Earticle

Purpose: Falls and medication errors are the most common patient safety incidents globally. Kolb’s experiential learning theory supports the application of cognitive learning in clinical settings. This study examined the effectiveness of Experiential Learning?Based Fall and Medication Error Prevention Education (EFMPE), utilizing virtual reality and room of errors. Methods: A randomized controlled trial was conducted with 28 fourth-year nursing students (15 experimental, 13 control). The experimental group participated in EFMPE from February 1 to 6, 2024, comprising six sessions of 2 hours each. The control group received traditional lectures. Safety control confidence and course interest were measured before and immediately after the intervention; safety control confidence was reassessed 6 weeks later. Results: Both groups showed immediate improvement; however, only the experimental group sustained increased safety control confidence after 6 weeks (Wald χ2=13.21, p<.001). Course interest was significantly higher in the experimental group post-intervention (Wald χ2=10.64, p=.001). Conclusion: These preliminary findings suggest that EFMPE potentially supports the prevention of falls and medication errors in clinical practice.

The introduction of blended learning in translation and interpreting education in Europe has resulted in tremendous changes, such as transiting from traditional translation classrooms to student-centered learning and digital eco-systems for translation as well as switching from traditional learning to experiential learning. Experiential learning is learning through experience, direct involvement and collaboration, whereas it plays a great role in translation and interpreting studies. Experiential education is based on the Experiential Model Theory (Kolb 1984; 2015) and finds application in translation studies (Kiraly; Hofmann 2005). The translator profession is interdisciplinary and translator competences expand beyond linguistic skills, and also require transcultural and communication skills, thematic skills, intrapersonal and interpersonal skills, digital skills and other soft skills (EMT 2017). The purpose of integrating experiential learning in the translation classroom is to enable translators to learn from real life experience, thus acquiring future professional skills. However, the shift to virtual translation classrooms due to the global Covid-19 pandemic makes in increasingly difficult to create a virtual collaborative environment, to implement online project-based learning, to teach digital skills online, to apply emotional intelligence in a virtual translation classroom or to conduct internship in relevant institutions. This paper aims to discuss the main challenges of experiential learning after switching to online education and to suggest alternatives to experiential learning in a virtual translation classroom.

Ecosystems of the southwestern tidal flats in Korean peninsula have been seriously injured by human activities. The results are mainly due to the lack of public recognition and education on tidal flats. In particular, thoughtless visitors in tidal flats are giving rise up damages because of non-systematic experience programs to tidal flat ecosystems. Therefore, experience programs friendly to natural tidal flats are necessary as a plan to reserve tidal flats and to enhance the effects of environment education on the flats. Experience learning programs on tidal flats can divide into direct experience, indirect experience and local society works. Direct experience work must undergo tidal flats directly and consider on forming the flats with natural refinement functions. Indirect experience includes deeper knowledge on role, circumstance and ecosystems of the flats on the bases of direct experience on the flats. In addition, local society learning must have the feeling and understanding on socio-cultural characteristics of local society itself through above two works. Experience activity would be a kind of injuring one to tidal flats. However, appropriately planned experience and education works on tidal flats could be sustainable development to attract desirable human activity on coastal ecosystems.

본 연구는 체육 교육에서 플립드 러닝과 경험 학습 이론이 학생들의 학습에 미치는 효과를 종합적으로 분석하는 데 목적을 두었다. 연구 방법으로 체계적인 문헌고찰을 통해 두 이론이 체육 교육에서 어떻게 적용되고 어떤 긍정적인 영향을 미치는지를 분석하였다. 연구 결과, 플립드 러닝은 학생들의 학습 성취도와 참여도, 자기주도 학습 능력 등을 향상 시키는 데 효과적이었으며, 경험 학습 이론은 실천적 학습 능력과 문제 해결 능력, 자기 성찰 능력 등을 증진시키는 데 기여하였다. 특히, 두 이론을 결합한 교육 모델은 학습 효과를 극대화하고 학생들의 전인적 성장 등을 도모하는 데 매우 효과적임을 확인하였다. 이러한 결과는 체육 교육뿐만 아니라 다양한 실습 중심 교과목에서의 교수-학습 방법 개선에 유용한 시사점을 제공한다.

The purpose of this study was to comprehensively analyze the effects of flipped learning and experiential learning theory on students' learning in physical education. As a research method, a systematic review was conducted to analyse how the two theories are applied in physical education and what positive effects they have. The results indicated that Flipped Learning effectively enhances students' academic achievement, participation, and self-directed learning skills, while Experiential Learning Theory contributes to the improvement of practical learning abilities, problem-solving skills, and self-reflection abilities. Notably, the combined educational model of these two theories was found to maximize learning outcomes and promote holistic development. These findings provide valuable insights for improving teaching and learning methods not only in physical education but also in various practice-oriented subjects.

본 논문에서 제안한 문화유산 체험학습에 최적화된 스마트폰 APP인 CHELS-App은 단순한 관광지안내 서 비스를 벗어나 스마트폰을 활용하여 문화유산을 체험하고 제시되는 퀘스트를 통하여 미션을 즐기면서 학습과 관광을 동시에 체험할 수 있도록 구성하였다. CHELS-App은 세계문화유산으로 지정되어 있는 종묘를 대상으로 위치기반 서 비스를 이용한 안내지도와 이벤트 푸쉬기능을 이용한 현장에서의 다양한 문화해설(해설, 사진, 퀴즈, 게임, 카툰)을 제공하고 이러한 체험을 통한 발도장 기능, 체험일지 작성 기능을 구성하였다.

This paper proposed CHELS-App that Smart-phone APP optimized cultural heritage experiential learning is configured can learning and sightseeing at the same time with experience the cultural heritage and enjoying the mission through quests to take advantage of the Smart-phone. CHELS-App is provide a guide maps by using the location-based service and cultural commentary(commentary, photos, quizzes, games, cartoon) with capability of event push about the Jongmyo Shrine as world heritage, and configured with capability of experience diary create and foot stamp through these experiences.

본 연구는 산업대학의 늦깎이 대학생들의 경험학습 과정의 특성에 대한 것을 밝 히고 향후 이에 대한 보다 나은 이해를 돕기 위하여 진행되었다. 연구방법으로는 질 적연구방법의 기본적 해석 연구방법을 이용하였다. 이를 위해 ‘C대학 산업학부 K캠 퍼스와 P캠퍼스’의 일부 대학생을 연구대상으로 하였으며, 2~4학년 8명의 연구 참여 자로 이루어졌다. 자료수집 방법은 심층 면담과 참여관찰을 통하여 이루어졌다. 본 연구의 결과 개방코딩에서 96개의 개념과, 22개의 하의범주, 6개의 범주를 도출 하였다. 산업대학 늦깎이 대학생의 경험학습 과정은 다음과 같다. 첫째, 26세~64세라 는 연령 차이와 오랜 시간의 공백에도 불구하고 단절된 학업을 잇는 과정을 수행해 나가는 과정은 그들이 고졸학력으로 살아온 어려움과 아쉬움을 자신감과 자아성취로 바꿔가는 과정임을 확인하였다. 둘째, 학교에서 배워 바로 현장에서 활용하여 교육적 효과가 높고, 전공 외로 배우는 평생교육과 사회복지도 활용하고 자격증을 취득하고 있으며, 연구 참여자 8명 중 7명이 대학원 진학을 고려할 만큼 미래학습의 의지도 나 타냈다. 경험학습을 통하여 외적․내적으로 발전하는 경험의 심층구조가 나타났으며, 사회봉사 등 더 나은 미래를 위한 설계를 갖는 성숙함이 발견되었다.

This study was conducted in order to investigate the characteristics of experiential learning process of the mature aged students who were attending technical college and to suggest better understanding on these process. For the purpose of the study, basic and generic approach, one of the qualitative research methods, was used. Total 8 number of sophomore to senior students of college of industry of C college located in K campus and P campus were participated in the study. The main data collection methods were in-depth interviews and participant observation. The results of the study were classified with 149 concepts, 25 subcategories, and 6 categories at the open coding stage. The processes of experiential learning of the participant were follows. First, it was the process from the discontinued academic work which caused the difficulties and inconveniences in their lives with only a high-school diploma into progressively gaining self-confidence and sense of accomplishment even though there were age gap from 26 to 64 as well as time-gap. Second, it brought the educative results that promoted the best use of their academic knowledge in working site and made them to obtain certain certificates such as in lifelong education and social welfare, as well as encouraged them for further learning courses such as entering graduate school among 7 out of 8 participants. The study also found the deep structure of experience that brought the internal and external development as well as mature awareness by participate the social service activities for better lives in their future.

The purpose on this study is to identify how effectively experiential learning involving eco-activities make changes in environmental literacy and scientific attitude of elementary students by categorizing those activities into 5 fields of “marine”, “rivers”, “ecosystem”, “climate” and “recycling” and applying those scheme specifically to 5th graders in a elementary school. The conclusion of this study is following. Firstly, after scientific attitude are applied to subjects, a significant disparity was found between experiment group and control group throughout all parts of environmental literacy. In the cognitive category, each specialist concerning his or her own topic was invited to educate the students, and subsequently a positive impact was detected in the category of environmental issue knowledge. In behavioral category, having eco-activities made a significant disparity in all sub-categories of environmental function, active participation, saving activities, recycling activities and so forth. Secondly, experiential learning involving eco-activities made a significant disparity between the two groups in terms of Scientific Attitude, showing effectiveness in all sub-categories except curiosity.

이 연구는 일본의 직업체험학습을 고찰하여 우리나라에 주는 시사점을 도출하는 데 그 목적이 있었다. 연구는 주로 문헌연구와 사례분석을 통하여 이루어졌다. 사례는 일본 효고현의 ‘트라이 야루 위크’, 도야마현의 ‘사회에서 배우는 14세의 도전’ 및 도쿄도의 ‘와꾸 와꾸 위크 토쿄’이었다. 각 사례는 일본의 직업체험학습을 배경, 운영시스템, 프로그램의 내용, 행·재정적 지원 및 사업의 성과와 한계의 관점에서 분석되었다. 이들 결과를 종합 정리하여 우리나라 직업체험학습에 주는 시사점을 도출하였다. 이 연구에서 일본의 직업체험학습에 대한 고찰을 통해 볼 때, 우리나라 직업체험학습에 주는 시사점은 다음과 같다. 즉, 직업체험학습은 5일 이상 이루어져야 하며, 3~4명의 소규모 단위로 운영되어야 하고, 직업체험장소를 많이 확보하여 학생의 희망을 고려하여 배정하여야 한다. 학교, 지역 및 가정이 함께 협력하여 직업체험처를 확보하여야 하고, 사전 사후 교육 프로그램을 체계적으로 개발하여 운영하여야 하며, 안전사고에 유의하여야 한다. 또한 직업체험학습에 대하여 체계적인 행정적 및 재정적 지원이 요구된다. 추후 연구를 위한 제언은 다음과 같다. 일본의 직장체험학습 관련 인사들을 대상으로 한 조사연구가 필요하고, 일본뿐만 아니라 아일랜드, 영국, 덴마크, 스웨덴, 호주 등의 직업체험학습을 비교분석하는 연구가 필요하며, 중학교 단계의 직업체험뿐만 아니라 초등학교, 그리고 고등학교에서의 직업체험 학습에 대한 연구가 이루어질 필요가 있다.

The objectives of the study were to explore the Work Experiential Learning(WEL) in Japan, and to draw implications for our country’s WEL. The literature review and case study was done in order to achieve these research objectives. The cases of Hyogo’s ‘地域に学ぶ Tryやる･ウィーク)’, Toyama’s ‘社会に学ぶ, 14歳の挑戦’, and Tokyo’s ‘わくwork わくwork Week Tokyo’ were analyzed. Based on the review of the WEL in Japan, some implications for our country’s the WEL were drawned as follows; First, the WEL should be done over a relatively long period of time (more than 5 days). Second, WEL program should be operated in small units (3 or 4 persons). Third, work experience places should be assigned considering the student's request. Fourth, school, community and home must work together to secure a work experience place. Fifth, Pre and post WEL should be systematically organized and implemented. Sixth, there must be a systematic administrative and financial support for the WEL. Based on the results of the study, some implications for further research were suggested.

The purpose of this study was to investigate the possibility of experiential learning as an new approach to far transfer. Practically, researcher assumed that elements of experiential learning(reflection on job-related experience and generalized concept) impact on far transfer. Theoretically, Kolb's experiential learning model, Jarvis' adult learning process model, and Mezirow's reflective practice model supported this assumption. Based on theoretical review, researcher constructed Structural Equational Model(SEM) among reflection on job-related experience, generalized concept, and far transfer. Before testing SEM, the validity and reliability of survey tools were analyzed. The analyses showed that validity and reliability of survey tools were acceptable. SPSS 12.0 and LISREL 8.30 programs were utilized for testing the SEM. According to the results of testing SEM, reflection on job-related experience had direct effect on far transfer and indirect effect through generalized concept. Fit index of the SEM were acceptable(CFI=0.95, GFI=0.93, NFI=0.94, RMR=0,041, RMSEA=0.035). Researcher suggested some implications based on these results. First, experiential learning model or process may be considered as an approach for explaining how far transfer to come about. Second, reflection on job-related experience and generalized concept had positive effects on gar transfer, so if learner have the abilities related with reflection and generalized concept, he can do far transfer better. Therefor organizations need to run educational programs about how to reflect on my job and utilize informal learning for their employees. Third, researcher suggested some limits of this study such as data collected from a Korean company, common method variance, not fully inclusion all variables related with experiential learning process.

본 연구의 주요 목적은 일반대학 군사학과 학생들의 경험학습을 위해 교육과정을 입영훈련 중심으로 발전방안을 연구하는 것이다. 이러한 연구 목적을 달성하기 위하여 전국 5개 협약대학 군사학과를 대상으로 설문을 수집하여 분석하였다. 연구결과는 다음과 같다. 첫째, 군사학과 학생들은 사관학교 출신장교들에 비해 충분한 교육을 받았다고 인식하지 못하고 있다. 둘째, 군사학과 학생들은 군사훈련 프로그램의 부재로 인해 사관학교 출신장교에 비해 경쟁력이 부족하다고 인식하고 있다. 셋째, 군사학과 학생들은 병영체험과 특전캠프에 만족 하고 있다. 넷째, 군사학과 학생들은 사관생도들과 마찬가지로 입영훈련에 참가하고 싶어 한 다. 본 연구는 이와 같은 결과를 바탕으로 군사학과에 입영훈련을 도입하는 방안과 중·장기 복무자 획득을 위한 3·4년제 ROTC제도의 도입을 제안하였다.

The primary purpose of this study is to explore ways to improve the curriculum for experiential learning among military science students in universities, with a particular focus on implementing basic military training programs. To achieve this goal, surveys were collected and analyzed from military science departments at five partner universities nationwide. The results are as follows. First, military science students perceive that they do not receive sufficient education compared to graduates of military academies. Second, they believe they lack competitiveness relative to academy-trained officers due to the absence of structured military training programs. Third, military science students are satisfied with barracks experience programs and special forces camps. Fourth, similar to cadets, they express a strong desire to participate in basic military training. Based on these findings, the study proposes introducing basic military training into the curriculum of military science departments and adopting a 3- or 4-year ROTC system to secure mid- and long-term service personnel.

이 연구의 목적은 체험학습 기반의 국제교류 프로그램인 AEEP(APEC Edutainment Exchange Program) 기반의 다양한 콘텐츠 개발과 필리핀에서의 현장 적용에 관한 사례를 고찰함으로써 AEEP의 질적 향상을 도모하는데 있다. 이를 위해 우리는 먼저 관련 문헌과 자료분석을 통해 다문화 가정 자녀와 일반 학생들이 필리핀 학생들과 교류할 수 있도록 놀이 기반의 팀별 프로젝트 수행 과제를 설계하고 필리핀 마닐라 인근 지역의 초등학교에서 글로벌 체험학습을 실시하였다. 2012년 8월 12일부터 19일까지 진행된 필리핀 AEEP는 34명의 초등 및 중등 학생들과 프로그램 전문가들을 연구 대상으로 하였으며 설문지 외에 동영상, 보고서, 일화 및 면담 자료를 수집하여 분석하였다. 팀별 AEEP 활동을 분석한 결과 한국-필리핀 학생들은 K-pop과 음식 만들기 프로젝트에서 서로 문화를 교류하면서 즐겁게 배우는 에듀테인먼트적 특징을 보여주었다. 또한 전반적으로 국제적 협력 학습이 융합된 AEEP 프로그램은 참여 학생들에게 다문화적 이해와 태도에 긍정적인 영향을 끼치는 것으로 드러났다.

The purpose of this study is to enhance the quality of APEC Edutainment Exchange Program (AEEP) that was developed for Korean multicultural students and implemented in Philippines. Based on literature review and data analysis, we designed and developed edutainment-based contents for their team projects. The participants of the AEEP which was carried out between Aug 12th and 19th in 2012 were 34 elementary and secondary school students with program coordinators. Data collection included survey, video, interview, report and episodes. The data analysis of AEEP activities revealed the features of global experiential learning and edutainment in the K-pop and cooking projects where the Korean-Philippino students exchanged their cultural activities with joyful cooperation. The data also confirmed the Korean students' positive changes toward multi-cultural understandings and attitudes.

최근 들어 발굴전문기관의 활동 영역이 구제발굴과 전공자 대상의 학술연구활동 중심에서 점차 범위를 확대하여 대중들을 대상으로 다양한 문화사업을 진행하고 있다. 일부 기관은 문화재청이 주최하는 고고학체험교실에 시행기관으로 참여하여 발굴현장을 활용한 체험활동 프로그램을 운영하고 있다. 이런 프로그램 운영은 자라나는 학생들에게 발굴현장을 고고학체험 공간과 살아있는 역사교육의 장소로 제공하여 가시적인 성과를 거두고 있다. 발굴현장 체험학습을 더욱 활성화하기 위해 6가지의 방안을 제시하면 첫째, 발굴전문기관 스스로 발굴현장 활용의 필요성에 대한 공감대 형성이 우선되어야한다. 둘째, 매장문화재를 활용한 공모 사업이 지금보다 확대되어야 한다. 셋째, 박물관과 연계한 프로그램이 마련되어야한다. 넷째 발굴현장 체험의 문제점을 해결하기 위해서는 야외 모의 발굴체험장의 운영이 필요하다. 다섯째, 학교 교과과정과 연계한 체험 프로그램 구성이 필요하다. 여섯째, 체험 프로그램 홍보는 기관별 성격에 따라 다양한 방법으로 홍보해야 된다. 발굴을 통해 생성된 자료를 분석하고 그 당시 모습으로 복원하여 일반대중에게 과거에 대한 이해를 돕는 것은 발굴전문기관의 윤리적 의무인 동시에 공익성을 기반으로 하는 사회적 역할이라 볼 수 있다.

The activity scope of specialized excavation agencies has gradually expanded from salvation excavation and academic research activity-based excavation for specialists to a wide range of cultural projects for the public in recent years. Some of them participate in the Classroom for Archeological Experiences by the Cultural Heritage Administration as its implementation agency, running experiential activity programs based on excavation sites. Such programs present excavation sites as venues for archeological experiences and living history education to young students and have made visible achievements. The present study proposed six ideas to promote the further activation of experiential learning at excavation sites: first, the specialized excavation agencies themselves should form a consensus on the need for the utilization of excavation sites; second the public offering project using buried cultural properties should be expanded now; third they need to prepare programs linked to museums; fourth in order to solve the problem of the experience of the excavation field, it is necessary to operate the field simulation spot; fifth they need to organize experiential programs linked to the school curriculums; and finally, they should employ various ways of promotion to publicize their experiential programs according to their nature. The specialized excavation agencies can fulfill their ethical duties and perform their public interest-based social roles by analyzing the data produced out of excavation, carrying out restoration works to their original conditions, and facilitating the public's understanding of the past.

The aim of this study was to develop a model for teaching-learning by applying Ubiquitous at a learning experience field, in which connect characteristics of both ubiquitous application learning and experience learning, making use of them. A literature survey of concepts was conducted, with the main areas to find out relationships between ubiquitous application learning and experience learning. Experience learning by applying ubiquitous learning methods maximizes its efficiency of experience learning in considering ubiquitous learning methods's characteristics of dynamic, interaction, sharing. Also it makes communications through positive participation and active interaction, and leads to a process of internal examination. The research data suggests that critical factors of experiencing learning applying ubiquitous are acquiring information and memory, information integration and exquisiteness, emotional and social activity, producing activity, help activity.