• Journal of Industrial Convergence
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• v.20 no.7
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• pp.89-96
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• 2022

This study conducted to investigate the effects of Peer-Assisted Learning(PAL) applied to nursing education on self-directed learning ability, academic self-efficacy, and academic achievement of nursing students. The research design was a pre-post-post design with an inequality control group, and a total of 229 students from G University who agreed to participate in the study were included. After the completion of regular classes, the experimental group(N=117) was given a PAL program at least once a week for 10 weeks, and the control group(N=112) was given individual self-learning for 10 weeks. The collected data were analyzed using descriptive statistics, X2-test, and independent t-test using SPSS/WIN 21.0. As a result, self-directed learning ability(t=6.50, p<.001), academic self-efficacy(t=2.01, p=.046), and academic achievement(t=4.98, p<.001) were higher in the experimental group than in the control group. As the positive effect of peer learning on nursing students was confirmed through the results of this study, it can be used as useful basic data when designing extracurricular activities for nursing education.

• The Mathematical Education
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• v.53 no.1
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• pp.1-24
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• 2014

This study examines the effects of reflective journal writing on the mathematics self-efficacy in reciprocal peer tutoring. Participants were 38 high school students in Gyeonggi province who attended at a summer intensive mathematics course for 4 weeks. This study used a mixed method. SPSS 21.0 program was used to analyze the quantitative data, and the interviews, observational journals and reflective journals of 6 students were used to analyze qualitative data. According to the results, all the subcategories of mathematics self-efficacy, - mathematics problem-efficacy, mathematics success-efficacy, mathematics learning-efficacy, and mathematics subject-efficacy - improved except mathematics occupation-efficacy. In case of mathematics success-efficacy and mathematics problem-efficacy, students revealed the greatest improvement. In conclusion, reflective journal writing in reciprocal peer tutoring could be suggested as a treatment program to improve students' mathematics self-efficacy.

• Journal of Engineering Education Research
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• v.26 no.3
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• pp.3-11
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• 2023

This study introduces the peer class consulting program at K-Institute of Technology aimed at improving class quality through the diagnosis of professors' teaching methods, analysis of the pros and cons, and assessment of their class management ability. To carry out the program, 641 students taking classes with the professors were surveyed on their satisfaction and learning motivation levels. The class composition was analyzed by monitoring the professor's class. The effect of the consulting was verified by comparing students' class satisfaction scores before and after consulting. Additionally, 29 professors subject to the consulting were surveyed on their satisfaction with the program. According to the results, professors subject to the consulting recognized that the teaching methods and class management strategies presented through the consulting effectively improved student satisfaction and motivation and provided an opportunity to gain confidence through the class. Furthermore, professors subject to the consulting were able to acquire knowledge, skills, and attitudes related to class management, and they perceived the program positively, stating that it allowed them to quickly adapt to the university education environment through cooperative communication with senior professors serving as consultants.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.107-126
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• 2004

This study is aimed at investigating the aspects of peer correction and responses of English composition in the web-based class. The participants for this study are students enrolled in the 'preparatory college cyber study center'. Two assignments were given--composition with no feedback and composition followed by student feedback. The participants' feedbacks, responses, and attitudes in peer interaction were analysed. The processes of these two assignments were also compared. The results were as follows: First, students' competitive attitude changed into cooperative attitude when peer-revision was followed. Second, both formal and content feedback were shown in the cyber composition class just as in the classroom composition class, but under no specific guidance, the majority of students' feedbacks were formal feedbacks. Third, some characteristics of web-based writing were found. In the web-based writing class where around a hundred students are enrolled. students' feedbacks were inevitable. The results of this study supported the use of students feedback.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.1-10
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• 2003

There are various kinds of instructional models in the 7th national curriculum. Among them, cooperative learning is given to students in some schools. In cooperative learning, the items for assessing the team members are required in order to evaluate the individual activities for problem solving, and to know the way of objective thinking each student does. Web-based environment is good for cooperative learning. In this paper, as a previous research work of web-based cooperative learning, we propose new assessment items which are based on the outcome D belongs to the set of 11 student learning outcomes design attributed framework developed by ABET EC-2000 and the cognitive categories defined by Bloom's taxonomy. These assessment items consist of self and peer assessment. The self assessment items include the evidence of the students' thought and their own assessment. On the other hand, the peer assessment can give the students the opportunities to participate in their activities enthusiastically, to offer interactive individual feedbacks, and to develop potential through various experiences.

• 대한공업교육학회지
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• v.31 no.1
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• pp.23-45
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• 2006

The purpose of this study is to develop a instructive strategy model of cooperative learning for practical class in technical high school. To achieve this purpose, this study has conducted related literature investigation and interviewed with professionals for reconstruction of practice contents. As a result, 15 steps instructional strategy model of cooperative learning was designed and this model based on traditional 4 steps model, Jigsaw and STAD model which have been verified as effect. To complete the final project, all the team members must cooperate themselves and tutor their peers with learning guides which are constructed as a modular system. This instructional strategy model which is correlated with modular instruction, peer tutoring and cooperative learning is expected to enhance students' school work of psychomotor domain as well as cognitive domain and affective domain.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.351-361
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• 2019

The purpose of this study was to investigate the effect of a peer evaluation method on the core fundamental nursing skills competency, learning attitude, critical thinking and self-leadership of graduating nursing students. A survey using a questionnaire was administered to 326 nursing students. The data was analyzed using SAS(ver. 9.8) and AMOS(ver.20.0) The results of peer evaluation showed that the fundamental nursing skills competency was 3.77(${\pm}.62$), the learning attitude was 3.17(${\pm}.47$), critical thinking was 3.44(${\pm}.41$) and self-leadership was 3.60(${\pm}.49$). Core fundamental nursing skills competency showed statistical differences based on gender, major satisfaction, practice satisfaction, pre-learning and satisfaction with the peer evaluation. Core fundamental nursing skills competency was positively correlated with learning attitude(r=.295, p<.001), critical thinking was positively correlated with core fundamental nursing skills competency(r=.384, p<.001) and learning attitude(r=.623, p<.001), and finally, self-leadership was positively correlated with core fundamental nursing skills competency(r=.353, p<.001), learning attitude(r=.529, p<.001) and critical thinking(r=.690, p<.001). The factors affecting fundamental nursing skills competency were critical thinking and self-leadership. Core fundamental practical education programs to improve learning attitude, critical thinking and self-leadership need to be developed to increase core fundamental nursing skills.

• Korean Journal of Cognitive Science
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• v.29 no.2
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• pp.85-104
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• 2018

Peer assessment in educational setting, refers to activities in which students provide grades or comments on other students' accomplishments such as writing, presentation, or performances. In case of writing, peer assessment can allow instructors to give out more writing assignments, which were often avoided because of the burden of grading. Moreover, grading other students' writing can enhance learning by having students participate in the assessment process. This review will introduce major peer assessment systems and results from empirical studies on peer assessment, examine obstacles to its more wide-spread use, and discuss topics for further research. We hope this paper will facilitate further studies and use of peer assessment in actual educational settings, and eventually lead to many changes in assessment and teaching in Korea.

• The Journal of Korean Association of Computer Education
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• v.14 no.2
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• pp.13-22
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• 2011

The importance of algorithm education has been emphasized for creative problem-solving capability. Especially, algorithm teaching materials related with mathematics and science are under development to enhance logical thinking. However, there are not enough teaching-learning models applicable in the field of education. Therefore, this paper proposed a teaching-learning model for effective algorithm education. The teaching-learning model reflects two characteristics : an algorithm learning process is spiral, and algorithm education is based on logical thinking. Furthermore, a survey was conducted for students' satisfaction, and the result was a mixed teaching-learning model with PBL, SDL, and peer tutoring. Based on the proposed model, examples of classes for mathematics and science are suggested to show the feasibility of effective algorithm education.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.394-403
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• 2007

In this study, the effects of reciprocal peer questioning (RPQ) strategy upon students' concept learning were investigated. Ninety-two seventh graders at a co-ed middle school were assigned to control, reciprocal peer tutoring (RPT), and RPQ groups. The students were taught about 'three states of matter' and 'motion of molecules' for 12 class hours. Regardless of students' prior science achievement level, the RPQ group showed the highest scores among the three groups in the test of conceptual understanding, and the RPT group performed better than the control group. For high-level students, the scores of the RPQ group were significantly higher than those of the other groups in the test of the concept application, and those of the RPT group were higher than those of the control group. For low-level students, the scores of the RPT and RPQ groups in the concept application test were significantly higher than those of the control group, while those of the RPT and RPQ groups were not significantly different. These results indicated that verbal interaction by reciprocal tutoring helped students to understand chemical concept learning, and that using self-generated questions was more effective. Therefore, RPQ strategy is suggested to become one of the useful instructional methods to facilitate verbal interaction and concept learning in middle school science instructions.