• Journal of Industrial Convergence
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• v.20 no.12
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• pp.235-244
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• 2022

Purpose: This study aimed to develop and evaluate the effects of an nursing process education program based flipped learning and design thinking for undergraduate nursing students. Methods: The study employed a single-group pre-post design. A total of 41 nursing students were recruited from sophomore nursing students. Learning self-efficacy, problem-solving ability, empathy, and learning satisfaction were analyzed. Results: There were statistically significant differences in learning self-efficacy (t=-2.11, p=.041), problem-solving ability (t=-2.11, p=.042), and learning satisfaction (t=-6.40, p<.001). In empathy, but among the sub-categories, perspective-taking increased significantly from 24.56 to 25.41 (t=-2.11, p=.041). Conclusion: It is suggested to develop educational programs for nursing students applying various teaching and learning methods.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.05a
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• pp.453-455
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• 2021

Due to the prolonged Covid-19, online learning has become an essential learning, not an option. In this reality, online learning method that depends on passive video viewing have limitations of poor academic performance and low learning achievement for students. In this work, to overcome these limitations, we apply PSC-Note to the PBL teaching method to improve learners' problem-solving and self-directed learning skills and also improve learning achievement.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.213-222
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• 2018

The purpose of this study was to develop a convergence software teaching and learning model based on flipped learning through multidisciplinary integration of the subject matter curriculum and content elements of software education so as to facilitate students' self-directed learning utilizing computers and smart devices and to apply the model to the elementary classroom and examine the effects on students' EPL interest and achievement levels. The teaching and learning model consists of four stages: content convergence, problem presentation, creative idea design, and product sharing. The results of the analyses indicated that students' EPL interest was enhanced and achievement levels were increased. The implications of the results of the study and expected effects were discussed.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.65-84
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• 2021

The purpose of this study was to develop and evaluate the Home Economics(HE) Flipped Problem-Based Learning(FPBL) education plans focusing on 'food selection and storage' unit for middle school students. The results of this study are as follows. First, middle school students who participated in the class had mainly experienced lecture-style classes previously, but they preferred group activity classes to lecture-style classes. Their 'preferred on-line class tools' was 'Miricanvas', and the 'helpful on-line class tools for learning' was 'Tinkerbell'. Second, the HE FPBL education plan was designed and developed to conduct block time classes, twice a week for 3 weeks by applying the '13 stages of FPBL'. The main topic of the class is "food selection and storage that protects health and the environment". The practical and unstructured problems in the FPBL was to participate in the 'Food Selection and Storage to Protect Health and Environment' mission development contest of a TV entertainment program. Learning materials(stepping video, reading materials, activity sheets, and evaluation tools for process-based evaluation) were developed. The 206 senior students at a middle school in Haeundae-gu, Busan, took the class for three weeks and evaluated it as a good class that helps them learn, is satisfactory, interesting, and suitable, leads to class participation, and is differentiated from other teaching methods.

• Journal of the Korean Society of Radiology
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• v.12 no.2
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• pp.225-231
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• 2018

Recently, new teaching methods for communicating with teachers and students have been emerged according to the trends of decreasing the school-age population and the development of the mass media. We have applied teaching-learning model based on the flip learning to the college students in this work. As a result of the test for the customized flipped learning teaching-learning model in pre-class, the attendance rate of the major subject was 92.3% whereas that in liberal arts courses other than majors revealed 87.6%. This result for attendance rate shows that first year students in the radiology department have been actively participated in pre-class of the major subject than that of the liberal arts curriculum. From comparing the differences between the study group that was applied flipped learning in class and the non-applied group, the research group showed higher scores in knowledge, skills, and attitudes than the comparative group. In addition, more than 90% of the learners improved their responsibility, problem solving ability, creative thinking, cooperative ability, and communication ability through this learning program. From the test for the difference in the role of radiologists in the post class, the mean score was 4.40 for the group applied the teaching-learning model while that for non-applied group was 2.10. Hence, from such results, we see that this teaching-learning model is appropriate and needs to be extended to cultivate basic skills in radiology and relevant vocational education.

• Journal of Practical Engineering Education
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• v.8 no.1
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• pp.63-68
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• 2016

As job mismatch intensifies in the employment market, the work based learning has emerged as a solution to this social problem. The so called Korean dual education system is expected to raise jobseekers equipped with knowledge and skills demanded by industry. This study intends to recommend an effective operational model for contracted education programs at higher institutions in order to support soft landing of Korean dual education system. Students of contracted education programs are adults graduated from vocational high schools and working for companies during weekdays. In consideration of the difficulties experienced by employee students, more flexible operation of academic affairs is required. To address these challenges, the recommended contracted education model includes such beneficial features as S-OJT courses, standard curriculum based on National Competency Standard, recognition of prior learning, flipped classroom, and tutoring system. In the last part, several directions for implementing the new contracted education model are discussed.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.79-85
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• 2021

In a future society where cutting-edge science technology such as artificial intelligence becomes commonplace, the demand for talented people with basic knowledge of mathematics and science is expected to increase continuously, and the educational infrastructure suitable for the characteristics of future generations is still insufficient. In particular, in the case of students taking convergence courses including practical training, there was a problem in communication with the instructor. In this study, we looked at the current status of distance learning at domestic universities that came suddenly due to the global pandemic of COVID-19. In addition, a case study of the use of technology was conducted to facilitate the interaction between instructors and learners through case analysis of distance classes in convergence subjects. Therefore, this study aims to introduce the case of developing lecture contents for smooth convergence education in a non-face-to-face educational environment targeting the developed AI convergence courses and applying them to the education of enrolled students.

• Journal of Christian Education in Korea
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• v.66
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• pp.343-382
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• 2021

This study is a case study in which the interactive non-face-to-face classes using Edutech were applied to the Department of Christian Education. The subjects were 20 students from the Christian education department of A University located in the metropolitan area. The course was 'Instructional Methods and Educational Technology' in the first semester of 2020. In theory, I studied non-face-to-face classes and interaction, and edutech and interaction. Afterward, it designed and developed interactive non-face-to-face classes using edutech. The interactive non-face-to-face classes using edutech were developed as a process of applying Flipped-PBL based interactive edutech. In addition, Edutech was selected for active interaction according to the Flipped-PBL process to be carried out in a non-face-to-face situation. In particular, in the process of developing the problem of PBL, it was built around the situation of the church. As a result of applying the class, first, learners showed high satisfaction and interest in the class. Second, positive transference appeared in the space of learning and the space of living. Third, interactive non-face-to-face classes using Edutech have generated active interaction. In particular, interactive edutech and learning methods have become the main factors enabling active interaction. Through this, learners have improved learning efficiency, immersion, and satisfaction. Also, as an alternative to face-to-face classes, I was able to experience online classes. In other words, the satisfaction and interest of learning, and the transference of learning space, were also possible through active interactions generated through learning methods using interactive Edutech used in class. Furthermore, disabilities in the online communication(Internet) environment and learners' unfamiliarity with the online environment have been found as factors that hinder learning satisfaction and interaction. During learning, obstacles to the online communication environment hinder the utilization of interactive Edutech, preventing active interactions from occurring. This results in diminishing satisfaction and interest in learning. Therefore, we find that designing interactive non-face-to-face classes using Edutech requires sufficient learner learning and checking of the online communication(Internet) environment in advance for Edutech and learning methods. In response, this study confirmed the possibility by applying interactive non-face-to-face classes using Edutech to Christian education classes as an alternative method of education that allows active interaction and consistent transference of learning and life. Although it is a case study with limited duration and limitations of the number of people, I would like to present the possibility as an alternative Christian education method of an era where the direction of online classes should be presented as an alternative to a face-to-face class.

• Journal of Digital Convergence
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• v.14 no.10
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• pp.1-8
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• 2016

Coding education is an effective convergence type educational tool. While solving problems and designing programs, students can enhance problem solving ability, logical reasoning ability and creative thinking. Researches on coding education are done primarily for elementary school and middle school students. However, researches on college students are lacking. Today, educating college students about coding is in dire need. Although there are efforts to promote the importance of coding education and make it requirements. People find it difficult to find ways to provide training. There is a need for researches on coding as universal education. Therefore, this research proposed educational training using app inventor based on flipped running in order to effectively promote coding education. This study conducted the survey and the personal interview to measure the effectiveness of coding education. It is hoped that, through coding education, students who do not major in coding could combined their knowledge of their major with coding to improve their problem solving ability to solve various problems based on computing knowledge and approach.