Earticle

본 연구는 간호대학생의 강의평가에 대한 전반적인 태도 및 인식을 분석하여 강의평가 개선방향을 제시하고자 시행되었다. 이를 이해 J도에 있는 A 대학의 간호대학생 428명을 대상으로 설문 후 SPSS 23.0을 이용하여 기술통계, ANOVA, t-test 및 사후분석으로 Scheffé test를 시행하였다. 연구결과 간호대학생은 강의평가에 비교적 신중하고 올 바른 응답태도로 참여함이 확인되었고, 강의평가 결과는 신뢰성이 있는 것으로 분석되었다. 또한 교수자는 강의평가결 과를 반영하여 수업을 개선하는 과정을 학생들과 공유하고, 학생들이 강의평가 취지와 중요성을 인식할 수 있도록 해야 할 것이다. 추후 임상실습과목 등 간호학과 특성을 반영한 강의평가 문항개발 및 평가시스템 수정이 필요함을 시사하였다.

The purpose of this study analyzed the overall attitude and perception of course evaluation of nursing students, and suggested improvement direction of course evaluation. The sample consist of 428 A-university students in J province. The collected data were analyzed by SPSS 23.0 program using ANOVA, t-test, and Scheffé test. As a result, it was confirmed that nursing students participated in course evaluation with a careful and correct response attitude, and course evaluation result was reliable. The instructor should share the process of improving the class by reflecting the evaluation results so that the students can recognize the purpose and importance of course evaluation. In addition, it suggested that it is necessary to develop items of a course evaluation reflecting the characteristic of nursing such as clinical practice courses and to revise the evaluation system.

본 연구는 대학 교양교과에 대한 서술형 강의평가 자료를 텍스트 분석 기법으로 분석하여 학습자가 인식하는 강의의 장점과 개선 요구를 체계적으로 도출하고, 이를 바탕으로 향후 교양교육과정 개편을 위한 기초자료를 제공하는 데 목적이 있다. 연구대상은 A대학에서 2023년 1학기에 개설된 전체 교양교과 297개 과목에 대해 수집된 서술형 강의평가 자료로, 강의의 좋은 점과 개선점을 중심으로 분석이 이루어졌다. 연구방법으로는 KrKwic, KrTitle, UCINET 프로그램을 활용하여 핵심단어 출현빈도 분석, 텍스트 중앙성 분석, 네트워크 분석, 집락분석을 실시하였으며, 분석 결과를 종합하여 내용분석을 수행하였다. 연구결과, 강의의 좋은 점에서는 ‘교수님’, ‘수업’, ‘재미’, ‘설명’, ‘이해’와 같은 단어가 핵심적으로 나타났으며, 교수자의 수업 운영 방식, 학습자 수준을 고려한 설명, 친절한 피드백과 상호작용이 긍정적으로 인식되고 있음을 확인할 수 있었다. 특히 구체적이고 이해하기 쉬운 설명, 다양한 사례 제시, 학습자의 참여를 유도하는 수업 방식이 강의 만족도에 중요한 요인으로 작용하였다. 반면, 강의의 개선점에서는 ‘시험’, ‘과제’, ‘부담’, ‘난이도’, ‘조별활동’과 같은 평가 관련 단어의 비중이 높게 나타났으며, 시험의 변별력과 공정성, 과제의 양과 난이도, 평가 기준 및 피드백의 명확성에 대한 요구가 두드러졌다. 텍스트 중앙성 및 네트워크 분석 결과, 강의의 개선점에서는 핵심단어 간 연결 관계가 강의의 좋은 점에 비해 더욱 복잡하게 나타나 학습자 요구가 다양하고 세분화되어 있음을 확인하였다. 집락분석 결과 또한 강의의 개선점 영역에서 더 많은 군집이 형성되어, 평가 방식과 수업 운영 전반에 대한 학습자의 구체적인 개선 요구가 제시되고 있음을 시사하였다. 이러한 연구결과는 교양교과 운영에 있어 학습자의 실제 경험과 요구를 질적으로 이해할 필요성을 강조하며, 향후 교양교육과정 개편 시 평가 방식 개선, 과제 설계의 적절성, 교수자의 피드백 강화 등을 위한 실질적인 시사점을 제공한다는 점에서 의의가 있다.

This study aims to examine students’ perceptions of strengths and areas for improvement in university general education courses by applying text analysis to open-ended course evaluation data, and to derive implications for curriculum reform. The data were collected from descriptive course evaluation responses for 297 general education courses offered at University A during the first semester of 2023. Keyword frequency analysis, text centrality analysis, network analysis, and cluster analysis were conducted using KrKwic, KrTitle, and UCINET to systematically identify key themes and relational structures within students’ responses. The findings indicate that positive evaluations of general education courses were primarily associated with instructors’ teaching practices, including clear and detailed explanations, consideration of students’ academic levels, and the use of diverse examples and instructional materials. Interactive elements such as feedback, communication, and student participation also played a significant role in enhancing students’ learning experiences. In contrast, areas for improvement were largely related to assessment practices, particularly examinations and assignments. Students expressed concerns regarding exam difficulty, grading fairness, workload, unclear evaluation criteria, and the burden of group assignments. Network and cluster analyses revealed that students’ improvement-related demands were more complex and diversified than positive evaluations, suggesting that multiple instructional and assessment factors interact to influence learning experiences. These results highlight the importance of improving assessment transparency, feedback mechanisms, and instructional design in general education courses, and demonstrate the value of utilizing qualitative course evaluation data for evidence-based curriculum reform.

Purpose: To develop and evaluate a prenatal education course that encourages grandparents to fulfilltheir role in caring for a new grandchild in a balanced and healthy manner. Methods: A quasi-experimental study design was used. The Analyze, Design, Develop, Implement, andEvaluate (ADDIE) model was used as the methodological framework for the prenatal education course. The course was self-paced and comprised three videos. To supplement the video materials, the samecontent was provided in a textual form as well. The cognitive and affective domains of the grandparents’role performance were measured before and after the course using a self-administered questionnaire. Results: One hundred soon-to-be grandparents were included in the analysis. The post-interventionmean scores in the cognitive domain were higher for all items including: “I know the current situationof grandparenting” (p < .001), “I know the impact of grandparenting on grandparents’ health”(p < .001), and “I know how to provide emotional support to mothers” (p < .001). In the affective domain,postintervention mean scores were significantly higher for 11 items including, “I want to help raise mygrandchildren when they are born” (p < .003), “Grandparenting makes my own life more enjoyable”(p < .004), “I'm looking forward to raising my grandchildren” (p < .002), and “I would like to assist withhousehold chores when my grandchildren are born” (p < .002). Conclusions: From a nursing perspective, there has been a lack of prenatal education that considersgrandparents as participants in childcare. The prenatal education course helped soon-to-be grandparentsunderstand how they could approach grandparenting and demonstrated the usefulness of increasingawareness about the role of grandparents in the family.

Purpose: Since anticancer medication nursing is an evaluation area for accreditation by medical institutions in Korea, all clinical nurses are required to attend an annual classroom lecture. However, it is necessary to reconsider the methods and effects of this requirement. This study was conducted to develop a web-based anticancer chemotherapy nursing course for clinical nurses and to examine its effectiveness in terms of job knowledge, self-efficacy, and nursing performance. Methods: A randomized controlled design using random selection was utilized. The content was developed into 5 modules featuring basic and advanced learning, and the total learning time was 80 minutes. To test the effect of the multimedia contents, a randomized control group pretest-posttest study design was adopted. Clinical nurses with less than five years of experience were recruited from a university-affiliated hospital and randomly assigned to an experimental (n=28) or control (n=28) group. The experimental group autonomously learned web-based anticancer chemotherapy nursing for two weeks through a website. Results: There was a statistically significant increase in the job knowledge of the experimental group receiving the classroom lecture (p=.001). However, there were no statistically significant differences between the two groups in self-efficacy (p=.055) and nursing performance (p=.359). Conclusion: This study found that web-based self-learning could be a useful learning strategy for the anticancer chemotherapy and nursing education that clinical nurses must complete annually. However, it is necessary to verify the effect on self-efficacy and nursing performance through repeated studies.

Purpose. This study developed a web-based wound care course for undergraduate nursing students and evaluated the course's content, system, and student-satisfaction. Methods. This study was done in three stages, the development of the web-based wound care course, the implementation and evaluation of the course. The course was developed based on the ARCS model. 80 under-graduate nursing students to Y University in Korea used the web-based wound care program during four weeks. After that, they completed questionnaires, evaluating the contents, system, and their satisfaction. Results. Eighteen learning objectives were used to create the web-based wound care course and the course was developed with 7 chapters and 20 subsections. The analysis of the questionnaires showed a mean score for content and system-related items of 3.04 each, out of a possible 4 points. Student satisfaction items had a mean score of 2.89. Conclusions. The web-based course allowed students access to the course anytime and anywhere, and according to their own learning abilities. However this advantage would only be possible when nurse educators develop qualitative web-based course to meet the demand of a complex health care system as well as the needs of the students and the effectively incorporate it into traditional lectures.

The classroom learning process is multi-dimensional and comprehensive, and formative evaluation is the key way to measure its effectiveness. When conducting the evaluation, teachers need to comprehensively examine the diverse performance of students and carefully establish evaluation criteria to ensure an objective and fair assessment of the learning behavior. This not only aids in testing the teaching effect but also provides robust support for the continuous improvement of classroom instruction. This study applies the fuzzy analytic hierarchy process to thoroughly analyze each aspect of the Business English Listening and Speaking Course, establish the logical relationship between formative elements, and subsequently construct an evaluation matrix. Simultaneously, the paper employs fuzzy theory to quantify the evaluation process, making it more precise and operational, and thereby produces a model for the formative evaluation system. Through comprehensive analysis and interpretation of the evaluation results, a more scientific and equitable evaluation of students' learning processes is achieved.

본 논문은 체육교과 핵심성취의 관련 개념, 의미, 위계적 관계를 빗대어보고, 학생들의 체육교과 핵심성취를 함양하기 위한 공공체육과목 의무화 사업의 이론 적 근거와 문제점, 그리고 그 대책을 종합적으로 분석하였다. 이를 토대로 기존의 평가지표를 요약하고, 체육교과의 핵심성취에 기초한 대학 필수 공공체육과목의 평가모형을 구성하였다. 지수의 가중치를 산정하기 위해서는 AHP 방법을 이용하 며, 실증연구를 위해서는 퍼지종합평가 방법을 이용한다. 결 과: 평가모형은 과학 적이고 객관적인 6개의 1단계 지수와 21개의 2단계 지수로 구성되어 있으며, 대 학의 공공체육 의무과목 수강생 평가에 적용될 수 있고, 평가를 위한 과학적 참 고자료와 근거를 제공할 수 있다.

This paper combs the relevant concepts, connotations, and hierarchical relationships of the core accomplishment of physical education, and comprehensively analyzes the theoretical basis, problems, and countermeasures of the undertaking of compulsory public physical education courses to cultivate students’ core accomplishment of physical education. On this basis, the existing evaluation indexes are summarized, and the evaluation model of compulsory public physical education courses in universities based on the core accomplishment of physical education is constructed. The AHP method is used to calculate the index weight, and the fuzzy comprehensive evaluation method is used for empirical research. Results: The evaluation model consists of 6 first-level indexes and 21 second-level indexes, which is scientific and objective, and can be applied to the evaluation of students of compulsory public physical education courses in universities, and can provide scientific reference and basis for evaluation.

文献梳理体育学科核心素养的相关概念、内涵及层次关系，逻辑分析高校公共 体育必修课承担培育学生体育学科核心素养的理论依据、问题与对策；以国内外 理论、文献为支撑，归纳已有评价指标，构建基于体育学科核心素养的高校公共 体育必修课学生评价模型；利用AHP层次分析法分析指标权重，利用模糊数学综 合评价法进行实证研究。结果：高校公共体育必修课作为培育大学生体育学科核 心素养有其应然性，所构建的评价模型由6个一级指标、21个二级指标构成是科 学、客观的，可为高校公共体育必修课学生评价指导提供科学的参照和依据。

본 연구는 진로지도 교과목이 4학년 간호대학생의 진로준비행동, 진로결정 자기효능감, 취업스트레스 및 커뮤니케이션 역량에 미치는 효과를 검증하기 위해 수행되었으며, 단일군 사전·사후 설계 실험연구이 다. 연구대상자는 B시 D대학교 간호학과의 진로지도 교과목을 수강한 4학년 학생 42명이며, 자료수집 기간은 2025년 3월 4일부터 5월 26일까지였다. 진로지도 교과목의 교육내용은 총 8회기, 매 회기 당 120분씩, 마지막 8회기는 60분으로 구성하여 진행하였다. 수집된 자료는 SPSS/WIN 30.0 프로그램을 이용하였으며, 대상자의 일반적 특성은 빈도, 백분율, 평균과 표준편차로 구하였고, 연구대상자의 진로지 도 교과목 운영의 효과 검증은 paired t-test로 분석하였다. 연구 결과, 진로지도 교과목 수강 이후 간호대학 생의 진로준비행동(t=3.61, p<.001)과 진로결정 자기효능감(t=3.81, p<.001)은 유의하게 향상되었으며, 취 업스트레스(t=-3.69, p<.001)는 유의하게 감소한 것으로 나타났다. 이러한 결과는 진로지도 교과목이 간호 대학생의 진로개발을 위한 효율적인 방법이 될 수 있음을 시사한다.

The purpose of this study was to examine the effectiveness of career guidance course for nursing students’ career preparation behavior, career decision-making self-efficacy, job-seeking stress and communication. This study used a one-group pretest-posttest design and surveys were carried out from March 4 to May 26, 2025. The participants were 42 undergraduate seniors of nursing department in D university. The data were obtained via questionnaires survey before and after taking the course. The collected data were analyzed with frequency, percentage, mean, standard deviation and paired t-test using SPSS/WIN 30.0 program. From this study, career guidance showed significant effects on the career preparation behavior, career decision-making self-efficacy, and job-seeking stress of nursing students. These findings suggest that career guidance as a subject would be an efficient way for career development of nursing students.

현재 국내 대학들이 강의평가의 저조한 참여율을 보완하기 위해 부가한 강제성은 학생들의 불성실한 응답을 야기하여 평가결과의 타당성을 크게 저해하는 요인으로 지적되고 있다. 본 연구는 전수조사로 진행되는 강의평가제의 문제점을 지적하고 표본 강의평가제를 그 대안으로 제시하면서 표본평균을 이용해 모평균을 추론하는 것이 통계적으로 의미 있다는 것을 모의실험을 통해 확인하고자 한다. 이를 위해 2016년 2학기 S 대학에서 개설된 강좌의 소형, 중형, 대형, 사이버 강좌를 모집단으로 가정하였고, 각 강좌의 강의평가 평균점수를 모평균으로 가정하였다. 그리고 표본수의 결정을 위하여 직전년도 동일 교과목에 대한 평균과 표준편차를 사용하였고, 신뢰수준은 95%, 오차한계는 ${\pm}0.25$로 하였다. 데이터 분석도구인 R을 이용한 모의실험 시행결과 소형, 중형, 대형, 사이버 강좌 모두 모평균을 포함하는 신뢰수준이 95% 이상 근사하는 것으로 나타나 대표성 있는 표본 강의평가제의 실현 가능성을 확인하였다.

The current system of making course evaluations mandatory in universities in Korea in order to supplement low participation levels is a major hindering factor for the validity of the evaluation results due to students' insincere responses. This study points out the problems in course evaluations that are in the form of surveys and instead proposes a sample course evaluation system that utilizes a sample mean to deduce a population mean, attempting to prove through simulation that this is statistically significant. Thus, small, medium, and large scale courses as well as cyber courses that were available in S University in the fall 2016 semester were set as the population, and each course's evaluation average grade was set as the population mean. Furthermore, we used the average grade and standard deviation of the same courses from the previous year in order to decide the sample number, the reliability level was set as 95%, and the margin of error was set as ${\pm}0.25$. As a result of carrying out a simulation using the data analysis tool R, all the courses (small scale, medium scale, large scale, and cyber) showed to have a reliability level close to 95% including the population mean, and consequently practicality of the representative sample course evaluation system was proven.

본 연구는 부산 경남 울산시 6개 대학(대학교)의 치위생과 학생 968명을 대상으로 강의평가 문항의 인식을 조사하였다. 강의평가지에 대한 인식의 신뢰도 Cronbach' ${\alpha}$는 .862로 높게 나타났고 자료의 분석은 SPSS IBM. SPSS. Statistics. v. 19.0 프로그램을 이용하였으며 유의수준은 0.05로 고려하였다. 연구결과는 첫째, 강의평가지의 문항에 대한 인식점수는 평균 2.99점으로 높게 나타났다. 둘째, 전체학년에서 강의평가 문항의 중요 요인으로는 수업내용 및 진행방법이 59.3%로 가장 높게 나타났다. 셋째, 강의평가의 중요요인과 강의평가지의 신뢰성의 관련성은 평균 3.06점으로 타당성 2.97점에 비해 높게 나타났다. 넷째, 강의평가 문항의 신뢰성과 타당성에 대한 상관관계는 0.608로 강한 양의 상관관계를 나타났다.

This study has been conducted to investigate the awareness of questions for course evaluation with targets of 968 students in Department of Dental Hygiene at 6 colleges(universities) in Busan, Gyeongnam and Ulsan areas. The reliability, Cronbach' ${\alpha}$, of awareness of questions for course evaluation was .862, which was high. Data analysis was performed by using SPSS IBM. SPSS. Statistics. v. 19.0 program with the significance level of 0.05. As the results of this study, first, awareness score of questions for course evaluation was the average of 2.99, which was high. Second, the important factor of questions for course evaluation in entire grade was contents of class and teaching methods, and it was 59.3%, which was the highest. Third, the relevance between important factors of course evaluation and reliability of questions for course evaluation was the average of 3.06, which was higher than the validity of 2.97. Fourth, the correlation between reliability and validity of questions for course evaluation was 0.608, which showed a strong positive correlation.

2020년 신종 코로나바이러스 감염증(코로나19)으로 인한 전 세계적인 팬데믹으로 교육 현장에도 큰 변화가 있었다. 대학에서는 보조 교육 수단으로 생각했던 원격수업을 전면 도입하였고 비대면 수업이 일상화되어 교수자와 학생들은 새로운 교육환경에 적응하기 위해 큰 노력을 기울이고 있다. 이러한 변화 속에서 비대면 강의의 질적 향상을 위하여 강의 만족도 영향요인에 관한 연구가 필요하다. 본 연구는 코로나 전과 후로 변화된 대학 강의 만족도 영향요인을 파악하기 위해 빅데이터를 활용한 새로운 방법론을 제시하고자 한다. 토픽 모델링을 활용하여 코로나 전과 후의 강의평을 분석하고 이를 통해 강의 만족도 영향요인을 파악하여 대학교육이 나아가야 할 방향성을 제언하였다. 또한, 딥러닝 언어 모델인 KoBERT를 기반으로 0.84의 F1-score를 보이는 토픽 분류 모델을 구축함으로써 강의의 만족, 불만족 요인을 다각도로 파악할 수 있으며 이를 통해 강의 만족도의 지속적인 질적 향상에 기여할 수 있다.

Due to the global pandemic caused by COVID-19 in 2020, there have been major changes in the education sites. Universities have fully introduced remote learning, which was considered as an auxiliary education, and non-face-to-face classes have become commonplace, and professors and students are making great efforts to adapt to the new educational environment. In order to improve the quality of non-face-to-face lectures amid these changes, it is necessary to study the factors affecting lecture satisfaction. Therefore, This paper presents a new methodology using big data to identify the factors affecting university lecture satisfaction changed before and after COVID-19. We use Topic Modeling method to analyze lecture reviews before and after COVID-19, and identify factors affecting lecture satisfaction. Through this, we suggest the direction for university education to move forward. In addition, we can identify the factors of satisfaction and dissatisfaction of lectures from multiangle by establishing a topic classification model with an F1-score of 0.84 based on KoBERT, a deep learning language model, and further contribute to continuous qualitative improvement of lecture satisfaction.

본 연구는 골프장의 경기력과 운영관리 향상을 위한 평가지표들을 개발하고자 수행되었으며, 연구결과를 요약하면 다음과 같다. 이론연구 및 전문가 예비설문을 통해 가정된 골프장 조성 및 운영관리 15개 중간평가지표, 55개 하위평가지표 체계가 성립되지 않고 최종적으로 환경친화성, 회원서비스 수준, 진행원의 인적서비스 수준, 코스의 난이도, 코스관리수준, 운영관리 공정성, 접근성 및 입지성, 클럽의 전통성 및 클럽의 분위기, 코스의 우수성, 코스레이아웃 등 10개의 중가 평가지표 및 52개 하위평가지표로 재구성되었다. 골프장 이용자 선호도 평가지표의 중요도 결정요인을 분석한 결과, 코스의 관리수준, 포스의 우수성, 진행원의 인적서비스 수준, 코스레이아웃, 환경친화성 순으로 기여도가 높게 나타났다. 골프장 평가지표의 경로계수를 파악한 결과, 코스레이아웃 부문에서는 홀의 굴곡과 코스길이의 순으로 인과효과의 크기가 나타났다. 코스의 우수성에는 토너멘트 진행시설, 다양한 샷 밸류(shot value)의 순으로, 운영관리 공정성에는 대기의 편리성, 예약의 공정한 배정 등의 순으로 인과관계가 높게 나타났다. 클럽의 전통성 부분은 골프코스의 역사 및 환경적 특성, 지역의 역사문화가, 접근성 및 입지성과 관련해서는 지리적 조건이, 환경친화성에서는 농약 및 비료유출량, 수질오염 등이, 회원서비스 수준에서는 회원혜택과 직원의 친절한 응대 등이 상대적으로 인과효과의 크기가 높은 지표로 나타났다. 경기진행원의 인적서비스 수준 분야에서는 경기진행원의 친절한 응대, 경기진행원의 전문지식 정도가, 코스의 난이도 부분은 티잉 에어리어(Terming area)의 위치, 오비(Out of Bounds: OB) 및 해저드(Hazard) 말뚝 위치의 순으로 코스의 관리수준에는 러프상태 및 장애물 관리상태 등이 상대적으로 인과효과가 높았던 지표들로 나타났다. 향후 보다 세부적인 평가지표들을 도출하는 후속연구를 통해 골프장 이용자 선호도 평가지표 체계 모델을 완성하고, 국내외 골프장을 대상으로 평가지표들을 현장 적용하고 검증해 보는 과정이 뒷받침될 필요가 있다.

This study was conducted to develop evaluation indicators to improve athletic performance and operational management of golf courses and the results of the research are as follows. Through theoretical research and a preliminary professional survey, 15 on-going evaluations of golf course composition and operational management and 55 sub-evaluation indices were rejected while 10 on-going evaluations and 52 sub-evaluation indicators were reconfigured as final for environmental-friendliness, level of member services, level of human service of game personnel, difficulties of course, management level of the course, fairness of operational management, accessibility and location characteristic, traditions and ambiance of the golf club, quality of course, and course layout. When analyzing the important decision factors in golf course user preference evaluation indicators, the following contributed in the order of higher to lower contributions: the management level of the course, excellence of the course, level of human services for personnel, course layout and environmental-friendliness. When identifying the path coefficient of golf course evaluation indicators, the curvature of a hole and the length of the course had a causal effect on the 'course layout' section. Tournament facilities and various shot values had a causal relationship with 'excellence of the course', in the order of higher to lower, and convenience of waiting and fair allocation of reservations for 'fairness of operational management'. The history of the golf course and its environmental characteristics, history and culture of the region have relatively higher causal effects on 'traditions of the golf club' and geographical conditions on 'accessibility and location characteristics', pesticide and fertilizer usage and water pollution on 'environmental-friendliness', and member benefit and kindness of employees on 'level of member services'. The kindness and expertise of the game personnel had a relatively higher causal effect on the 'level of human services of game personnel', the location of tenning area, and location of OB and hazards on 'difficulties of course', and rough conditions and obstacles management on 'management level of the course'. There is a need to complete a systematic evaluation index system for golf course user preferences through future studies for a more detailed assessment, as well as a process to verify these evaluation indicators by application to domestic and international golf courses.

본 연구에서는 수업 유형에 따른 수업설계 및 교수전략 수립을 위한 기반 자료를 얻기 위하여 동일 교수자의 동일 강좌에 대한 서로 다른 수업 유형의 강의 평가 결과를 비교 분석하였다. 콘텐츠 수업, 온라인 실시간 수업, 온라인과 대면 혼합 수업, 대면 수업 등 4가지 수업 유형으로 나누어, 이에 따른 학습자 만족도를 비교 분석하고 각 유형에 대한 학습자의 요구를 확인하였다. 연구 결과, 강의 진행 적절성에 대한 강의 평가 영역에서 수업 유형별 만족도 차이가 나타났다. 즉, 온라인 실시간 수업 유형에서의 강의 진행에 대한 만족도가 콘텐츠 수업, 혼합 수업, 대면 수업의 만족도에 비해 낮게 나타났다. 서술형 강의 평가 분석 결과, 학습자들은 콘텐츠 수업에서는 쉽게 이해 가능하고 재미있는 설명에 만족한다고 응답하였다. 온라인 실시간 수업의 경우, 학생들은 철저한 준비와 원활한 소통에 만족한다고 평가하였다. 혼합 수업에서는 체계적 수업과 열정적 강의에 만족한다고 하였으며, 대면수업에서는 상호작용의 즐거움과 교수자의 열정을 만족도의 주된 이유로 표현하였다. 네 가지 수업 형태에서 공통적으로 도출된 만족도 특성은 교수자의 열정이라고 분석되었다. 연구 결과는 각각의 수업 유형에 따른 수업 설계와 교수 전략 수립에 시사점을 제공할 것으로 기대된다.

This study was performed to obtain basic data in relation to instructional design and teaching strategy according to instructional modes. For the purpose of this study, participants evaluated the qualities of the instructions they attended and the results of the evaluation were compared according to 4 instructional modes(content class, online real-time class, online and face-to-face mixed class, and face-to-face class). As a result of the study, there were differences in the evaluation regarding the appropriateness of the course according to instructional modes. That is, satisfaction with lecture progress was lower in the online real-time classes than in content classes, mixed classes, and face-to-face classes. As a result of the descriptive lecture evaluation analysis, in the content class type, students answered that they were satisfied with the easily understandable and interesting explanations. In the case of the online real-time classes, it was found that they were satisfied with thorough preparation and effective communication. In the mixed class type, they said they were satisfied with the systematic class and passionate lecture, and in the face-to-face classes, the pleasure of interaction and the enthusiasm of the instructor were identified as the main reasons for satisfaction. It was analyzed that the satisfaction characteristic commonly derived from the four class types was the enthusiasm of the instructor. The results of this study are expected to provide implications for instructional design and teaching strategy establishment according to each instructional mode.

국내외 온라인 강의에 대한 학습자와 프로그램 수요는 증가하고 있지만 이에 대한 평가 방법은 설문지에 의한 정량적인 수치에 의존하고 있으며 객관적인 학습 만족도에 대한 평가 방법은 마련돼 있지 않다는 것이 문 제점으로 드러나고 있다. 본 연구에서는 온라인 학습 시스템의 게시판에 있는 빅 데이터 메시지를 분석하여 온 라인 강의를 평가하는 방법을 제안하려고 한다. 실제로 빅 데이터 분석기법 중 중요한 기술로 인식되는 자동분 류 기법을 적용하여 온라인 강의 평가에 시범 적용해 보았으며 델파이 분석 결과에서도 평가 항목과 분류 결과 등이 온라인 강의 평가에 적합하고 학교나 기관에서 적용해볼 만하다는 결론을 얻었다. 본 연구는 빠르게 축적 되고 있는 빅 데이터 분석기술을 가장 변화가 늦은 교육 분야에 적용해 보고 확장 가능성을 진단해보는데 의의 가 있다.

Although the need for international online courses and the number of online learners has been rapidly increasing, the online class evaluation has been mostly relying on the quantitative survey analysis. So a more objective evaluation method has to be developed to more accurately assess online course satisfaction. This study highlights the benefits of using big data analysis from the bulletin board messages of online learning system as a method to evaluate the online courses. In fact, automatic classification technology is recognized as an important technology among big data analysis techniques. Our team applied this technique to evaluate the online courses. From the delphi analysis results, suggested method was concluded that the evaluation items and classification results are suitable for online course evaluation and applicable in schools or institutions. This study has confirmed that the rapidly accumulating big data analysis technology can be successfully applied to the education sector with the least change. It also diagnosed a meaningful possibility to expand the big data analysis for further application.

본 연구는 탐방객이 자유롭게 서술한 블로그 텍스트 데이터를 자연어 처리 기술 중 하나인 감성분석을 활용하여 북한산둘레길의 선호도를 평가하고, 선호 요인과 비선호 요인을 도출하는 것을 목적으로 하였다. 이에 2019년 1년 동안 작성된 블로그를 수집하고 21개 둘레길 구간별 텍스트에 나타난 긍정 및 부정 감성 단어 도출을 통해 감성점수를 산출하였다. 이후 내용분석을 통해 탐방객이 어떤 요소로 인해 구간을 선호하거나 선호하지 않는지 파악하였다. 북한산둘레길에 대해 작성된 블로그에서는 긍정적인 단어가 평균적으로 약 73% 출현하고 있었고, 각 구간별 게시물의 감성 극성 비율에서도 긍정적인 문서의 비율이 부정적인 문서의 비율보다 높았다. 이를 통해 탐방객은 북한산둘레길에 대하여 대체로 긍정적으로 인식하고 있는 것으로 나타났다. 그럼에도 감성점수를 도출한 결과, 21개 둘레길 구간에서는 선호하는 구간과 선호하지 않는 구간이 존재하고 있었다. 선호 구간과 비선호 구간에 대해 탐방객은 난이도가 낮고 부담 없이 걸을 수 있는 구간을 선호하고 있었고, 경관에 대한 여러 요소(시각, 청각, 후각 등)가 조화롭고 계절감이 뚜렷해 다양한 경관이 연출되는 곳, 경관 시퀀스의 변화가 존재하는 구간을 선호하는 것으로 나타났다. 또한 탐방객은 전망대, 조망점 등의 뷰포인트 유무를 둘레길에서의 주요 요소로 인식하고 있었고, 접근성이 우수하고 안내판 등 정보 제공이 원활하게 이뤄지는 구간에 대해 선호도가 더 높은 것을 알 수 있다. 반면, 도로와 인접함에 따라 발생되는 주변 소음과 과도한 시가지 비율, 구간별 난이도 불균형 등으로 인한 둘레길 동선 불만족이 비선호 요인으로 크게 작용하고 있었으며, 경관 단절 및 구간에 대한 정보 부족 등이 선호도를 떨어트리는 원인으로 나타났다. 본 연구의 결과는 국립공원뿐만 아니라 근교 산림 녹지 관리에 있어서 둘레길 정비 및 개선방안 마련에 활용될 수 있으며, 연구에 활용된 감성분석은 자연지역에 대한 실제 이용자들의 반응을 지속적으로 모니터링 할 수 있다는 점에 의의가 있다. 다만 사전에 정의된 감성사전을 기반으로 평가하였기에 지속적인 사전 업데이트가 필요하다. 또한 소셜미디어 특성상 부정적인 견해보다는 긍정적인 내용을 공유하는 경향이 존재하기 때문에, 현장 설문조사 등의 분석 결과와 비교, 검토하는 작업이 필요하다.

This study aimed to evaluate preferences of Bukhansan dulegil using sentiment analysis, a natural language processing technique, to derive preferred and non-preferred factors. Therefore, we collected blog articles written in 2019 and produced sentimental scores by the derivation of positive and negative words in the texts for 21 dulegil courses. Then, content analysis was conducted to determine which factors led visitors to prefer or dislike each course. In blogs written about Bukhansan dulegil, positive words appeared in approximately 73% of the content, and the percentage of positive documents was significantly higher than that of negative documents for each course. Through this, it can be seen that visitors generally had positive sentiments toward Bukhansan dulegil. Nevertheless, according to the sentiment score analysis, all 21 dulegil courses belonged to both the preferred and non-preferred courses. Among courses, visitors preferred less difficult courses, in which they could walk without a burden, and in which various landscape elements (visual, auditory, olfactory, etc.) were harmonious yet distinct. Furthermore, they preferred courses with various landscapes and landscape sequences. Additionally, visitors appreciated the presence of viewpoints, such as observation decks, as a significant factor and preferred courses with excellent accessibility and information provisions, such as information boards. Conversely, the dissatisfaction with the dulegil courses was due to noise caused by adjacent roads, excessive urban areas, and the inequality or difficulty of the course which was primarily attributed to insufficient information on the landscape or section of the course. The results of this study can serve not only serve as a guide in national parks but also in the management of nearby forest green areas to formulate a plan to repair and improve dulegil. Further, the sentiment analysis used in this study is meaningful in that it can continuously monitor actual users' responses towards natural areas. However, since it was evaluated based on a predefined sentiment dictionary, continuous updates are needed. Additionally, since there is a tendency to share positive content rather than negative views due to the nature of social media, it is necessary to compare and review the results of analysis, such as with on-site surveys.

To evaluate undergraduate nursing students' ability in clinical competence, critical thinking, and problem solving following enrollment in a clinical reasoning course. Methods: A clinical reasoning course utilizing a human patient simulator and scenarios was offered to 22 senior students at a College of Nursing in Seoul. Students' clinical competence was measured with a checklist of 15 items by analyzing students' performance recorded on video tapes for eight scenarios. Critical thinking disposition and problem solving were measured by a self-administered questionnaire before and after the course. Data were analyzed using descriptive statistics and Wilcoxon signed-rank test. Results: The high scored items of clinical competence were: 'obtain relevant subjective/objective data', 'interpret vital signs', 'communicate with healthcare providers', and 'utilize standard precautions including handwashing.' Students' critical thinking and problem solving scores following the course were increased with statistical significance. Conclusion: A clinical reasoning course utilizing a human patient simulator creates a realistic clinical environment for nursing students and provides the opportunity to obtain clinical competence,critical thinking, and problem solving skills.

Purpose: The purpose of this research was to evaluate the application of the Problem-Based Learning(PBL) in nursing with regard to the learning process and learning outcomes. Method: PBL modules were provided to the students so that they could identify the nursing problems related to nutrition, regulation, and elimination, and implement appropriate nursing interventions according to the problems. PBL was also used to develop ability to use self-evaluation for nursing intervention outcomes. The modules were developed by the authors for the course, Nursing 1(3 credits) at Y university, and used during one semester, March to June 2003. Evaluation of the learning process and learning outcomes was done by self-report questionnaires and a semi-structured self -report developed by the authors. Result: The PBL evaluation included role of the facilitators, group work process, and self-directed learning attitude. The students evaluated the facilitator's role positively in fostering positive interactions and cooperative study among students and stimulating students to apply various problem-solving strategies. Students evaluated their own group work performances as a good opportunity to improve their group work participation, contribution, cooperation, and leadership through the PBL session. Their responsibility for their own learning and develop self-directed learning attitudes to connect present learning to long-term goals. Conclusion: Critical thinking, problem solving skills, self-directed learning and group work accomplishments in undergraduate student nurses were fostered and improved through the PBL program.

Purpose: This study was conducted to develop a simulation-based education course and to evaluate the results after the application for second year nursing students. Methods: This study was a non-equivalent control pre-post design. Based on the clinical situation scenarios about patients with COPD and MI, a total of two simulation-based learning modules was developed. Pretest and posttest was conducted to evaluate the difference in critical thinking disposition, problem solving, and clinical competence between two groups of 102 students for the experimental group, 2007 and 90 students for the control group, 2006. The experimental group conducted a clinical performance evaluation in the final test, on December 10, 2007. Results: In the experimental group, knowledge related to learning objectives was significantly increased and core intervention was performed almost exactly, but the same result was not observed in domains of analysis of laboratory test, and nursing education for patients. Self-evaluated clinical competence and problem solving level were significantly more improved in the experimental group than control group, but critical thinking disposition level wasn't. Conclusion: In conclusion, a simulation-based education course needs to utilize self-directed learning module like computer-based learning through web contents and MicroSim and video productions for improving nursing students' critical thinking.