• Journal of Korean society of Dental Hygiene
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• v.16 no.4
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• pp.499-506
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• 2016

Objectives: The purpose of the study is to investigate the participation motivation and satisfaction of continuing education in the dental hygienists. Methods: A self-reported questionnaire was completed by 900 dental hygienists in Seoul and Gyeonggido in continuing education 2015. The questionnaire consisted of general characteristics of the subjects (7 items), continuing education requirements (6 items), and continuing education evaluation (9 items). Cronbach's alpha was 0.859 in participation motivation and 0.901 in satisfaction. Likert five point scale was used. Data were analyzed by SPSS 22.0 program. Results: The priorities of the contents were as follows; patient care and counseling(49.0%), the latest information and technology(43.9%), middle management roles(23.3%), health care management(17.6%), and lecture studies(4.4%) in order by multiple responses survey. The favorite instructors were specialized dental hygienist(52.3%). The ideal pay for education fee was 50 percent supported by the institution. The best official announcement of education was e-mail. The participation motivation of education was 4.45 points and was focused on the education completion issue. The lowest score was 2.77 of development of human relationships between participants. The choice for instructor was 3.43 and the lowest score was 2.49 of education fee. Overall satisfaction score was 3.04. Conclusions: Diversification of the continuing education is very important. It is necessary to develop and implement the education methods and to train the dental hygiene specialists for the education.

• Journal of Society of Preventive Korean Medicine
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• v.2 no.1
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• pp.31-43
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• 1998

The ultimate goal of national health promotion services is the improvement of quality of life and health longevity through the implementation of health promotion services. The approach strategy for national health promotion summariged as follows: 1) A model for health promotion should be developed by the level of government. 2) Roles and functions between central government and autonomous local governments should be defined to carry out the health promotion services effectively. 3) New manpower for health promotion such as health educator should be trained and activated at hospitals, health centers, industries, school, and related community agencies. 4) School health education should be strengthened in order to teach: various health subject(smoking & alcohol, drug abuse, accident and safe, nutrition, environmental pollution and preservation, population & family planning, personnel hygiene, physical growth, stress, sex education, communicable disease, physical exercise etc) students through appointing health teachers at school base. 5) Health promotion services in industries should be activated using manpower such as health educator, exercise instructor, dietist and counsellor, 6) Health promotion services for the elderly should be activated. 7) Health screening services in the medical insurance and his/her family should be activated for health promotion services. 8) Health education material development center for health promotion should be established and the materials should be made to distribute to related groups, agencies and institutions (health conte.5, hospitals, schools, pharmacies, industries etc). 9) The pilot health promotion center in each automous local governments(large cities, provinces, Guns and Gu level) should be established and operated for community people. 10) The mass media such as TV, radio, newspapers and magazines should be used effectively. 11) Periodic evaluation of health promotion services should be carried out in order to help effective and successful planning for community health promotion in the future.

• The KIPS Transactions:PartA
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• v.12A no.1 s.91
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• pp.71-78
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• 2005

With the growth of the Internet, web-based cyber education is progressing from the text-based to the hyper-based including multimedia, and from one way of simply giving the contents to the learner to another way of providing mutual interaction between the instructor and the learner. For this, there uses the RIA-based dynamic application and multimedia. RIA, which is the new paradigm on the web, provides the learners with more effective and rich contents. For developing a cyber education system, if we use the existing web languages, a large amount of effort is needed. But if we use the RIA-based paradigm, we can remarkably reduce the effort. Also, in developing a new web-based cyber education system the RIA paradigm makes the learners to satisfy their demands, and in developing the system providing the interaction the paradigm gives us the way minimizing the time and effort. In this paper, we compare and evaluate the efforts in developing the RIA based education system with the Non-RIA based education system.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.550-560
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• 2015

Purpose: The purpose of this study was to identify the teaching effectiveness and adequacy of practical training in nursing students. Methods: This descriptive research was conducted using a convenience sampling. The sample consisted of 619 nursing students with experience in practical training among five colleges, located in four cities. The data collection was performed using self-reported questionnaires. Research tools, developed by Kim (1996), were used to measure the effectiveness of clinical instructors and the adequacy of practical training developed by researchers. The data was analyzed using SPSS 20.0. Results: The average of teaching effectiveness was 3.43 (out of 5) and adequacy of practical training was 3.33 (out of 5). Teaching effectiveness and adequacy of practical training showed a significant positive correlation (r=.74, p<.001). Teaching effectiveness and each sub-area: adequacy of practical training, practical contents (r=.59, p<.001), practical attitude (r=.45, p<.001), practical instructor (r=.62, p<.001), practical environment (r=.46, p<.001), and practical evaluation (r=.64, p<.001), revealed a significant positive correlation. Conclusion: Nursing students prefer the actual training from professors who are more professional and clinical experienced. Professors presenting the theory lectures should also be aware of clinical practice so that education can be more professional and effective in terms of clinical practice.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.12 no.6
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• pp.25-32
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• 2012

In this paper, we proposed a development of M-learning smart-trainer content for improving the learning ability of military education. Learners of time and space constraints beyond quickly and accurately can learn with the goal, each subject by partial learning, and repetition, the whole learning quickly and easily by selecting efficiently to help you learn a m-Bizmaker with applications was designed. Experiment targets the military company of two, first aid courses were conducted for the evaluation. Traditional collective comparison group teaching methods, the proposed content, teaching methods applied in the experimental group were selected. The proposed learning applications using smart instructor for verification of learning, with which to compare, test subjects were compared with each of 49 subjects, the results p<.005 level, there was difference among the two groups. Therefore, the proposed application using a smart trainer after class proved that contribute to improving achievement.

• The Journal of the Korea Contents Association
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• v.8 no.5
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• pp.276-286
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• 2008

In this paper, we introduce an adaptive e-Learning system for engineering mathematics which is based on computer algebra system (Mathematica) and on-line authoring environment. The system provides an assessment tool for individual diagnosis using Bayesian inference network. Using this system, an instructor can easily develop mathematical web contents via web interface. Examples of such content development are illustrated in the area of linear algebra, differential equation and discrete mathematics. The diagnostic module traces a student's knowledge level based on statistical inference using the conditional probability and Bayesian updating algorithm via Netica. As part of formative evaluation, we brought this system into real university settings and analyzed students' feedback using survey.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.253-267
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• 2014

This study aims to analyse the effectiveness of the mathematics teacher's training program: whether the training program is effective to improve mathematics teachers' professional competency of the developing assessment instrument (including items) or not. The teachers who were attendee of the program did pre-test before the program and post-test after the program. They wrote the opinions on the pre-developed items which had many errors in the beginning and discussed their opinions each others in the middle of program. The differences between pre-test and post-test and between opinions in the beginning and in the middle were analysed. The first result of the study is that the teacher's professional competency which is evaluated as self-perceived points is improved with regard to understanding the standardized test, item difficulty and item discrimination. Secondly, the proportion of the opinion with concrete reasons is increased as the program progressed. Thirdly, the effective elements of the program are the discussion in the group, discussion between groups, and feedback from the instructor. But the ineffective element of the program is the insufficient time for practicing.

• Journal of the Korea Society of Computer and Information
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• v.13 no.3
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• pp.15-25
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• 2008

Recently, with the growing use of e-learning, instructors develop new online courses using a variety of contents and then store the results on their computers. These contents should be updated with new information as time goes on, and a new content also can be produced by reusing these ones. However, a lot of time will be needed for instructors to search, edit, and manage various contents stored from place to place on their computers. Currently, the development of the e-learning content management tool. which performs efficiently these functions on the PC environment, leaves much to be desired. Therefore, in this paper, we proposed an e-learning content creation and management system which can manage efficiently a variety of contents stored from different locations on an instructor's computer and can develop easily new online courses. The proposed system can be used widely to develop contents for instructors based on the PC environment. For performance evaluation, this paper compared the proposed system with the previous system according to the retrieval time of content keyword, and the experiment showed that our system is much better than the previous one.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.497-506
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• 2013

The purpose of this study is to explore and develop a new instructional approach to a technology-enhanced, collaborative learning environment called Smart technology-enhanced Team-Based Learning (S-TBL). We designed a novel instructional model that combines mobile technology, collaborative teamwork, a problem-solving process, and a variety of evaluation techniques from the viewpoint of a conventional team-based model. Based on the traditional TBL model, we have integrated smart learning technologies: 1) to provide a holistic learning environment that integrates learning resources, assessment tools, and problem solving spaces; and 2) to enhance collaboration and communication between team members and between an instructor and his or her students. The S-TBL instructional approach combines: 1) individual learning and collaborative team learning; 2) conceptual learning and problem-solving & critical thinking; 3) both individual and group assessment; 4) self-directed learning and teacher-led instruction; and 5) personal reflection and publication.

• Culinary science and hospitality research
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• v.19 no.5
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• pp.170-183
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• 2013

The purpose of this study is to classify the attributes of culinary educational quality by using the Kano model. This study carried out literary research and empirical analysis. Data were collected among 486 students whose major is culinary arts and analyzed with SPSS 19.0 and EXCEL 2007. It classified culinary educational quality by employing the Kano model and modified the Better and Worse quotients suggested by Timko. The results of the study are as follows. First, it was found that total 25 attributes could be classified into 17 Attractive quality attributes, 2 Must-be quality attributes and 6 Indifferent quality attributes, while One-dimensional quality, Reverse quality and Questionable quality attributes were not found. Second, according to the Better and Worse quotient by Timko, "Objective instructor's evaluation" item was the highest score in the Better quotient. On the other hand, the "Having foreign professors" item is the lowest in the Worse quotient. Third, marketing implications and limitations were discussed.