• 영어어문교육
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• 제15권2호
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• pp.151-168
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• 2009

The present study investigates the impact of trained peer feedback on the quantity and quality of revisions made by EFL students at a low-intermediate level. Peer review training was carried out in experimental group through four in-class training sessions and four peer dyad-instructor conferences after class. Students' $1^{st}$ drafts with written peer feedback and revised drafts prior to and post training were collected and analyzed. Results reveal that after training the students produced more revisions in response to their peer comments (96% of total revisions) and those revisions were counted as enhanced in quality (93% of peer-triggered revisions). In contrast, the results of paired t-test within control group indicate that there was no significant difference between two data collected from week 3 and week 16 (t = -.57, df =19, p = .577 at p < .05). The findings suggest that training as an ongoing process of teacher intervention contributes to effectiveness of the peer feedback activity. The study provides pedagogical implications for how to structure and implement peer review training for the sake of its direct strength in an EFL writing class.

• Toxicological Research
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• 제20권1호
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• pp.1-11
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• 2004

Evaluation of toxicological pathology is to some extend subjective judgments by pathologist and the accuracy of pathologist's works is based on the individual training and experiences. It has been required to establish a peer review system for toxicologic pathology and these review system has been employed by various practice of toxicological pathology. It would be pointed out that the possible causes of drifts in pathology are due to 1) lack of knowledge or experience of individual pathologists, 2) poorly maintained consistence of grading among animals in study, 3) different interpretation of findings between pathologists, or 4) pathology data processing. Example cases of diagnostic errors and current practice of peer review including tissue selection criteria, documentation and problem resolution for short-term and carcinogenicity studies were introduced. For sound regulatory system and high integrity of practice in toxicological pathology, current approaches of peer review system were reviewed.

• 의학교육논단
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• 제23권1호
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• pp.11-22
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• 2021

This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students' personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students' leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.

• 영어영문학
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• 제57권6호
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• pp.977-998
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• 2011

The purpose of this study is to investigate prospective teachers' perceptions of the peer review comments readily available to them during the writing process in a teacher training class. Given these needs, we employ a qualitative method of inquiry giving voice to the learner's own view of peer feedback. The data we wish to consider is first-person narratives elicited from four EFL college students, who are prospective teachers of English. With regard to the EFL students' narrative considered here, all were attentive to the feedback they received. Moreover, the way in which these EFL writers talk about peer response activity reflects that they still welcome peer feedback because of the benefits to be accrued from it. Although this study, covering only four EFL students in total, can hardly be considered conclusive, we attempt to offer a synthesis of their stories. First of all, students indicate that they received responses from "authentic readers" (Mittan 1989, 209). We do note, consequently, that students gain a clear understanding of readers' needs by receiving feedback on what they did well and on what seems unclear. Perhaps the greater effect of peer feedback claimed by these students is that they take active roles in utilizing peer comments. Since they feel uncertain about the validity of their classmates' responses, students feel that they have autonomy over their own text and can make their own decisions on whether they should accept their peer comments or not. This contrasts with their treatment of teacher comments that they accept begrudgingly even if they disagree with them. Four EFL writers talked a lot, typically in a positive way, about peer response to their writing, yet they have expressed reservations about the extent to which they should put any credence in comments offered by their fellow students. Perhaps this is because their fellow students are still developing writers and EFL learners. In turn, they were sometimes reluctant to accept the peers' comments. Thus, in EFL contexts, L1 use can be suggested during peer feedback sessions. In particular, we have come to feel that L1 use enables both reviewers and receivers to have more productive peer review experiences. Additionally, we need to train students not "to see peer feedback as potentially bad advice" (Silva et al. 2003, 111). Teachers should focus on training students to utilize their peers' comments. Without such training, students will either ignore feedback or fail to use it constructively.

• 산업경영시스템학회지
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• 제36권1호
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• pp.44-52
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• 2013

For evaluating participation in collaboration project, the peer assement method is mostly used and various scoring methods have been proposed. But, the reliability and validity of the peer assessment method are still doubted for all most method. In order to overcome these weaknesss, some guidelines and training methods have been recommended. In this article, however, statistical technique is proposed for measuring individual contributions to collaboration projects considering each assessor's reliability. The gist of our proposed algorithm is that an assessor's reliability depends on the evaluation policy, and this reliability is evaluated by an analysis of variance of the scores assigned by the assessor. We also show that the proposed method is very efficient by case study in university class.

• 한국화재소방학회논문지
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• 제30권3호
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• pp.117-123
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• 2016

본 연구는 재난관리 교육훈련의 전이효과에 대한 충분한 연구가 이루어지지 못하고 있다는 문제 제기 하에 교육훈련의 전이에 영향을 미치는 요인들을 경기도 소방공무원들의 인식을 토대로 실증적으로 규명하고자 한다. 연구목적 달성을 위해 본 연구는 국내 외의 선행연구 검토를 통해 교육훈련의 전이에 영향을 미치는 요인들을 도출하여 이러한 요인들이 실제로 소방공무원들의 교육훈련 전이에 영향을 미치고 있는지를 실증적으로 규명하는데 그 목적이 있다. 연구의 결과, 교육훈련 전이효과에 대한 영향을 미치는 정도에 유의미한 변수는 업무관련성, 학습문화, 동료지원, 자기 효능감, 학습동기, 학습능력, 교육방법 순으로 교육훈련 전이효과에 영향력이 있는 변수로 나타났다.

• 산학경영연구
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• 제19권2호
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• pp.95-116
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• 2006

공무원 조직에 있어 교육훈련은 구성원의 역량을 개발함으로써 조직 역량을 강화하는 효과가 있으며, 이는 국가행정역량의 강화로 이어진다. 교육훈련의 효과성을 결정하는 요인에 대한 연구가 민간 부문에서 많이 이루어진 반면, 공공부문을 대상으로 한 연구는 상대적으로 많지 않았다. 본 연구는 공무원 교육훈련 프로그램에 참여한 피훈련자들을 대상으로 설문조사를 실시하고 그 결과를 분석함으로써 공무원 교육훈련의 효과성 결정요인을 규명하는 데 연구목적이 있다. 연구결과, 교육기획, 교육내용, 강사 자질, 학습동기 등이 교육효과성을 결정하는 중요한 요인으로 나타났다. 이는 민간부문에서의 교육훈련 연구와 맥을 같이하는 결과로 볼 수 있다. 논문의 마지막 부분에 연구결과에 대한 토론과 연구한계, 향후 연구방향에 대한 제안을 제시하였다.

• 아동학회지
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• 제22권4호
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• pp.51-67
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• 2001

Children who have problems in interacting appropriately with others typically have significant social skills deficits. Social skills training has become a primary intervention to improve the appropriate peer relationship or peer acceptance. Many social skills training programs have been designed and implemented on socially isolated children, however the findings from many studies investigating the effect of social skills interventions are various. The first purpose of this study was to verify the effectiveness of interventions by using quantitative method of meta-analysis. Second, it was to review a various research in detail. Third, it was to provide the basis of planning a social skills training program. For these purposes, findings from 26 studies investigating the effects of social skills interventions for 624 socially isolated children (5-12 years) were analyzed. The result of this study were the following : The pooled overall mean effect size(ES) was 1.11. On average, the pooled mean effect size(ES) according to the different research variables was large, meaning that the social skills intervention had a great effect and was socially important and necessary for socially isolated children. It would be recommended that social skills programs include appropriate target behaviors through multidisciplinary assessment process. This program should mainly focus on the improvement of prosocial behavior skills as well as reducing problem behaviors. For preschool children, over 50 minutes per session, two to three sessions per week, for a total of total over 20 sessions would be ideal. Posttest and follow-up need to perform for generalization and maintenance. Content of the program should be tailored to the developmental level as well as the interest level of the children.

• 한국중재학회지:중재연구
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• 제27권2호
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• pp.121-142
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• 2017

A study on the global trend of accreditation for mediators implies many important aspects of controlling of the quality of mediation. Firstly, whether or not having an accreditation system, most European countries and the U.S. have a common understanding on the fact that mediators need to be trained to mediate disputes, apart from their own expertise on the subject matters. Secondly, private-led accreditation has been utilized in countries having a Anglo-American law system such as the United Kingdom and the U.S. a while nation-managed one has been operated in the countries having a continental law system such as Austria, Belgium, Italy and Germany. Thirdly, private mediation service providers (usually institutions or companies) play an active role in the training and accreditation of mediators and further make them act as mediators in the disputes referred to them. Fourthly, the countries having a nation-managed accreditation system usually stipulate a certain mediation training and accreditation requirement by law. Fifthly, there is no uniform trend on the minimum hours of training required for accrediting the mediators. Sixthly, mediation training generally focuses on the practical mediation capacity-building, including mediation theory and role-playing, mediation simulations, peer review and supervision. And finally, the mediation theory mainly includes the role of mediator, mediation procedures, mediation communication, negotiation and communication skills, mediation ethics and mediator's code of conduct, etc.

• 대한물리치료과학회지
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• 제15권3호
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• pp.73-79
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• 2008

Background : Treadmill training has been proposed as a useful adjunct to conventional physical therapy to restore ability to walk after stroke. The purpose of this study to inform clinical practise by evaluating the research evidence for the effectiveness of treadmill training after stroke. Methods : We searched to the effectiveness of any form of intervention for effect of treadmill training by Dankook University electronic library databases of Medline, Embase, Cinahl, Amed and PEDro combined with a hand search of papers published in relevant peer-reviewed journals. Any type of study relevant to the topic published in English during time period from 1980 to 2007 was included. Results : The literature search identified 35 studies. The included studies enrolled a total of 374 subjects. 1. Treadmill retraining without partial body weight support might be more effective than no treatment at improving gait velocity, get up and go time, gait endurance and step length symmetry. 2. Treadmill retraining with partial body weight support might be more effective than no treatment in improving step length symmetry, gait velocity, gait endurance and balance. 3. Treadmill retraining might be more effective with partial body weight support than without it at improving gait velocity and motor improvement as measured by The Stroke Rehabilitation Assessment of Movement(STREAM). 4. Treadmill retraining without partial body weight support may be no different from physiotherapy and increase gait velocity to conventional gait therapy. 5. Treadmill retraining with partial body weight support may be no different from physiotherapy for gait velocity, motor recovery and balance. Conclusion The review suggests that although treadmill training of gait, especially with partial body weight support, might Improve gait parameters and functional mobility, unless treadmill training is directed at Improving gait speed it might be no more effective than conventional physical therapy at improving gait parameters.