• Asian Pacific Journal of Cancer Prevention
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• v.15 no.11
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• pp.4595-4599
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• 2014

Background: Colorectal cancer is a serious health problem. Early detection of colorectal cancer is crucial for treatment and reducing mortality. Beliefs related to colorectal cancer have been found to be a factor in a person's decision about colorectal cancer screening programs. To determine such beliefs, a valid and reliable instrument is necessary. Objective:The aim of this study was to adapt and determine the psychometric properties of the Persian version of Champion's Health Belief Model Scale of breast cancer screening in the measurement of beliefs toward colorectal cancer (CRC) screening. Materials and Methods: The 'forward-backward' procedure was applied to translate the instrument from English into Persian. This study was conducted in Iran from June 2012 to May 2013. A convenience sample of 200 individuals aged 50 years and older was recruited from the population at the outpatient clinics in the three teaching hospitals. Validity was assessed using content, face and construct validity. To test reliability, the internal consistency was assessed by using Cronbach's alpha coefficient and test-retest (intraclass correlation coefficient) analyses. Exploratory factor analysis was used to assess the construct validity and determine the factors of adapted Champion's Health Belief Model Scale. Results: The mean age of the participants were 62.5 years (SD=10.8 years) and the majority of them (75.5 percent) were female. The results of exploratory factor analysis indicated a six-factor solution for the questionnaire (benefits, motivation and confidence, seriousness, susceptibility, emotional barriers and background barriers) that jointly accounted for 55.52% of variance observed. Cronbach's alpha of the subscales ranged from 0.57 to 0.89 and test-retest reliability ranged from 0.81 to 0.93 indicating a good range of reliability. Conclusions: The findings of this study suggest that the Persian version of Champion's Health Belief Model Scale of CRC screening has good psychometric properties and could be an appropriate measure for health beliefs related to CRC screening in national and international studies.

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.61-69
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• 2017

The Goal of SW education is to improve computational thinking. Especially, non computer majors need to apply computational thinking to their problem solving in their fields after computational thinking class. In this paper, we verified what factors affect the improvement of computational thinking through mixed research method after teaching computational thinking to non major students. Also, we analysed the characteristics of initial learning transfer of computational thinking, and establish the reason about he validity and justification for non major in SW education. The result shows learning satisfaction, learning transfer motivation, and self-CT efficacy affect the perception about improvement of computational thinking. Also, we found that there is application of computational thinking was coming up with problem solving process because the initial learning transfer process of computational thinking has characteristics about concepts and practices of it in programming steps. The effectiveness and learning transfer process of computational thinking for non majors will give the validity and justification to teach SW education for all students.

• Korean Medical Education Review
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• v.19 no.2
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• pp.90-100
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• 2017

The necessity of embracing selective courses in medical curriculum is increasing due to the expansion of medical knowledge and changes in the health care environment. In contrast to the abundant evidence regarding elective or selective courses during the clinical phase, articles focusing on the preclinical period are relatively scarce. This study aims to explore the development, implementation, and evaluation of newly-adopted selective courses in the first-year medical curriculum in a medical school which recently underwent a major curricular revision. First of all, the Curriculum Committee established goals and operating principles of the courses, and then the committee encouraged all participating professors to attend a related faculty development workshop after finalizing the list of courses. A survey was conducted at the end of each course for evaluation. Of the 36 courses opened in 2016, the overall satisfaction of students was $4.98{\pm}1.06$ (out of 6) and showed a strong correlation with students' previous expectations, reasoning- and participation-oriented teaching, and outcome of the courses including increased motivation. In the open-ended responses, students and professors described not only intended outcomes such as acquisition of medical knowledge and increased interest in new topics, but also unintended outcomes including positive impression for selective courses and even high satisfaction and rewarding experiences, especially from the teachers' perspective. Although long-term outcomes remain to be seen, the results of this study show the feasibility and impact of selective courses and will contribute to effective implementation in other medical schools.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.1
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• pp.49-58
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• 2015

Purpose: This study was conducted to identify the effects of a standardized patients (SP) simulation program for nursing students on nursing competence, communication skill, self-efficacy and critical thinking ability for blood transfusion. Methods: A nonequivalent control group non-synchronized design study was used and included as participants 96 junior nursing students at C University. The SP group (n=48) participated in the teaching class using a SP, while the control group (n=48) received conventional practice education. The outcome measurements were nursing competence, communication skill, self-efficacy, and critical thinking ability for transfusion. Results: Nursing competence, communication skill, self-efficacy, and critical thinking ability improved for students in both groups after training ($2.01{\leq}t{\leq}13.03$, p<.05). Self-efficacy showed greater improvement in students in the SP group compared to the control group (t=3.36, p<.001). Conclusion: SP simulation practice may be more effective in enhancing self-efficacy than that of conventional practice education. Whether self-efficacy will contribute to enhancing learning motivation for nursing students needs further examination.

• Journal of Korea Society of Industrial Information Systems
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• v.20 no.3
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• pp.37-49
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• 2015

To develop the contents making profit, we propose the program operation methods that can apply the needs of students and the demand of the times, and consider the capacity of the operating agency overall. First, we suggest the distance training motivation, the effective content type, appropriate interaction ratio, the effective teaching and learning methods and the assessment methods. Second, we suggest the development strategy of educational contents, assess quantitative the demand of students and the will of teacher overall, measure the potential success. Third by applying the strategies in the educational field, we product the 12 major development field. These fields are divided into categories A and B, category A is the very high success field and category B is the high potential success field. By applying the proposed strategy, You will select the most suitable contents here and now.

• Journal of the Korean Society of Clothing and Textiles
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• v.42 no.4
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• pp.599-611
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• 2018

This study develops a training program for vocational high school students. This study implemented the ADDIE teaching-learning model and was conducted in the sequence of analyses, design, development, implementation and evaluation. In the analysis phase, the existing studies related to vocational competency training were analyzed along with an analysis of the current education programs and suitability assessment. Based on the analysis, the education program was designed and contents were determined. The program consisted of 5 chapters and 17 unit hours of instruction. Reigeluth's (1987) theory was used as the framework for organizing educational materials in the development phase. The programs were implemented on students and evaluated by students as well as experts. Students evaluated the program in terms of the degree of motivation for learning, comprehension of learning content, perceptions of lessons in classes as well as the advantages and disadvantages of the program. Experts evaluated the program in terms of program validity. The results indicate the developed program was useful for training students vocational competencies as shop managers. This study contributes to the field of fashion education, by presenting an example of systematic development of an educational program in connection with industry.

• Journal of Korean Academy of Nursing
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• v.45 no.6
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• pp.939-948
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• 2015

Purpose: An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea. The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. Methods: We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. Results: Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. Conclusion: The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.403-413
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• 2017

The purpose of this paper is to verify whether the entry programming course applied with the flow based learning type is to affect the flow of students' learning. The subjects of the study were the students in the 3rd grade of the National University of education who had not experienced the coding before, and conducted two hours of programming lessons per week for three months. Learning contents and learning materials of beginner course in Entry Homepage were used as learning materials. The teaching and learning process consisted of clear goals setting, motivation, follow-up and immediate feedback, providing application problems, and providing reflection time for students. As a result of the study, the nine factors of flow were compared before and after the experiment. The seven factors - A balance between challenges and skills, Immediate feedback, Action and awareness are merged, Distractions are excluded from consciousness, No worry of failure. Self-consciousness disappears, The activity becomes autotelic-were obtained.

• Journal of the Korean Chemical Society
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• v.44 no.3
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• pp.258-265
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• 2000

This study was designed to evaluate the effectiveness of an in-service training programusing computer interface and probes for science odified by 9 science teachers Then,27 science teachers participated in the 5 days of in-service training, which ran for three hours a day. The questionnaire for investigating the effectiveness of the program after the training showed that many teachers (1 ) voluntarily participated in this program with internal motivation,(2) were satished with the level of program difficulty, professionalism of lecturer, and classroom environment,(3) gave positive responses about the achievement of the purposes of this program,(4) showed strong intention for applying this program to their school teaching.

• The Mathematical Education
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• v.56 no.2
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• pp.161-175
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• 2017

The purpose of this study is to compare and analyze the impact on low-achievers in mathematics who studied mathematics using Blended e-learning and Personalized system of instruction after school. Blended e-learning is defined as the management of e-learning using the e-study run by the education office in local. Personalized system of instruction was proceeded as follows; (1) all students are given a syllabicated learning task and a study guide, (2) students study the material autonomously according to their own pace for a certain period of time, (3) the teacher strengthens the students' motivation through grading and feedback after students study a subject and solve the evaluation problem. The learning materials for Personalized system of instruction are re-edited the offline education contents provided by the blended e-learning to the level of students. The 118 $7^{th}$ grade students from the D middle school participated in this study. The results were verified by achievement tests before and after the study, as well as survey regarding their attitude toward mathematics. The results are as follows. First, Blended e-learning has more positive impacts than Personalized system of instruction in mathematics achievement. Second, there was no difference in mathematics achievement according to their self-directed learning between Blended e-learning and Personalized system of instruction. Third, both types utilizing Blended e-learning and Personalized system of instruction have positive effect on attitude toward mathematics, and there is not their difference between two methods of teaching and learning mathematics.