• 대한공업교육학회지
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• v.40 no.1
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• pp.121-141
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• 2015

The study applied a narrative inquiry to the undergraduate interdisciplinary course taught for three years(2012~2014). Narratively I have described interactions among teachers' and students' performing the interdisciplinary consilience course with various situations such as place, curriculum and class interaction. I have specifically illuminated a three-dimensional narrative inquiry space embracing the dilemma of the consilience curriculum, PBL(Problem Based Learning) and TBL(Team Based Learning), and an effective presentation. The result of the study is as follows: First, the ratio of giving lecture is high. The burden of doing project will be reduce if the teacher decreases the lecture up to one fourth, gives students enough time to finish their tasks, and gives them advice for a better project. Second, for opening the interdisciplinary consilience class maintaining previous college curriculum, each department has to put a 'consilience course' on the existing curriculum that allows teachers open the consilience course whenever they need to teach with other department teachers. Third, an effective teaching method using the PBL(Problem Based Learning) in Team Based Learning environment is making students to consider projects as problem situations to solve and to apply the problem situations to PBL method. Lastly, teachers should give students lots of opportunities for presenting what they have learned in the class. Three times of presentation as a team member is ideal in a semester but the way of presenting has to be changed. The students in next year will relieve the tension of 30 minute instead of 15 minute, two days instead of one day for the team presentation.

• Human Ecology Research
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• v.52 no.6
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• pp.669-682
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• 2014

The purpose of this study is to present a practical class design model that applies the problem-based learning (PBL) method to the subject of home economics. To begin with, a specific class model example was developed by conducting thorough document research and expert consulting. Two modules, named "Click! Global Leisure Environment" and "Happy Leisure Product Launching" were presented as the PBL questions. The case study focused upon in this research is an elective course called "Leisure Culture and Life Management". The 21 students enrolled in this course were considered in this study. Two teaching methods, namely a face-to-face teaching method and a web-based system "Snowboard" teaching method, were used to run the class. The research results are as follows: first, theoretical research and program development and demonstration were practiced with five different age groups: childhood, adolescence, university student, middle age, and senescence. Then, selfevaluation, peer evaluation, and group evaluation were conducted to motivate the students. Finally, a class evaluation was conducted by questioning the lecturer, who ranked well, scoring higher than or equal to 4.0 points out of 5.0 on all the questions. Through the PBL method, students showed an improved study attitude with more proactive participation in the class, they strengthened their communication skills and created a synergy with their team members. This study has significant meaning because it is the first research to apply the PBL method to home economics. Therefore, we expect other curricula to apply PBL and fully utilize this teaching method as well in the future.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.162-168
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• 2021

This is a group pretest-posttest design study that aim to evaluate the effect of problem-based learning using flipped learning to self leadership, nursing leadership, and confidence of nursing students. The subjects were 87 4th nursing students who took nursing management from March 15 to April 26, 2021. A questionnaire was used to measure self leadership, nursing leadership, and confidence. The measurement of self leadership is a 5-point Likert scale that employs a questionnaire. Flipped learning uploaded a 5-8 minute lecture video, and the subjects learned on learning management system, using smart device. PBL teaching was developed about personal growth, cooperation, nursing excellence, creative problem solving, influence. As a result of the study, self leadership was significantly improved after education than before education(t=-6.27, p<.001). Nursing leadership and confidence were significantly changed before and after education(t=-16.10, p<.001; t=-2.37, p<.001). According to the results of this study, the PBL teaching method using flipped learning is an effective teaching and learning strategy for improving leadership, and confidence. In future studies, it will be necessary to develope and verify specific teaching and learning methods by applying nursing experts in consideration of the type of leadership.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.240-257
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• 2001

Although many attempts have been made to use the Internet for educational purposes, not many attempts have achieved their goals. Such failure is mainly due to the lack of understanding on the way to use the Internet. The goal of this research is to investigate the potentiality of the Project-Based Learning approach using the Internet(NetPBL) and the ways to utilize the NetPBL. The NetPBL can be utilized through various activities such as keypals, mentoring, use of resources, cooperative learning, publishing, survey and data analysis, cooperative problem solving, simulation, and social action. Such diversity of the NetPBL can create a problem-based, context-based and learner-centered environment, which takes various types of the Internet use. In spite of such potentiality, little is known on how to implement the NetPBL. On this point, this research attempts to synthesize instructional strategies to implement the NetPBL at the macro and the micro level. At the macro level, instructional process is divided into four steps such as plan, preparation, implementation and closure, and some instructional suggestions are made for each step. At the micro level, detailed instructional strategies are suggested for the facilitation of self-directed learning and cooperative learning.

• Journal of Korean society of Dental Hygiene
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• v.10 no.1
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• pp.33-49
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• 2010

Obiectives : The purpose of this study was to develop PBL packages geared toward improving the problem-solving abilities, self-directed learning capabilities and communicative competency of dental hygienists, which were all required for dental hygienists to have in the dental field. Methods : After three PBL packages for a semester of oral health education were developed, the PBL packages were evaluated by an expert to determine what improvements should be made. Results : The findings of the study were as follows. The three PBL packages were based on real clinical situations and designed to have a different degree of difficulty and provide problems in the form of scenario for learners to solve in a self-directed manner. When the packages were assessed by an expert, the packages were expected to make a contribution to the improvement of the three different abilities on which this study focused, and the packages were found to be appropriate in general in terms of learning content and field applicability, though they needed some modifications. Thus, this study attempted to develop PBL packages and let an expert assess the packages in order to give some suggestions about the development of PBL packages. The packages developed in this study are expected to help boost the problem-solving abilities, self-directed learning capabilities and communicative competency of dental hygienists, which should all be possessed by dental hygienists in the dental field. Moreover, the packages were found to be conducive to the introduction of PBL in the field of dental hygiene. Conclusions : To ensure the successful application of the packages, dental hygiene students should be provided with the packages in situations similar to real clinical situations, and they should have an opportunity to practice dental hygiene duties.

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.212-224
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• 2002

The purpose of this study is to design and implement the web-based counselling system in aspects of learning type and method by PBL in Constructivism. Learning problem is classified into learning difficulty, learning disability, emotional disability, memory/cognition, ADHD(attention deficit hyperactivity disorder), classwork, and school circumstance. Counselling for individual, offline visit, parents, electronic mail, and group with professionals who were involved in the design and implementation of learning counselling were used to supplement the clinic process for learning. The result of this study aims to administer the distance counselling system for learning without prominent computer knowledge. Each learner can solve diverse private learning problems which can be widely applied for situated learning. Also these online strategies by PBL indicate that providing learning types and methods are critical for overall understanding in online counselling system for learning.

• Child Health Nursing Research
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• v.20 no.2
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• pp.123-131
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• 2014

Purpose: This study was conducted to examine the effects of simulation education integrated with problem based learning (SIM-PBL) on clinical competency and self-efficacy in post operation nursing care for children. Methods: This study was a quasi-experimental design. Thirty six students in the third year of a 4-year baccalaureate nursing program were recruited conveniently and assigned to the control or intervention groups using time difference. Students were all in a pediatric nursing clinical practicum. The control group received the regular clinical practicum in a hospital setting. For the intervention group, a SIM-PBL education replaced 150 minutes of their clinical practicum. Results: The intervention group showed greater improvement in two areas of clinical competency compared with the control group; physical assessment (t= 3.019, p=.005) and post operation advice (t=2.428, p=.021). However, no statistically significant differences in improvement in any areas of self-efficacy were found between two groups. Conclusion: The results indicate that the SIM-PBL education is effective in improving some areas of clinical competence, but not self-efficacy in post operation nursing care for children. Further study is needed to develop SIM-PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

• Women's Health Nursing
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• v.26 no.1
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• pp.61-71
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• 2020

Purpose: This study was conducted to investigate the effects of problem-based learning-integrative simulation practice (PBL-ISP) on nursing knowledge, critical thinking, problem-solving ability, and immersion among nursing students. Methods: The study used a nonequivalent control group post-test design. A PBL-ISP educational program was provided to the experimental group, and hands-on practice using a high-fidelity simulator (HFS) was administered to the control group. There were 42 subjects in the experimental group and 40 in the control group. Data were collected during the fall semester of 2019. Using SPSS for Windows version 23.0, data were analyzed in terms of frequency, percentage, mean, standard deviation, the chi-square test, t-test, and Pearson correlation coefficients. Results: Significant differences between the experimental and control groups were found in nursing knowledge (t=3.67, p<.001), critical thinking (t=3.40, p=.001), problem-solving ability (t=3.52, p=.001) and immersion (t=4.44, p<.001). Conclusion: PBL-ISP was more effective in improving nursing knowledge, critical thinking, problem-solving ability, and immersion than was hands-on practice using an HFS.

• Korean Journal of Clinical Pharmacy
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• v.34 no.3
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• pp.175-183
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• 2024

Background: The evolving healthcare environment necessitates changes in pharmacy education to meet these demands, with problem-based learning (PBL) being a promising approach. Methods: This study employed a single-group, repeated-measures design to evaluate the effects of PBL on the communication and problem-solving skills of fifth-year pharmacy students at S University. The course, which focused on pharmacy practice and communication, included 36 students who participated in structured pre- and post-intervention surveys, as well as self-reflection journals. The primary competencies assessed were problem-solving and communication skills. Data collection involved quantitative measures through surveys and qualitative insights from self-reflection notes. Results: Of the 36 students, 35 completed the pre-intervention surveys, and 27 completed the post-intervention assessments. Significant improvements were observed in problem-solving skills, including problem identification, information gathering, and planning. Communication skills showed overall improvement, though the differences were not statistically significant. Qualitative analysis of self-reflection notes revealed enhanced understanding of elderly patient care, increased responsibility, teamwork, and the importance of effective communication in pharmacy practice. Commonly identified themes included a heightened sense of responsibility, the importance of teamwork, and an appreciation for the multifaceted nature of pharmacy practice in elderly care. Conclusion: The PBL approach effectively enhanced students' problem-solving abilities and provided valuable experiential learning in pharmacy practice. The qualitative data indicated that students gained a deeper understanding of their roles and responsibilities, fostering greater motivation and teamwork. Further research should focus on broader applications across different institutions to validate these findings.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.194-204
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• 2009

Purpose: Level of reflective thinking of students are important factors in the area of nursing studies on web-based PBL. These factors were used as a component of learning strategies. One was to understand general recognition to web-based PBL and reaction to the use of reflective journal. The other was to investigate the level of reflective thinking was related to learning activity. Method: PBL was adopted for an online course titled 'Nursing Assessment and Intervention'. Twenty graduate students were evaluated from questionnaire, reflective journals, and individual assignments. Result: Web-based PBL was strong for self-directed learning, team activity, creative thinking, diversity of thinking, and diverse process of learning while hard time, lack of cooperation, uncertainty of outcome, and lack of time were considered as weakness. Reflective journal gave moderate help to learning activities. The learners' learning activities was the lowest in the middle level of reflective thinking. Conclusion: Generally, graduate students in college of nursing showed slightly positive attitude to PBL experience and slightly positive reaction to the learning effect of reflective journal. PBL was estimated to be valuable and meaningful. There was no relationship between the level of reflective thinking and learning activities.