Hyoseon Choi

Flipped-learning course design and evaluation through student self-assessment in a predental science class

Purpose This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Methods Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. Results The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. Conclusion This study offered insights into how to design a flipped learning course in terms of predental students’ preference and their learning readiness. Although learning success in a flipped classroom depends on the students’ self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

Content Analysis of Webzine for Gist-based Health Message Design

Gist-based message design is essential in the Internet in which a lot of health messages are created and shared constantly. This study intended to identify the characteristics of health messages in a webzine and explore a way to design gist-based health messages. A total of 72 webzine articles published in Korean Ministry of Food and Drug Safety were selected, and text and visual messages of the articles were analyzed in terms of content types, the frequency and position of gists, and intuitive expression. The articles were also categorized regarding the characteristics of health messages through cluster analyses. This study found that most texts of the health articles consisted of facts and methods, while most visual messages represented concepts. In addition, both text and visual messages had limitations in presenting a gist effectively. It was also necessary to explore an effective way to improve an intuitive understanding of jargon and quantitative information in health messages. Based on these findings, this study provided suggestions for the design of gist-based health messages in the Internet. ■ keyword :∣Message Design∣Gist∣Intuition∣Health∣Fuzzy Trace Theory∣ 접수일자 : 2014년 01월 09일 수정일자 : 2014년 02월 07일 심사완료일 : 2014년 02월 17일 교신저자 : 유명순, e-mail : msyou@snu.ac.kr 핵심정보 중심 건강 메시지 디자인을 위한 웹진 내용분석 193

Perceptions of tutoring roles and psychological distance among instructors, tutors and students at a Korean university

ABSTRACT This study explores issues related to the tutor’s role when initiating tutoring as an institutional strategy at a conventional university. Based on a pilot tutoring program implemented in four college courses, we investigated the perceptions of instructors, tutors and students regarding the role of tutoring and whether it affected the psychological distance between the different types of participants. The results indicated that instructors’ perceptions of the tutor’s primary role and the psychological distance from the students and the tutors differed from the perceptions of the tutors and the students, perhaps because the instructors perceived tutors as a source of instructor support rather than student support. Implications and suggestions are discussed.