Earticle

Purpose: This study was conducted to develop a Web-based learning program on cardiopulmonary emergency care for clinical nurses and to evaluate learners' responses. Methods: Based on the assessment of learning needs of clinical nurses, a total of three self-directed learning modules were developed according to the procedure of the ADDIE(assessment, design, development, implementation, & evaluation) model. Results: Each learning module included the emergency treatments and drugs used in the real patients' situations with cardiopulmonary crisis, which had been adopted from the emergency department of a C University hospital located in G-city. Real video clips for endotracheal intubation and ACLS(advanced cardiac life support) were developed with the help of the staff of the department of emergency medicine using a human simulator, SimMan®. The program published on the Web was evaluated by 20 clinical nurses who are working in the emergency department and wards of a C-University hospital. About 80% of the respondents were satisfied with the program contents, design, and learning strategy. Conclusions: Web-based learning programs on cardiopulmonary emergency care are needed for clinical nurses as educational material for staff education to increase their knowledge for making immediate clinical decisions and in giving skilled care in emergency situations.

The purpose of this study was to investigate the effects of an intervention program for supporting students' self-regulated learning (SRL) skills in web-based listening activities on students' listening strategies and motivation. Fifty-eight Korean university students were divided into two groups for this study. The experimental group was asked to keep self-reflection reports before and after listening practice. The intervention program consisted of monitoring the students’ self-directed WBL activities with the self-reflection reports. Before and after treatment with the intervention program, students in both groups completed the TOEIC test and a listening strategy questionnaire. They also completed a motivation and attitude questionnaire (MAQ). Related to the effects of different self-directed WBL activities, the participants in the experimental group showed a significant increase on the use of metacognitive strategies. For this reason, the finding means that they could be taught self-regulating strategies through an intervention program and encouraged to plan, monitor, evaluate and reflect on the learning processes. After the participants finished the intervention program, there were statistically significant improvements in the mean scores in three out of four of the MAQ scales. It means that they became more responsible for their own learning, more intrinsically motivated and believed that their efforts to learn made a difference in their learning and led to positive outcomes. With regard to the relationship between strategy use and motivation, it was found that the more self-efficacy, intrinsic goal orientation and control of learning belief, the stronger the positive correlations with the cognitive and metacognitive listening strategy use. This study implies motivation and strategy use can be promoted with scaffolding students' metacognitive self-regulation by providing them with timely, honest, and explicit feedback in collaborative environment amongst peer learners.

본 구성주의적 학습 모형의 일종인 ‘문제중심학습(Problem-Based Learning: PBL)’을 웹 기반으로 구현하려는 것은 WBI 유형의 다양성을 모색한다는 측면에서 뿐만 아니라, WBI의 구성주의적 활용안의 구체적 사례라는 점에서도 의미가 있다. 따라서 본 연구에서는 초등학교 6학년 학생들을 대상으로 웹 기반 문제중심학습 프로그램을 개발하고, 이러한 WBI에 의한 교수‧학습 과정이 학업성취에 어떤 영향을 미치는지를 규명하고자 하였다. 이를 위해 전통적 수업 2개 집단과 웹 기반 문제중심학습 1개 집단의 총 3개 집단으로 나누어 과학 교과 지도를 통해 실험을 수행하였다. 실험결과, 웹 기반 문제중심학습이 학업성취 향상에 효과적임이 규명되었고, ICT활용 능력에 따라서도 학업성취에 있어서 유의한 차이가 있는 것으로 나타났다. 또한 웹 기반 문제중심학습은 학습자의 ICT활용 능력의 향상에도 통계적으로 유의한 영향을 미치는 것으로 나타났다.

Establishing problem-based leaning(PBL) that is one type of constitutional learning models is meaningful not only for finding the diversity of WBI types but also for being the specific example of constitutional usage of WBI. This paper shows the development of web-based and problem-based learning program for 6th grade students of elementary school and finds its effect on their studies achievement. There were two classes of traditional lessons and one class of web-based and problem-based lessons. It performed a test with the classes for science lesson. It was found that web-based and problem-based learning is more effective on the improvement of studies achievement. There was meaningful difference in studies achievement according to ICT utilization ability. Web-based and problem-based learning statistically had a meaningful effect on the improvement of ICT utilization ability.

본 연구는 웹기반 유아교사 양성프로그램에서 학습하는 예비유아교사의 성취목표지향성과 자기조절학습 수준을 확인하고 성취목표지향성이 자기조절학습에 어떤 영향을 미치는지 분석하기 위해 수행되었다. 최근 중다목표의 관점에서 성취목표지향성 이해가 강조됨에 따라 2×2 성취목표지향성의 관점에 근거하여 연구문제를 분석하였다. 연구결과, 첫째, 예비유아교사들이 가진 성취목표지향성은 숙달접근, 수행접근, 숙달회피, 수행회피 순으로 나타났다. 둘째, 예비유아교사의 자기조절학습 하위변인에 있어 ‘과제가치’ 수준이 가장 높게, ‘도움구하기’능력이 가장 낮게 나타났다. 셋째, 예비유아교사들의 4가지 성취목표지향성을 복합적으로 동시에 가지고 있었으며, 이러한 중다목표성향은 자기조절학습의 하위변인에 대해서 각각 서로 다른 영향을 미치는 것으로 나타났다. 본 연구결과를 토대로 웹기반 유아교사 양성프로그램에서 학습 중인 예비유아교사의 자기조절학습 증진에 도움을 줄 수 있는 교사교육자의 역할 및 수업 설계방향에 대해 제언하였다.

The purpose of this study was to examine the relationships between early childhood preservice teachers' achievement goal orientation and their self-regulated learning in the web-based early chilhood teacher program. A total of 388 preservice teachers who enrolled the web-based early childhood education courses were participated to the study. Data were collected by the scales of academic achievement goal orientation and self-regulated learning(MSLQ). Results indicated that master-approach goals and performance-approach goals were positively related to early childhood preservice teachers' self-regulated learning. However, mastery-avoidance goals and performance-avoidance goals were negatively related. The result of regression analysis revealed that master-approach goal is a stronger predictor of self-regulated learning than performance-approach goal. Evidence from this study provide implications for teacher educators to develop strategies for supporting early childhood preservice teachers' self-regulated learning in web-based teacher education program.

This study was done to develop and evaluate comprehensive web based learning program for improving learning ability in the nursing process of nursing students. We evaluated the contents based on the sufficient teaching materials and developed the process for implementation of the educational system. The study was focused on developing guidelines applicable to any clinical situation using a framework of links among all nursing diagnoses, outcomes, and interventions. This study was used a descriptive study and the participants were 62 nursing students. There were significant differences of achievement of learning objectives, application to work, according to the frequency of program use. Therefore, this results indicate that the web based learning nursing process program is effective in improving will help to strengthen learning calculation ability of nursing students in nursing process. Further study should be done develop additional program for improving application.

Choi, Sunhee. “Effects of a web-based English learning program for Korean adults learners.” Studies in English Language & Literature. 38.4 (2012): 353-377. The purpose of this study was to investigate the effects of a web-based English learning program on adult learners' speaking proficiency, motivation and anxiety. 152 Korean adult learners of English took part in the study which required them to use the program for 30 minutes everyday from Monday to Friday for two months. The program's effect on the participants' speaking proficiency was determined based on the increase in their OPIc scores, a well known speaking proficiency test. On the other hand, the participants' motivation and anxiety levels were measured using questionnaires. It was revealed that the program was successful in improving Korean adult learners' speaking skills. However, it worked better with the learners who had low speaking proficiency levels than those with higher levels. The program was also effective for lowering anxiety in speaking English. However, the participants expressed their dissatisfaction with the contents and levels of lessons and the qualities of native English speaking coaches. Suggestions and implications for web-based language learning are discussed. (Jeonju University)

The purpose of this study is to develop an international student exchange program based on Web-based experiential learning and to apply the developed program to a specific student group from other economies. In its design, three additional recommendations were considered: 1) to integrate the related concepts from an international forum, consisting of researchers and administrators in the field of education, 2) to associate the program with the activity principles of international exchange cases among teachers and schools in the Asia and Pacific region, and 3) to utilize the results of several international focus group interviews on improving global student exchange programs. As a result of this study, the international student exchange program which is called the ALCoB Edutainment Exchange Program (AEEP) was constructed with a principle-based format. It achieved high satisfaction and performance abilities from the participating students through the application of the program. In all likelihood, this study represents the first development of an international student exchange program using online and experiential learning with the support of many APEC economies' officials. Lastly, for the more harmonious application of the developed program to related areas in the future, some suggestions were presented.

The purpose of this study was to investigate the effects of a web-based English learning program on adult learners' speaking proficiency, motivation and anxiety. 152 Korean adult learners of English took part in the study which required them to use the program for 30 minutes everyday from Monday to Friday for two months. The program's effect on the participants' speaking proficiency was determined based on the increase in their OPIc scores, a well known speaking proficiency test. On the other hand, the participants' motivation and anxiety levels were measured using questionnaires. It was revealed that the program was successful in improving Korean adult learners' speaking skills. However, it worked better with the learners who had low speaking proficiency levels than those with higher levels. The program was also effective for lowering anxiety in speaking English. However, the participants expressed their dissatisfaction with the contents and levels of lessons and the qualities of native English speaking coaches. Suggestions and implications for web-based language learning are discussed.

본 연구는 초등학생들에게 능동성과 책임감을 바탕으로 하여 자기주도적으로 과제를 해결할 수 있도록 도와줄 수 있는 웹 학습실을 설계하고 개발한다. 이를 위하여 먼저 학생들이 자기주도적으로 학습을 해 나갈 수 있도록 학년별, 단원별, 차시별로 구성된 사회과 학습실이라는 웹 환경을 마련하였다. 두 번째로 학생들이 스스로 학습 과제를 선정하고, 다양한 도서와 멀티 자료, 기타 관련 웹 사이트 등 과제 해결에 필요로 하는 자료와 정보를 검색하여 자신이 설정한 과제를 해결해 나가는 일련의 과정을 실시할 수 있는 과제 학습실이라는 웹 환경을 마련하였다. 이러한 사회과 웹 학습실 운영을 통하여 얻어지는 효과는 초등학생들의 컴퓨터 활용 능력을 향상시키고, 학습에 대한 흥미도와 참여도를 높이며, 게시판이나 대화방을 통해 과제를 선정하고, 역할분담, 자료 수집, 분류해 나가는 과정에서 학습활동에 대한 책임의식과 학습에 대한 자기주도성 신장에 기여할 것으로 기대된다.

본 연구는 AI･디지털 전환 시대에 요구되는 교사의 전문성 강화를 위해, TPACK–DBL 프레임워크에 기반한 지리 교사의 AI･디지털 역량 강화 프로그램을 개발하고 그 효과를 탐색하는 것을 목적으로 하였다. 이를 위해 TPACK–DBL의 여덟가지 원리를 지리교육 맥락에 적합하도록 정련화한 후, 고등학교 지리 교사를 대상으로 R, Quarto, Shiny를 활용한 인터랙티브 지리공간 교수･학습 웹 앱 개발 프로그램을 운영하였다. 교사 대상 설문 및 질적 분석 결과, 참여 교사들은 수업 설계 단계에서 실천적 TPACK 발달을 경험하며, 기존의 도구 선정 중심 활용 방식에서 벗어나 교육 목적에 적합한 웹 앱을 직접 디자인･구현하는 주도적 역할을 수행하였다. 그러나 실제 구현 과정에서 기술적 부담이 확인되었으며, 대학원생 조교의 전문적지원이 이를 보완하는 핵심 요인으로 작용하였다. 또한 학생 대상 수업 시연 결과, 웹 앱 기반 탐구 활동은 지리 학습의 흥미･ 몰입･상호작용을 강화하는 학습 구조를 가능하게 하였으며, 디지털 기반 탐구 활동이 학습 경험의 질을 향상시킬 수 있음을 보여주었다. 이러한 결과는 AI･디지털 기반 교사 연수가 개별 도구 습득을 넘어서, TPACK–DBL에 기반한 디지털 산출물 설계를 중심으로 운영될 필요가 있음을 시사한다. 더 나아가 대학–학교 협력 체계와 재구성 가능한 교수･학습 모듈 구축은 지속가능한 교사 전문성 개발의 중요한 전략적 방향임을 제안한다.

This study aims to develop and examine the effectiveness of an AI?digital competency enhancement program for geography teachers, grounded in the TPACK?DBL (Technological Pedagogical Content Knowledge Design-Based Learning) framework. To this end, the eight principles of TPACK?DBL were refined in alignment with the context of geography education and applied to a professional development program in which high school geography teachers designed and implemented interactive geospatial teaching?learning web applications using R, Quarto, and Shiny. Analysis of teacher surveys and qualitative data revealed that the participants experienced growth in their practical TPACK, shifting from a tool?selection approach to proactively designing and developing web applications suited to specific instructional goals. However, many teachers encountered difficulties related to programming and data processing, and these challenges were mitigated by the support of graduate teaching assistants, whose technical expertise and pedagogical understanding played a crucial role in the program’s success. Furthermore, classroom demonstrations with students indicated that the web?app?based inquiry activities fostered engagement, motivation, and interaction, suggesting that digital tools can transform geography learning into a more inquiry?oriented experience. These findings imply that AI?digital professional development should move beyond tool training toward digital product design based on TPACK?DBL principles. The study also highlights the need for institutionalized university?school partnerships and the development of adaptable instructional web app modules as sustainable strategies for teacher professional learning.

The purpose of this study was to examine the effect of the web-based learning program integrating learning motivation on improving learning motivation in biology class. It was designed for science education considering learning motivation strategy, blended learning strategy and mutual interaction strategy. Subjects were totally 187 middle school students, who consisted of experimental group 95 (three classes) and control group 92 (three classes). To find out the change of learning motivation, they were divided into three level subgroups; high, middle and low motivational level. As a result, the experimental group had higher in every area of learning motivation elements (attention, relevance, confidence, and satisfaction) than those of the control group (p<.05). In particular, those of students who were in the low-level motivation were improved significantly. The results suggested that the web-based learning program integrating learning motivation should be effective for improving learning motivation of middle school students in biology class.

The purpose of this study was to develop the web-based learning program for stimulating learning motivation in chapter of 'stimulation and response' of the 8th grade science. In addition, we have investigated the opinions of students for the effect of program and the preference of students for the elements including program to pre-test the effective application in teaching-learning activity of developed web-based learning program. First of all, we have analyzed the factors affecting learning motivation in web-based learning. Based on the analysis, we have developed this program which consisted of the elements inducing learner's learning motivation on web-based learning such as quiz games, cyber moneys, immediate feedbacks, Avatar, animations, 3D, motion pictures, etc. As a results of investigation of the students' opinions for this program, we could conclude that this program can attract their interest and seems to promote the effect of learning. In particular, they prefer to animations and quiz games the most.

본 연구는 정신분열병환자를 대상으로 약물 및 증상관리 교육을 위한 웹기반 교육프로그램을 개발하고 그 효과를 검증하고자 시도되었다. 본 연구는 2 단계로 구성되었다. 1 단계에서 정인성(1999)의 교수-학습 체제 설계 모형에 근거하여 정신분열병환자의 인지적 특성이 고려된 개별화 학습을 위해 약물 및 증상관리 내용을 주제별로 나누어 웹기반 교육 프로그램을 개발하였다. 연구의 2단계에서는 개발된 웹 기반 교육 프로그램의 효과를 구체적으로 규명하기 위해 비동등성 대조군 유사 실험 연구를 시행하여 웹 기반 교육 프로그램을 적용한 실험군과 면대면 약물 및 증상 관리 교육 프로그램 적용한 대조군 간에 약물 및 증상에 관한 지식, 약물 복용도 및 질병 재발경고증상 변화의 차이를 파악하고자 하였다. 연구결과 실험군과 대조군의 비교에서 약물 및 증상에 관한 지식에서 두 집단 간에 유의한 차이가 있는 것으로 나타났다.

This study was purposed to develop web-based education program for schizophrenic patients in order to identify symptom, facilitate medication and prevent recurrence. Research methodology was two phases as following: 1) Web-based education program was developed based on the learning objectives. 2) The effectiveness of the program was studied on quasi experimental research with experimental group and control group. The experimental group received web-based education and the control group received face-to-face education. After receiving the education each with different methods, the experimental group attainted the higher learning achievement in the knowledges of medication and symptom management. And there was a significant difference between the experimental group and the control group. This result proves that the effect of the web-based education better than that of the face-to-face education in the increase of knowledges.

The aim of this study was to develop and evaluate a web-based learning program with multimedia ECG monitoring for clinical nurses. For this, we compared the self-directed, web-based learning method with the traditional lecture method. A quasi-experimental, nonequivalent control group pretest-posttest design was used, the data from 32 nurses(17 for experimental group and 15 for control group) were collected from October 1 to November 30, 2001, and analysed by SPSS program with 2 test, t-test, ANCOVA. The results were as follows : 1) There was significant improvement in the score on learning achievement of the experimental group compared with that of the control group(t=-2.739, p=.010). 2) There was no significant difference between the groups in learning motivation(t=-.054, p=.4785). In conclusion, it is suggested that a higher learning achievement was achieved in self-directed, web-based learning than in the traditional classroom style learning. There was also evidence that two educational styles had same effect in creating motivation. We propose to utilize a self-directed, web-based leaning method as a means to continue life-long education for nurses on a rotational duty system.