• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.417-425
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• 2015

Purpose: The purpose of this study was to identify the relationship between self-leadership and the perception of learning in nursing students. Methods: A descriptive research design was used in this study. The participants were 378 nursing students in M city and C city who were surveyed between June 1 and June 30, 2014 using self-report questionnaires. The data was analyzed using SPSS WIN 21.0 Program, which determined frequency, percentage, mean, standard deviation; a One-way ANOVA; a $Scheff{\acute{e}}$ test; a Pearson correlation coefficient; and a Stepwise multiple regression analysis. Results: There were significant positive correlations between nursing students' self-leadership and their perception of learning. In the multiple regression analysis, self-leadership was the most significant predictor in explaining nursing students' perception of learning. Conclusion: Study findings suggest that nursing students' self-leadership is defined as having an important influence on nursing students' perception of learning. In order to strengthen nursing students' self-leadership, there is a need to develop education programs that increase nursing students' self-leadership.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.2
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• pp.582-595
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• 2016

Effects of learning variables on academic achievement were major goal of this study. The differences of learning emotions, attitudes, flow and major satisfaction by grades of college students in medical school were proposed to conduct. Participants of this study consisted of 194 students of 1st and 2nd grade plus 121 students of 3rd and 4th grade in medical school. They completed the survey questionnaires composed of learning emotions, attitudes, flow and major satisfaction. Collected data were analyzed by t-test and stepwise multiple regression. Two kinds of results achieved as follows: First, there were differences of negative and positive emotions, and learning attitudes but were found no differences of learning flow and major satisfaction by grades. Second, there were significant effects of learning emotions and attitudes on academic achievement and also found differences of variables that affect academic achievement by grades. Based on these results, we think necessitate of considering learning emotions and behaviors in developing training programs and students support systems for medical school are obliged.

• The Korean Journal of Emergency Medical Services
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• v.20 no.2
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• pp.99-111
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• 2016

Purpose: The purpose of this study is to investigate the effects of flipped learning on self-directed learning and academic achievement in national competence standards (NCS) based physical assistant skills in the emergency medical technology(EMT) students. Methods: One-group pretest-post test design was used. Flipped learning was carried out for 2 hours per week for 16 weeks. A self-reported questionnaire was completed by 56 EMT students from March 3 to June 16, 2016. Data were analyzed by paired t-test and Pearson correlation coefficient using SPSS 18.0 program. Results: After completion of flipped learning, significant improvement was found in self-directed learning(t = 6.04, p < .001), academic achievement($3.25{\pm}.79$) and academic achievement((t = 6.41, p < .001). There was a significant positive correlation among self-directed learning and academic achievement. Conclusion: Flipped learning is useful teaching and learning method to the EMT students.

• Educational Technology International
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• v.8 no.2
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• pp.53-71
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• 2007

This study identified the effectiveness of e-learning by comparing learning outcome in conventional face-to-face lecture with the selected e-learning methods. Two e-learning contents (animation based and video based) were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which is http://www.enaged.co.kr. Fifty-four Korean agricultural high school students were randomly assigned into three groups (face-to-face lecture, animation based e-learning, and video based e-learning group). The students of the e-learning group logged on the LMS in school computer lab and completed each e-learning. All students were required to take a pretest and posttest before and after learning under the direction of the subject teacher. A one-way analysis of covariance was administered to verify whether there was any difference between face-to-face lecture and e-learning in terms of students' learning outcomes after controlling the covariate variable, pretest score. According to the results, no differences between animation based and video based e-learning as well as between face-to-face learning and e-learning were identified. Findings suggest that the use of well designed e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities if e-learning was used appropriately in combination with conventional learning. Further research is also suggested, focusing on a preference of e-learning content type and its relationship with learning outcome.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.276-284
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• 2021

The purpose of this study is to analyze differences in satisfaction with remote learning after the outbreak of COVID-19 between two-year college students and four-year university students. The analysis results regarding differences in satisfaction according to the types of remote learning were as follows: first, male students had greater satisfaction with the hybrid type of in-person and non-contact lecturers than female students; secondly, two-year college students had a higher level of satisfaction with all the types of remote learning than four-year university students; and thirdly, there were significant differences in students' satisfaction with the hybrid type of in-person and non-contact lectures according to the grades in a four-year university. The study then analyzed differences in satisfaction with the management and content of remote learning, interactions with professors, and exams and found that two-year college students exhibited a greater level of satisfaction than four-year university students. No significant differences were found in satisfaction with remote learning according to the grades both in two-year college students and four-year university students. The findings of the study demonstrate significant differences in overall satisfaction with remote-learning according to college and university types. That is, two-year college students had greater satisfaction with remote learning than four-year university students. It is critical to take into consideration the characteristics of students according to college and university types in the development process in order to raise the effects of remote learning based on these analysis results.

• Korean Journal of Adult Nursing
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• v.16 no.4
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• pp.636-647
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• 2004

Purpose: This study aimed at developing the problem-based learning packages on the respiratory and cardiac system of an adult-health nursing course, and to examine the effect of PBL on the knowledge, learning attitude and motivation in nursing students. Method: A total of 7 PBL packages were developed through the analysis of learning contents and integration of concepts. Clinical scenarios used in 7 PBL packages were selected and composed at a respiratory and a cardiovascular unit, a medical ICU and a chest-surgery unit of C university hospital in G-city. The PBL method was implemented 3 hours a week for 12 weeks to 35 students of an experimental group, and the conventional lecture was implemented to 38 students at C college of C province from Sept. to Dec. 2002. A pretest-posttest experimental design was used. Result: The PBL students (n=35) scored significantly higher knowledge than conventional students (n=38) in the area of problem solving (t=3.418, p=. 001). But, there is no significant difference in the memory-dependent knowledge. Also, The level of learning attitude (t=3.570, p=. 001) and learning motivation (t=3.446. p=. 001) was significantly higher in PBL students. Conclusion: PBL method appears to be effective in improving nursing students' problem-solving knowledge and positive learning attitude and motivation.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.32-45
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• 2010

The purpose of the present study is to develop ecological experience learning program for the wetland so that elementary school students can recognize the significance and values of wetland and have the attitudes to protect it through their ecological experience learning, and investigate changes in elementary school students' perception for wetland. The experimental class was composed of 26 elementary school students and took the ecological experience learning. The comparison class was also composed of 26 students who took theoretical learning for wetland. It was found that knowledge and attitudes for wetland of the experimental class were significantly high not only in the knowledge area but also in the affective area than those of the comparison class. And it was found that interest and curiosity into wetland were elevated also in the results of the qualitative evaluation, suggesting that we could get the effect of ecological experience learning. Therefore, it is thought that above all, more experience learning programs for wetland are needed to develop for elementary school students' right view of nature and minds to love it by continuously finding and providing materials of experience learning like those of this research in the future.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.68-77
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• 2019

This study dealt with a case study on the application of flipped learning to solid mechanics in college of engineering and analyzed the results of Pre-class survey, In-class activities, and Post-class survey to examine the effects of flipped learning. Total sample size of the analysis was 32 students who applied for solid mechanics in mechanical engineering department, consisting of 23 students in sophomore, five in junior and four in senior. The class was operated in three stages: Pre-class, In-class, and Post-class. The response of the students was observed at each stage of the class. According to the results, flipped learning was effective in learning knowledge of major subjects in engineering, and students actively participated in class activities and conducted smooth discussions with team members. Flipped learning has also improved students' class concentration and academic ability. Most of the students have expressed their intention to take classes or actively recommend other students when the classes are held. Effective classes will require systematic discussion guidance because flipped learning is closely related to discussion activities.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.8-18
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• 2022

Objectives: The objective of this study was to explore the effects of the simulation-based learning program on stress, problem-solving ability, self-efficacy, and resilience of final-year nursing students in a college in South Korea. Methods: The design of the study was a one-group pretest-posttest. The participants of this study were final-year nursing students in 2018. A total of 105 students completed it. The intervention was an 8-week simulation-based practice course. The primary and secondary outcome measures were baseline and follow-up questionnaires regarding demographic factors, stress, problem-solving ability, self-efficacy, and resilience. Results: Problem-solving ability (t=6.567, p<.001), self-efficacy in four situations (p<.001) and resilience (t=2.352, p=.021) increased after simulation-based learning than before learning. Stress also increased after simulation-based learning compared to before learning (t=5.960, p<.001). The level of stress, self-efficacy, and resilience were mainly related to participants' satisfaction with their clinical placement, and interpersonal relationships (p<.05). Conclusions: Simulation-based learning is expected to improve nursing students' problem-solving ability, self-efficacy, and resilience. This can lead to induce learning motivation of nursing students, improve their coping strategies for solving problems, and ultimately provide high-quality care.

• Korean Medical Education Review
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• v.18 no.3
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• pp.167-173
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• 2016

This study analyzed participation experiences in a voluntarily learning community using both quantitative and qualitative methods. Sixty freshmen and sophomore medical school students in 10 learning communities participated in the study. At the time of the survey, learning communities had been operating for 10 weeks and had weekly in-person meetings. Satisfaction questionnaires and reflective essays were given and analyzed. The results showed that learning community experiences were effective in promoting students' learning motivation, cooperative learning, responsibility, and communication skills. Three essential topics and nine subjects were analyzed in the reflective essays. Three essential topics were conflict with each other due to the difference, forming deep relationships, and sharing and learning together with an in-depth study. The results of this study will contribute to collaborative learning culture and the development of learning communities in medical schools.