• The Korean Journal of Emergency Medical Services
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• v.20 no.3
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• pp.21-35
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• 2016

Purpose: The purpose of the study was to investigate the continuous effect of advanced cardiovascular life support (ACLS) simulation education according to Felder-Silverman learning style. Methods: A self-reported questionnaire was completed by 94 students of emergency medical technology and nursing. There were 50 female students (53.2%) and 88 students (93.6%) had basic life support certification. The study instruments included knowledge, performance, and confidence. Data were analyzed using SPSS v. 20.0. Results: The learning style consisted of reflective type (51.1%), sensory type (76.6%), visual type (63.8%), and sequential type (64.9%). There was a significant difference in continuous effect on performance by learning type. Conclusion: It is necessary to identify the learning style of students before simulation education in order to maintain continuous effect of ACLS education.

• Journal of the Korea Society of Computer and Information
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• v.26 no.8
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• pp.65-73
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• 2021

This study investigated differences in learning styles and learning strategies according to learning factors: major fields, achievements, and grades and differences in learning strategies according to learning styles for college students. Unlike previous studies that analyzed differences focused on the dominant learning style, the learning style was subdivided into a balanced and dominant learning style. In the analysis of the 179 participants in M colleges, it was found that the difference between the learning style and the learning strategy according to the learning factors was not significant. But, there was a significant difference in the use of cognitive strategies according to the learning style in the dimension of information input, and in the use of all strategies according to the information processing style. It was analyzed that active learners had a high level of using cognitive strategies, visual learners had a high level of using external strategies, and balanced learners had a high level of using internal strategies. Based on the results, the training strategies to understand the learning style and to improve the level of use of the learning strategy in the learning competency improvement program was proposed.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.734-744
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• 2011

The purpose of this study was to identify middle school students' mental models on plate tectonics and to compare the mental models of verbal-learning-style students with those of visual-learning-style students. 94 student participants in 9th grade were requested to draw and explain three topics; generation of magma, the formation of the mountain range and the interior of the Earth. The criterions for analyzing the mental models are derived from the data of the drawing task. The research results were as follows: The mental models on the generation of magma were classified as 'unstable model,' 'partial casual model,' 'causal model,' and 'conceptual model.' On the other hand, the mental models on the interior of the Earth were classified as 'static unstable model,' 'dynamic unstable model,' and 'conceptual model.' Students holding 'unstable model' were unable to relate the plate collision and the magma generation. They showed a variety of alternative conceptions of study areas, such as 'magma is generated from the core' and 'the mountain is formed by rising of the plates themselves.' Also, visual-learning-style students showed higher proportion of conceptual models and lower proportion of unstable mental models than verbal-learning-style students on three topics. The findings revealed that the students tend to have different concepts on the plate tectonics depending on their learning style.

• Anatomy and Cell Biology
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• v.51 no.4
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• pp.260-265
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• 2018

Undergraduate students struggle to comprehend embryology because of its dynamic nature. Studies have recommended using a combination of teaching methods to match the student's learning style. But there has been no study to describe the effect of such teaching strategy over the different types of learners. In the present study, an attempt has been made to teach embryology using the combination of analogies and simple 2D animations made with Microsoft powerpoint software. The objective of the study is to estimate the difference in academic improvement and perception scale between the different types of learners after introducing analogies and 2D animation in a lecture environment. Based on Visual, Aural, Read/Write, and Kinesthetic (VARK) scoring system the learners were grouped into unimodal and multimodal learners. There was significant improvement in post-test score among the unimodal (P<0.001) and multimodal learners (P<0.001). When the post-test score was compared between the two groups, the multimodal learners performed better the unimodal learners (P=0.018). But there was no difference in the perception of animations and analogies and long-term assessment between the groups. The multimodal learners performed better than unimodal learners in short term recollection, but in long term retention of knowledge the varied learning style didn't influence its outcome.

• International Journal of Internet, Broadcasting and Communication
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• v.9 no.4
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• pp.1-7
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• 2017

Clipart is artificial visual contents that are created using various tools such as Illustrator to highlight some information. Here, the style of the clipart plays a critical role in determining how it looks. However, previous studies on clipart are focused only on the object recognition [16], segmentation, and retrieval of clipart images using hand-craft image features. Recently, some clipart classification researches based on the style similarity using CNN have been proposed, however, they have used different CNN-models and experimented with different benchmark dataset so that it is very hard to compare their performances. This paper presents an experimental analysis of the clipart classification based on the style similarity with two well-known CNN-models (Inception Resnet V2 [13] and VGG-16 [14] and transfers learning with the same benchmark dataset (Microsoft Style Dataset 3.6K). From this experiment, we find out that the accuracy of Inception Resnet V2 is better than VGG for clipart style classification because of its deep nature and convolution map with various sizes in parallel. We also find out that the end-to-end training can improve the accuracy more than 20% in both CNN models.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.724-735
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• 2014

The purpose of this study was to confirm correlation between elementary school students' VARK Learning styles test and Scientific Communication Skills through VARK questionnaire (version 7.3) for Youngers and Scientific Communication Skills Test. The subjects were 99 in 6th grade students of an elementary school located in Gyeonggi-do, Korea. The results of this study were as follows: 64% of the students had multiple learning styles, but only 36% of the students preferred a single mode of information presentation. Among students had a single mode preference, the aural ("A") was the highest unimodal preference. Among "V(visual)" mode, "A" mode, "R(read/write)" mode, and "K(kinesthetic)" mode, "A" mode was the commonest learning mode which students had. In Scientific Communication Skills Test, students' overall average was 26.19p [scientific explanation type (11.85p), scientific insistence type (14.34p)]. Girls' scores were higher than boys in scientific explanation type, but not in scientific insistence type. The scores by communication forms were Text (5.67p), Number (6.87p), Table (6.15p), and Picture (7.49p). Girls' scores were higher than boys in Text and Picture forms but not in Number and Table forms. In result of correlation analysis (Spearman's rho) between VARK Learning Styles and the types & forms of Scientific Communication Skills, there were common correlation in "Read/write (R) learning style-Scientific insistence type", "Read/write (R) learning style-Grounds of Scientific insistence", "Read/write (R) learning style-Description of Scientific explanation", and "R learning style-Text form".

• English Language & Literature Teaching
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• v.18 no.1
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• pp.217-235
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• 2012

The purpose of this study was to identify the perceptual learning style preferences of 97 Korean EFL students in middle school. Furthermore, it examined if students' learning styles varied in terms of gender and grade level. Data was collected by using Reid's (1987) PLSPQ and a personal background questionnaire and was analyzed by using descriptive statistics, MANOVA, ANOVA, and t-test. The results revealed that subjects had all six major learning styles but among them, auditory, group, and visual styles were the most preferred by them. The results found in this study, presented that Korean EFL middle school students favored learning English through listening, reading and working in groups and that younger students preferred learning through physical involvement and practicum. The findings of this study provide a number of useful insights for EFL and ESL educators and instructors in Korea. The current study suggests that a great number of variables such as culture, learning situation of the target country, age, and grade level can all play important roles in shaping the learning preferences and the learning styles of students. Considering these variables and promoting a curriculum that is interesting, appealing and successful may help maximize student L2 learning.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.27-46
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• 2007

Teachers can maximize students' L2 learning by knowing preferred learning styles. This paper presents the results of a survey that asked 309 English learners to identify their perceptual learning style preferences. It further compared students' favored learning styles in terms of their gender and major field of study and explored a possible link between learning styles and English achievement. Collected data using Reid's (1995) questionnaire were analyzed by descriptive statistics, MANOVA, ANOVA, correlations, multiple regressions including squared partial correlations, and Cronbach's alpha. The results indicated that Korean students favored English learning in group regardless of gender, while their preferred mode of learning was significantly different in regard to their major field of study. Certain learning styles might be profitable for English achievement. Multiple regression analyses revealed that individual mode of learning was the best predictor of students' English achievement. It furthermore showed significant relationships between visual and individual styles of learning and English performance. The findings of the study reflected students' English learning context in which English native-speaking teachers frequently used communicative pair and small group activities for speaking practices that were consonant with students' learning styles.

• The Journal of Korean Society for School & Community Health Education
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• v.12 no.3
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• pp.17-28
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• 2011

Backgroud & Objectives: The purpose of the study was to develop an innovative blended learning method on life style and health promotion and evaluate the educational effects for university students. Methods: The blended learning was developed to combine face-to-face lecture(off-line lecture) and on-line lecture that applied the subject of life style and health promotion. This course is a coordinated effort towards providing 5 topics of lifestyle such as smoking, alcohol, exercise, diet, and stress management. This has been verified by an expert in the field of nursing, education, e-learning technician and students. Participants were different part of university students (n=28) with major enrolled in a general culture course for 2 credits which composed of 8 sessions of each 2-hour in the first semester of 2010. The study was a one group posttest design. A self-report about health knowledge, attitude, and health behavior was organized by content analysis after the sessions. Results: Positive feedbacks from students were reflected in the outcome. Student regarded good lifestyle as being the most important. Student concerned those on-line lectures are not only available at most time and site, but also good for individualization, visual understanding and interest. Face-to-face lecture provided student a chance to integrate with knowledge and experience and had desire to improve good lifestyle and health promotion. Conclusions: The blended learning method on good lifestyle and health could make a best use of improvement for knowledge, attitude and behavior concerning. It is needed to identify the long term effects of a blended learning for further study.

• Korean Journal of Cognitive Science
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• v.15 no.3
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• pp.1-14
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• 2004

This research examined the effects of individual differences on visual discrimination skill teaming and its transfer to novel stimuli. Individual participants were categorized as having an analytic or holistic cognitive style, high or low working memory capacity, and high or low levels of rationality, experientiality, and adaptive decision-making styles. Participants received easy or difficult training for the serially presented discrimination task, and then transferred to novel discriminations. Training content interacted with cognitive style and working memory capacity to affect transfer accuracy performance, but individual differences in decision-making styles did not affect transfer performance. Results suggest individual differences should be taken into account when designing an interface for visual discrimination.