• Journal of Power Electronics
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• v.16 no.6
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• pp.2294-2305
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• 2016

The introduction of a high-voltage direct-current (HVDC) system based on a modular multilevel converter (MMC) for wind farm integration has stimulated studies on methods to control this type of converter. This research article focuses on the control of the AC voltage and circulating current for a wind-farm-side MMC (WFS-MMC). After theoretical analysis, emotional learning (EL) controllers are proposed for the controls. The EL controllers are derived from the learning mechanisms of the amygdala and orbitofrontal cortex which make the WFS-MMC insensitive to variance in system parameters, power change, and fault in the grid. The d-axis and q-axis currents are respectively considered for the d-axis and q-axis voltage controls to improve the performance of AC voltage control. The practicability of the proposed control is verified under various conditions with a point-to-point MMC-HVDC system. Simulation results show that the proposed method is superior to the traditional proportional-integral controller.

• Journal of the Korea Convergence Society
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• v.10 no.11
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• pp.533-541
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• 2019

This study was designed to construct and test a structural equation model for related factors that affect to self-regulated learning in nursing students. The nursing students was asked to complete a questionnaire, and 273 data units were analyzed with Structural Equation Modeling. The hypothetical model fit indices for the model revealed a fit at a recommended level, and 5 of the 6 paths were statistically significant explaining 68% of the variance. Therefore, education that improves self-determination, interpersonal competence and achievement goal orientation will promote self-regulated learning of nursing students. Competence programs to build the self-autonomy and relationships should be developed.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.1
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• pp.5-16
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• 2019

Purpose: This exploratory study aims to identify various factors influencing the level of nursing professionalism among nursing students. Methods: This study surveyed 246 senior nursing students in U city with a structured self-report questionnaire analyzed with SPSS 22.0. Results: The average scores for clinical practice learning environment, self-leadership, clinical practice belonging, and nursing professionalism were 3.16, 3.77, 3.53, and 3.60, respectively. There were significant differences in nursing professionalism according to the subjects' satisfaction with the nursing major and satisfaction with the amount of nursing. The most significant factors affecting nursing professionalism included clinical practice learning environment (${\beta}=.40$, p<.001), self-leadership (${\beta}=.21$, p=.001), and clinical practice belonging (${\beta}=.16$, p=.011). These variables explained 39% of the total variance in nursing professionalism. Conclusion: Clinical practice learning environment, self-leadership, and clinical practice belonging are factors in the nursing professionalism of senior nursing students. Collaborative efforts by universities and clinics are needed to improve the clinical training environment and to produce good nurses. Particularly since few studies have been conducted in Korea on clinical practice belonging, it is meaningful to explore how clinical practice belonging affects nursing professionalism.

• Journal of Korean society of Dental Hygiene
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• v.23 no.6
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• pp.501-509
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• 2023

Objectives: This study aimed to analyze the relation between factors related to the clinical performance competency of dental hygiene students and their clinical learning environment. Methods: The study conducted a survey of dental hygiene students from October 18 to 30, 2023. The data were analyzed using one way analysis of variance, t-test, and stepwise multiple regression. Results: The total practicum lasted ≤10 weeks, 11-15 weeks, and ≥16 weeks for 41.7%, 33.5%, and 24.8% of the students, respectively. Half of them had experience at only one clinical institution. Clinical learning environment had an average score of 3.46 points, whereas the average clinical performance competency of the participants was 3.60 points. The major influencing factors on clinical performance competency were identified as preceptor' s guidance (β=0.277), work participation opportunities (β=0.213), and perceived importance of clinical practice (β=0.136). Conclusions: Efforts are required to provide students with prior education on the importance of clinical practice, improve the clinical learning environment with a focus on preceptor's guidance and work participation opportunities. And standardize various elements to resolve differences in the practice of clinical institutions across regions.

• Journal of the Korean Applied Science and Technology
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• v.37 no.4
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• pp.915-924
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• 2020

This study was a descriptive research study to identify the influencing factors on learning commitment of nursing students. Method: Data were collected from nursing students in two different universities in D and G metropolitan city. The data collection period was from November 26 to December 7, 2018. The analyzed by descriptive statistics, t-test, Scheffe test, Pearson's correlation coefficients, and multiple regression analysis using SPSS/WIN 21.0. Results: Learning commitment of the participants showed statistical differences according to grade level, satisfaction in major and interpersonal relationship. Learning commitment was positively correlated with self leadership (r=.738, p<.001). The factors affecting learning commitment were the needs for grade level (β=-.212, p=.011), satisfaction in major (β=.248, p=.001) and self leadership (β=.598, p<.001) explaining 58% of the total variance of learning commitment. Conclusion: As a result of this study, increase learning commitment in student nurses, it is necessary to develop program promoting satisfaction in major and self leadership.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.52-57
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• 2010

Using the Operating Systems course that is offered by online, a blended learning mixed up with face-to-face lecture and e-learning for O.S. course has been carried out. In order to find a efficient management way of the blended learning, we build up two groups: one group named 01 takes a class which consists of two hours face-to-face lecture and one hour online study per week and the other group named 02 takes a class which consists of two hours online study and one hour face-to-face lecture. According to the result of a mid-term examination, the Cohen's d between two groups is 0.165. It means the small effect size. The 01 group has higer average and smaller variance than 02 group. However, 02 group has more students who earn high score than 01 group. In conclusion, if students can well carry out the self-regulated learning, then the blended learning mixed up with 02 group style is suitable. Otherwise, face-to-face lecture or the blended learning like 01 group style is suitable.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.462-472
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• 2016

Purpose: The effects of learning styles and nursing professional attitude on the problem-solving ability among nursing students were explained. Methods: A cross-sectional descriptive study was performed with 245 nursing students who completed self-report questionnaires between April 14 and May 7, 2014. Results: The dominant learning styles of the nursing students were assimilating (33.9%) and diverging (33.1%), with converging (11.4%) being the least dominant. Nursing professional attitude in the nursing students was high (mean 65 out of 80). Problem-solving ability in the nursing students was high (mean 159 out of 225), especially among seniors. The relationship between learning styles and problem-solving ability in nursing students was not statistically significant (F=2.44, p=.065), even though nursing students with converging learning style had higher problem-solving ability than nursing students with other learning styles. The problem-solving ability of nursing students was influenced by nursing professional attitude, being a senior and preference for discussion. These variables explained 16.9% of the variance in problem-solving ability. Nursing professional attitude with 12.3% was the most influential. Conclusion: The problem-solving ability of nursing students was more influenced by nursing professional attitude than by learning styles. Therefore, we suggest strategies to develop a positive nursing professional attitude that leads to promoting the problem-solving ability of nursing students.

• Journal of Korean society of Dental Hygiene
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• v.20 no.2
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• pp.221-232
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• 2020

Objectives: The aim of this study was to suggest a method for training students majoring in dental hygiene with a sense of professionalism by identifying meta-cognition, efficient learning strategies, and self-directedness necessary to become a spontaneous, self-controlled learner. Methods: A survey was conducted on 316 students majoring in dental hygiene, and collected data were analyzed using SPSS, version 23.0. A post-hoc analysis was performed using descriptive statistics, t-test, analysis of variance, and Duncan's multiple range test, and Pearson's correlation coefficient was used to assess the relationship among meta-cognition, learning strategy, and self-directedness. Results: The meta-cognition, learning strategy, and self-directedness scores of students majoring in dental hygiene were 3.25, 3.08, and 3.12, respectively. Meta-cognition was significant because the grade was lower, and the previous semester grade and major satisfaction were higher. Learning strategy was significant because the previous semester grade and major satisfaction were higher among general high school students. Self-directedness was significantly low in students whose self-conviction score was below 2.0 in terms of the previous semester grade and significantly high with high self-satisfaction. Conclusions: Instructors at the dental hygiene department should acknowledge the importance of meta-cognition, find various teaching methods to improve learning strategy, and encourage students to participate in class by enhancing self-directedness in learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5633-5638
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• 2011

Kim(2011) showed that the team-based teaching method which is focusing on the individual job assignment solves the backlash effects of peer-evaluation method and suggested that it should be studied if the job assignment teaching method does not worsen the learning outcomes[1]. To analyse the learning outcomes of the job assignment teaching method is the purpose of this paper. This paper evaluates the improvement of the learning outcomes which are resulted from a variance of education style that each member of project team was given his specific task. Firstly, all the students evaluate a learning satisfaction and quality of outcomes by themselves. Secondly, an instructor and some professionals evaluate all the outputs. The results showed that the learning outcomes evaluated by students and instructors are improved significantly. The suggested method in this paper, which focuses on the job assignment of team project, could improve the learning outcomes of team project in engineering education.

• Journal of the Korean Society of School Health
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• v.32 no.2
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• pp.67-76
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• 2019

Purpose: The purpose of this study was to explore self-directed learning ability and its affecting factors among undergraduate students. Methods: A descriptive cross-sectional study design was used. Using a convenience sampling method, data were collected from 196 undergraduate students enrolled in one national university. Negative psychological tendency (i.e. Type D personality), academic engagement, and self-directed learning ability were assessed using a structured questionnaire. Data were analyzed by descriptive statistics, t-test, and analysis of covariance, Pearson's correlation coefficients, and stepwise multiple linear regression, using SPSS/WIN 23.0 program. Results: The mean age of the students was $21.61{\pm}2.40years$ and 56.6% were male students. Approximately, one third (n=67, 34.2%) of the students had Type D personality. The average scores of academic engagement and self-directed learning ability were $3.01{\pm}1.14$ and $3.46{\pm}0.50$, respectively. After controlling for sociodemographic variables, the Type D personality and academic engagement were significant predictors of self-directed learning ability (${\beta}=.64$, p<.001; ${\beta}=-.13$, p=.021, respectively). This model explained 53.6% of the variance in self-directed learning ability. Conclusion: The study identified that Type D personality and academic engagement affect self-directed learning ability of undergraduate students, one in a negative way, the other in a positive way. Educators and educational policy makers need to make efforts to include interventions and strategies that increase academic engagement and change negative psychological dispositions such as D-type personality in the undergraduate education curriculum.