• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.26-33
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• 1997

Problem-Based Learning(PBL) is at the forefront of educational reform. The acceptance of PBL as an educational approach with wide application represents a major change in thinking about educational processes and their relationships to the wider community. In 1969, PBL as a method was introduced at the Medical School of McMaster University in Hamilton, Canada. The most important advantages in PBL are acquiring knowledge that can be retrieved and applied, learning to learn(self-directed learning) and learning to analyze and solve Problems. PBL is widely used within the sector where it had its origin, namely health profession education. A generally accepted starting point in the development of a problem-based curriculum is the set of professional competencies of future graduates, which describe the typical problems professionals have to deal with. Formulating learning objectives highly depends on the format and content of the presented problems. Contrary to that, in a classic course in higher education, it is customary that teachers express objectives in a compulsory subject matter. Curricula which advocate problem-based learning generally use case studies in the form of paper cases, simulations and real patients with the intention of stimulating classroom discussion of clinical and basic science concepts within a problem-solving framework. One goal of using paper cases is to stimulate the learning of basic science within a clinical situation. Through self-directed study the students solve problems and explore the psycho-social dimensions within the cases. The general outcome based on the program evaluation research of PBL is that PBL students respond positively about the learning experience. In summary, PBL is a curriculum design and a teaching/learning strategy which simultaneously develops higher order thinking and disciplinary knowledge bases and skills by placing students in the active role of practitioners(or problem solvers) confronted with a situation(ill-structured problem) which reflects the real world.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.425-437
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• 1998

The difference between "open" mathematics education and education of "open mathematics" arises from the difference of tearcher's understanding on the meaning of "teaching and learning mathematics" in the paper. Discusses the agreements and the worries of the researchers, the teachers, the students in korea, about open educationism, firstly, Three practical cases in mathematics lesson in korea are reviewed and analyzed in the respect of learning principles, secondly. Thirdly, the paper examines how to be modified two main learning principles, individualised learning and self-regulation of learning by teachers in the process of instruction. Finally, open mathematics advocated by Fisher(1984) and closed mathematics are compared especially in the probability unit. It concludes that the open approaches in mathematics lessons in korea need to improve with respect to teacher's attitude for didactic contents or mathematical knowledge. It is argued that teacher's open or flexible understanding of mathematical knowledge is no less important than that of their pupils.ant than that of their pupils.

• Journal of the Korea Convergence Society
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• v.12 no.9
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• pp.229-238
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• 2021

The purpose of this study is to understand in-depth the effect of self-directed practice in for core fundamental nursing skills applying reciprocal peer tutoring on the learning of nursing college students. The study participants were 15 students in the 4th grade of the department of nursing, and data were collected through in-depth interviews. The results of analysis resulted in four themes: 'motivation of learning', 'self-directed learning', 'improving achievement', and 'insufficient learning requirements'. The core fundamental nursing skills applying reciprocal peer tutoring has a positive experience of inducing motivation of learning for participants through a comfortable environment and improving self-confidence, and gaining opportunities to lead prior learning and learn in the learner's language. However, there have been experiences where additional knowledge expansion is difficult and feelings of insecurity is felt due to insufficient learning requirements. Therefore, when applying the reciprocal peer tutoring method to self-directed practice, it is considered to be effective if the professor applies a method that can sufficiently satisfy the learner's learning needs.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.4
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• pp.438-448
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• 2009

Purpose: To examine the results of PBL classes for sophomore nursing students during one semester. Method: Self-reflection journals and class evaluation questionnaires were collected from 121 nursing students and analyzed. Results of class evaluation questionnaires were analyzed using mean scores, SD, frequencies and percentages. Significant statements were derived by repeated review of the self-reflection journals by the researchers. Results: The statements, 'Understanding of PBL' 'Improvement of human relationships' 'Expansion of nursing knowledge' 'Excellency in nursing class and application of nursing skills in nursing practices' and 'Improvement of learning ability and attitude during classes' were derived from the self-reflection journals. Analysis of class evaluation questionnaires showed the following scores: prerequisite of PBL (3.0/4), role of facilitator (3.48/4) and satisfaction with PBL learning (3.31/4). Also some complaints such as lack of adequate references in the library, and confusion in at the beginning of PBL were noted. Conclusion: PBL was effective. Using the results of the study for planning a more effective PBL class syllabus is recommended.

• Korean Journal of Adult Nursing
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• v.18 no.2
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• pp.231-239
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• 2006

Purpose: The purpose of this study was to identify the effect of web-based learning for ventilator practice on the knowledge and clinical competence of nursing students. Method: The research design was a non-equivalent control group pre-post non-synchronized design. Twenty five nursing students were collected for the experimental group from August 23 to November 26, 2004 and nineteen nursing students for the control group from August 22 to November 25, 2005. All subjects experienced clinical practices in an intensive care unit of a hospital in G city for 2 weeks. The web-based learning for ventilator practice was conducted in the experimental group only. The data were analyzed with t-test and ANCOVA using SPSS 10.1 program. Result: The 2 week web-based clinical practice learning significantly improved the knowledge scores for the experimental group, however, there was no significant differences in the score for the clinical competence between experimental and control group. Conclusion: These findings suggest that a self-directed web-based learning for ventilator practice of nursing students can facilitate the knowledge of care for a ventilated patient. Therefore, faculties should develop a variety of web-based multimedia content programs for clinical instruction based on clinical situation.

• Journal of Korean Clinical Nursing Research
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• v.18 no.1
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• pp.126-135
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• 2012

Purpose: This study was aimed to develop a simulation training program of an advanced cardiac life support (ACLS) based on the mastery learning model (Simulation-MLM), and evaluate the effects of the program on critical care nurses. Methods: As an experimental pre-post test with a non-equivalent control group, the study employed convenience sampling of 38 critical care nurses. The experimental group received the Simulation-MLM including a theoretical lecture, formative evaluation, and simulation training, whereas only a theoretical lecture for the control group. The knowledge, self-efficacy, and performance degrees of respondents were measured to verify the effects of the Simulation-MLM. The statistical processing of the collected data utilized the SPSS WIN 17.0 program. Results: After receiving Simulation-MLM, the participants in the experimental group reported higher marks in the knowledge, self-efficacy and performance of ACLS compared with those in the control group. However, both experimental and control groups demonstrated no significant differences in knowledge, self-efficacy and performance. Conclusion: Despite of the limitation of a small sample size, this study was considered meaningful in a sense that it showed a venue for improving ACLS training efficiency. Future research with more distinct treatment differentiation and better adequate outcome variables was warranted in order to prove the effects of a theory-based simulation education.

• Journal of Korean society of Dental Hygiene
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• v.10 no.1
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• pp.127-140
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• 2010

Objectives : The purpose of this study was to apply team-based learning to dental hygiene students in theoretical oral prophylaxis class, one of required courses geared toward acquiring professional knowledge on preventive public health, as oral prophylaxis was counted among major duties of dental hygienists. It's ultimately meant to compare the effects of team- based learning and expository instruction on the learning motivation and self-directed learning capabilities of learners in order to discuss the effects of team-based learning in dental hygiene education. Methods : The subjects in this study were 60 dental hygiene students at C college. Out of them, 32 students who were freshmen as of 2007 were grouped into an experimental group, and 28 students who were freshmen as of 2006 were selected as a control group. The experimental group was engaged in team-based learning from August 30 to December 6, 2007, and the control group took expository lessons from August 28 to December 8, 2006. Their learning motivation and self-directed learning capabilities were evaluated by using t-test, paired t-test and GLM analysis. Results : The findings of the study were as follows: 1. The experimental group scored better in learning motivation than the control group after they were engaged in team-based learning (p<.001). According to GLM analysis, there was a significant intergroup gap in learning motivation, and the two groups were statistically significantly different in its subfactors involving attention, relevance and confidence(p<.05). 2. The experimental group excelled the control group at self-directed learning capabilities(p<.05), and the team-based learning had a better effect on self-directed learning capabilities than the expository instruction. Conclusions : Given the findings of the study, the team-based learning was more effective than the expository instruction at boosting the learning motivation and self-directed learning capabilities of the students. Therefore revised teaching methods should be prepared in consideration of the characteristics of dental hygiene courses, and the development of new instructional models and educational programs is required as well.

• Proceedings of the KSME Conference
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• 2001.06b
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• pp.105-109
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• 2001

This paper discuss the real-time self-tuning learning control based on evolutionary computation, which proves its the superiority in the finding of the optimal solution at the off-line learning method. The individuals are reduced in order to learn the evolutionary strategy in real-time, and new method that guarantee the convergence of evolutionary mutations are proposed. It possible to control the control object varied as time changes. As the state value of the control object is generated, applied evolutionary strategy each sampling time because the learning process of an estimation, selection, mutation in real-time. These algorithms can be applied, the people who do not have knowledge about the technical tuning of dynamic systems could design the controller or problems in which the characteristics of the system dynamics are slightly varied as time changes.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.27 no.9
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• pp.1463-1468
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• 2003

This paper presented the real-time self-tuning learning control based on evolutionary computation, which proves its superiority in finding of the optimal solution at the off-line learning method. The individuals of the populations are reduced in order to learn the evolutionary strategy in real-time, and new method that guarantee the convergence of evolutionary mutations is proposed. It is possible to control the control object slightly varied as time changes. As the state value of the control object is generated, evolutionary strategy is applied each sampling time because the learning process of an estimation, selection, mutation is done in real-time. These algorithms can be applied; the people who do not have knowledge about the technical tuning of dynamic systems could design the controller or problems in which the characteristics of the system dynamics are slightly varied as time changes.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.35-44
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• 2014

School education is changed to the learner-centered on 21th century knowledge base information-oriented society. The construction of infrastructure for smart education in the field of education has enabled various educational approaches using this and self-directed learning depending on the levels of learners. Thus, this study created the contents by applying ePUB format based-authoring tools for e-books to subject learning and analyzed the effect on the development of self-directed learning ability of learners. It was confirmed that the experimental group improved the self-directed learning ability better than the control group through e-book making activities from learning results on social studies and history curriculum of fifth graders. The result of this study showed a high level of satisfaction in all the subgroups of self-directed learning ability such as intrinsic motivation, openness to learning opportunities and autonomy.