based Instruction (WBI), with the effects of Home Robot-Assisted Learning (HRL) for children. The robot gestured and spoke in English, and children could touch its monitor if it did not recognize their voice command. Compared to other learning programs, the HRL was superior in promoting and improving children's concentration, interest, and academic achievement. In addition, the children felt that a home robot was friendlier than other types of instructional media. The HRL group had longer concentration spans than the other groups, and the p-value demonstrated a significant difference in concentration among the groups. In regard to the children's interest in learning, the HRL group showed the highest level of interest, the NCB group and the WBI group came next in order. Also, academic achievement was the highest in the HRL group, followed by the WBI group and the NCB group respectively. However, a significant difference was also found in the children's academic achievement among the groups. These results suggest that home robots are more effective as regards children's learning concentration, learning interest and academic achievement than other types of instructional media (such as: books with audiotape and WBI) for English as a foreign language.

• Journal of Korean society of Dental Hygiene
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• v.15 no.5
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• pp.841-847
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• 2015

Objectives: The purpose of the study was to investigate the satisfaction with instruction medium according to learner attitude and lecture mode in the dental hygiene students. Methods: A web-based self-reported questionnaire was complected by 155 dental hygiene students in Cheonan from May 26 to June 5, 2015. The questionnaire consisted of general characteristics of the subjects, school adaptation, interest to learn, effort to learn, faculty centered lecture, learner centered lecture, self-directed learning, motivation to learn, characteristics of each subject, and satisfaction with lecture mode. The study was approved by institutional review board (IRB) by Baekseok University. Chi-square test and multivariate logistic regression were used to evaluate the satisfaction to medium of instruction according to explanation factors. Results: The lecture mode, opportunity and motivation to learn, interest to learn and effort to learn were the significant factors to satisfaction with instruction medium. In multivariate logistic regression model, the adjusted odds ratio was 6.28 for the opportunity to learn and 4.87 for the interesting to learn. Conclusions: The satisfaction with instruction medium is the most important factor that decides the lecture mode and learner attitude including opportunity to learn and concern to learn.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.121-127
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• 2004

오늘날과 같은 정보사회와 지식기반 사회에서는 웹기반교육(WBI:Web-Based Instruction)은 학교 교육에 좀 더 나은 학습효과, 신속 제공성, 시공을 초월한 편의성, 저비용 등의 가능성을 제공하고 있다. 따라서 텍스트 위주의 종례의 초등학교 역사 교육에서 탈피하여 역사 관련 정보 공유, 웹토론을 통한 의사교환 등을 초등학교 역사 교육에 적용 분석해 보고자 하였다. 이 논문에서는 웹기반교육의 개념과 유형, 특징을 살펴보고 웹의 장점을 최대한 살린 웹기반 역사 학습 시스템을 설계하고 구축해 보았다. 또한 시스템을 적용 분석하여 향후 웹기반 역사 교육 시스템 구성의 방향을 제시해 보았다.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.11b
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• pp.681-685
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• 2002

초고속 통신망의 발달과 컴퓨터 하드웨어/소프트웨어의 발달은 누구나 쉽게 다양한 멀티미디어 자료를 웹을 통해 접할 수 있게 만들었다. 교육 분야에서도 많은 연구가 진행 되었으며, 웹이 가진 특성인 시간적 문제, 공간적 문제를 해결해 주고 경제 산업적으로 지역, 거리간 불평등을 해소하고 일반 국민들에게 평생교육의 장을 마련할 수 있는, 웹이 가진 특성을 살려 웹에서의 학습 코스웨어를 설계 구현하였다. 본 논문은 WBI(Web Based Instruction) 개발에 관련되는 기법을 바탕으로 컴퓨터 그래픽 강의 시스템을 구현하였다. 이 WBI는 그래픽 프로그램의 하나인 포토샵 6.0 학습을 중심으로 구성하였으며, 이를 통해 교수자와 학습자, 학습자와 학습자간의 상호작용이 원활하고, 다양한 멀티미디어의 활용과 학습자 요구의 교육, 심도 있는 전문화 교육을 할 수 있도록 한다.