• Journal of dental hygiene science
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• v.17 no.4
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• pp.368-374
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• 2017

The purpose of this study was to evaluate community dental hygiene practice education, by verifying its effect after applying project-based learning in improving the practical and social skills of learners. A 15-week project-based community dental hygiene practice course was held for 27 senior students, who took community dental hygiene practice course in the Department of Dental Hygiene, Gangneung-Wonju National University. Twenty-seven students were composed of 4 teams. Each team selected a target group for four workplaces for adult workers to apply the oral health promotion project. The project was then planned and conducted based on a survey on the health problems confronting each group, and an evaluation was carried out after 4 weeks. From the results obtained in comparing confidence in problem solving ability, project value, teamwork competency, and community dental hygienist competence before and after course, the improvement in project value and teamwork competence scores was not statistically significant, but all four areas showed positive results. After analyzing the project actuality, learning outcomes, and project satisfaction after course results, the actuality of the project was 19.30 points, the learning achievement was 45.19 points, and the satisfaction was 19.19 points, demonstrating that the aim of achieving actual performance competence and a learning performance exceeding expectations was accomplished. After conducting an interview survey with 8 students, it was found that they had learned social skills involving problem-solving abilities and confidence, and teamwork competence such as cooperation, role responsibility, creative thinking ability, and communication skills. Community dental hygienists should be able to acquire learner-level practical skills and social skills in the community dental hygiene and practical courses, according to their competencies and job needs. It is necessary to develop a project?based systematic learning module to enable the community dental hygiene practice to operate as a subject closely related to fields in other dental hygiene departments.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.216-222
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• 2021

Advances in technology have given educators a tool to empower them to assist with developing the best possible human resources. Teachers at universities prefer to use more modern technological advances to help them educate their students. This opens up a necessity to research the capabilities of cloud-based learning services so that educational solutions can be found among the available options. Based on that, this essay looks at models and levels of deployment for the e-learning cloud architecture in the education system. A project involving educators explores whether gement Systems (LMS) can function well in a collaborative remote learning environment. The study was performed on how Blackboard was being used by a public institution and included research on cloud computing. This test examined how Blackboard Learn performs as a teaching tool and featured 60 participants. It is evident from the completed research that computers are beneficial to student education, especially in improving how schools administer lessons. Convenient tools for processing educational content are included as well as effective organizational strategies for educational processes and better ways to monitor and manage knowledge. In addition, this project's conclusions help highlight the advantages of rolling out cloud-based e-learning in higher educational institutions, which are responsible for creating the integrated educational product. The study showed that a shift to cloud computing can bring progress to educational material and substantial improvement to student academic outcomes, which is related to the increased use of better learning tools and methods.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.457-467
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• 2019

The purpose of this study is to find out how those taking early childhood preservice teachers experience their learning through learner-centered education and the meaning given by such experiences to grasp their values. Especially, to look into experiences of learning the project approach theory studied and directly experienced, which is one of the early childhood educational approach methods, data on participatory observation, personal interviews, personal reflective journals, activity reports and ect. were collected and analyzed by the current writer, who fully participated in the class. The meaning of early childhood preservice teacher'experiences in the project approach was analyzed from the two aspects of 'my' learning activities and 'teacher's teaching activities. In the aspect of 'my' learning activities, they got indulged through purposeful practices in the process of tackling problems that originated from personal interest and wanted to share the joy of learning they'd had with others. Aware of themselves as doers of behavior and thinking, they were found to be able to focus an 'my' own learning activities based on these learning experiences of theirs. In the aspect of 'teacher's teaching activities, project theories and practices done at the same time helped them internalize the project and they learned possible changes ign the project by experiencing actual cases. To sum up, the project approach has its meaning in that it not only helps teachers learn theoretical knowledge but also have reflective thinking through their experiences as doers of learning and form practical knowledge. Accordingly, it indicates th need for intensive discussion on the project approach as a way to educate pre-teachers or current ones.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.23-39
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• 2019

The purpose of the study was to analyze the home economics education experts' and teachers' perception of ways to align instruction with evaluation, based on the 2015 revised technology and home economics curriculum for the purpose of developing the independent living competencies, and to provide examples of alignment in practice. The analysis is based on the data from a Delphi study (10 experts) and a survey of technology and home economics teachers(n=422). The results of survey indicated that experts and teachers perceived the instruction-assessment alignment to be most appropriate for project learning-project assessment, followed by project learning-portfolio assessment, problem solving learning-portfolio assessment, and problem solving learning-project assessment, in order. Based on the survey results, a model of instruction-assessment alignment and a teaching-learing plan were presented, based on 'Development task of life cycle and Life plan' unit. This was considered to be a proper method of instructional alignment for the purpose of developing 'independent living competence' with project-learning/project-assessment. The model focuses on consistency between instruction and evaluation, unity in methods, and the availablility of feedbacks of assessment for the improvement of independent living competencies. In conclusion, this study contributes as foundational information for teaching and learning-assessment alignment. Diverse methods of instruction-evaluation alignment is expected for future research.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.547-557
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• 2018

The purpose of this study was to investigate the effects of teacher preparation programs with project-based learning for strengthening preservice special education teachers' practical teaching abilities. The results of this study showed that the practical teaching ability of preservice special education teachers (n = 39) improved by a total of 6.76 points after receiving action learning-based instruction. The improvement was 1.49 points for planning and designing, 1.49 points for communication, 0.49 points for interactions with students, 2.49 points for teaching and learning environment, and 0.89 points for sincerity and enthusiasm. The results of paired t-test showed that preservice special education teachers' practical teaching ability has significantly improved on the total scale score (p < 0.01). Preservice special education teachers' improvements were also significant on three out of five subscales: planning and designing, communication, and teaching and learning environment. Correlations between the practical teaching ability subscales ranged from 0.64 to 0.90, indicating a statistically significant correlation.

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.117-131
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• 2018

PBL is expected to be very useful in the engineering project course that leads students to active learning in problem solving process. But it is not actively utilized because of various problems. In this study, modified PBL lectures were laid out for a course that practice UX design process. Modified PBL lectures provide theoretical class and two PBL practices. The variant is that the problem design is made by the students themselves on a weekly basis, rather than by the instructor, and that the two PBL processes consist of one project. The results of this study are meaningful as a basic data in PBL-based engineering college project class. Additional discussion of how to evaluate grades needs to be specified.

• Journal of Korea Multimedia Society
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• v.25 no.3
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• pp.546-557
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• 2022

Recently, the demand to interpret image data with artificial intelligence in various fields is rapidly increasing. Object recognition and detection techniques using deep learning are mainly used, and video integration analysis to determine unstructured object recognition is a particularly important problem. In the case of natural disasters or social disasters, there is a limit to the object recognition structure alone because it has an unstructured shape. In this paper, we propose intelligent video integration analysis system that can recognize unstructured objects based on video turning point and object detection. We also introduce a method to apply and evaluate object recognition using virtual augmented images from 2D to 3D through GAN.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.2
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• pp.252-261
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• 2008

Purpose: The purpose of this study was to explore how an educator can empower students by fostering communication, problem-solving, and self-directed learning ability. Method: In order to accomplish this purpose, 136 students who were attending J University and 105 students attending M University participated in the questionnaire. The students were freshman in the nursing or social welfare departments, There were 136 in the control group and 105 in the experimental group. The control group was given an applicable class of project learning. On the other hand, the experimental group was given traditional lessons once a week for 15 weeks. The research instrument used the measuring instruments developed by KEDI for communication and problem-solving and self-directed learning ability. Data was analysed by ANCOVA with SPSS/PC. Result: The results of analysis show that communication, problem-solving, and self-directed learning ability significantly increased in the experimental group. Conclusion: Based on the research finding, project learning has an educational value. Interdisciplinary cooperation project learning is effective for communication, problem-solving, and self-directed learning ability.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.107-116
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• 2004

The purpose of the present study was to identify how and how much teachers utilize ICT in their instruction and to analyze teachers' perception about the environmental factors to promote ICT implementation after their participation in a teacher training for Project-Based Learning (PBL) with ICT. The results showed that there was a significant change in the application of PBL into classroom and the class preparation before and after the training. Lack of time to prepare the instruction using ICT was identified as the most important reason not to utilize ICT in their classroom. While teachers perceived time and rewards among the environmental factors were lack, dissatisfaction with status quo, incentives, knowledge and skill, participation and leadership were perceived as being present in their school.

• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.31-41
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• 2018

The purpose of this study was to investigate the applicability of project - based learning as a teaching method for 'Dental Hygiene Practice' in the community dental hygiene department at G city S university. The subjects were 30 students in the fourth grade in 2018. Data collection period was from March 12 to June 27, and mean and standard deviation were compared using SPSS 20.0 program. The results of the analysis showed that the score of the team with high team performance was high ($3.91{\pm}0.82$), the students were required to practice ($4.10{\pm}0.88$), and the feedback from the professor ($3.73{\pm}0.86$) Satisfaction was high. It was determined that the application of project - based learning classes in the 'Community Dental Hygienic Field Practice' course was appropriate for the class.