Case Study of a Class on Classical Narratives Using ChatGPT

Interruption/Interaction/Collaboration: A Critical Appraisal of the Textual @traction Interactive Event

The aim of this paper is to address current conditions of ESP (English for Special Purposes) in 4-year colleges of Korea and to make use of the data to establish ESP courses at Chung-Ang University in 2016. This paper does not deal with the present states of general English education that are carried out in the College of General Education at Chung-Ang University, which will be a separate topic for future study. The term ESP encompasses EAP and EOP. Based on the choice between EAP and EOP, the goals of ESP course will have different composites. To cope with demands from students in the high level, the goal of general English education enables students to be equipped with high-level English skills combined with professional expertise as global citizens. ESP in general English education functions as a bridge to cross over to a in-depth major-related and professional area. To be successful, ESP education requires: first, the main body to manage ESP courses; second, the lecturer to educated students; third, the textbook to teach with; fourth, evaluation tools.

From the positions of system analysis and the theory of optimal design the approach to the development of hardware design of industrial production of carbon nanotubes and by-ptoducts on the basis of their functionalized forms is proposed. Functionalization is carried out by oxidation of nanotubes with concentrated nitric acid and their subsequent modification by titanium stearate. Functionalized by this method, carbon nanotubes have increased hydrophobic properties and are semi-products for use in composites based on non-polar matrices. Material flows of production of nanotubes and semi-products on their basis are analyzed. Interrelations between them are established. The cost of the product is used as a global economic criterion of optimality. A three-level decomposition of the technological scheme of nanotubes and their functionalized forms production on the principle of "production – stage of production – hardware design stage" is made. At the second level of decomposition, the following stages are identified: catalyst preparation; preparation of carbonaceous raw materials; synthesis of nanotubes; utilization of gaseous pyrolysis products; treatment of material after synthesis; oxidation of nanotubes; modification of oxidized nanotubes with titanium stearate. Economic optimality criteria are determined for them, taking into account the return of by-products from the stages of purification of carbon nanotubes and neutralization of gaseous pyrolysis products at the stage of catalyst production and preparation of the initial carbon-containing raw materials, respectively. The interrelation of information and coordinating signals of the first and second level of the task of designing a new production is established. The correlation of initial design data (qualitative composition of carbon-containing raw materials, production capacity, complex quality index of carbon nanotubes and their morphological characteristics) and the main design and operating parameters of the hardware design of industrial production of carbon nanotubes and semi-products based on them is shown. The task of designing a new production taking into account the combined production of catalyst-free and functionalized carbon nanotubes with the use of the same hardware design is formulated.

Context: E-learning is one of the most important and favorable topics in the scientific society, which attempts to facilitate the complexity aspects of human beings' learning. Aims: This research aimed to investigate the mediating role of emotional well-being on the effect of metacognitive learning and self-directed learning on e-learning level in universities' managers. Settings and Design: The present study was a cross-sectional research. Material and Methods: The research methodology was descriptive-correlational and in particular structural. The statistical population of this research was 478 university managers (including medical sciences and marine sciences in Islamic Azad University) in Mazandaran province in 2019, and 260 individuals were selected as the sample size in an available method. Pintridge and DeGrott Metacognitive Learning Strategies Scale (1990), Cheng's Self-Directed Learning Scale (2007), Watkins et al.'s E-learning Scale, and Keyes' Emotional Well-Being Scale (2003) were used. Statistical Analysis Used: The collected data were analyzed using structural regression equations by SPSS 18 and Amos 23 software. Results: The findings showed that the research model is fitted and 63% of the e-learning variables could be explained by metacognitive learning, self-directed learning, and emotional well-being (P ≤ 0.001). Furthermore, emotional well-being had a mediating role in the effect of metacognitive learning and self-directed learning on the level of e-learning (P ≤ 0.001). Conclusions: The results of this research can provide practical implications for improving psychological status, emphasizing the mediating role of emotional well-being on the impact of metacognitive learning and self-directed learning on e-learning level in universities' managers.

The purpose of the study is to investigate the impact of a learning organization on innovative behavior through the mediating effect of self-directed learning. The sample is comprised of 763 employees in global companies located in Korea and China. Results revealed that a learning organization has a significant positive impact on self-directed learning. Moreover, a learning organization has a significant positive impact on innovative behavior and self-directed learning has a significant positive impact on innovative behavior. In addition, self-directed learning partially mediated the relationship between a learning organization and innovative behavior. The result corresponded with the assumption of the past studies that learning organization positively impacts on innovative behavior. More importantly, this study found that learning organization indirectly impacts on innovative behavior through an increased level of self-directed learning. Therefore, this study implies that self-directed learning of employees should be leveled up to increase innovative behavior of employees in addition to improving the learning organization.

To examine the effect of a problem-based learning (PBL) curriculum on self-directed learning behaviors among a group of pediatric residents. A controlled comparison study was conducted with 80 pediatric residents at a large urban academic medical center. Residents were observed over 3 distinct but consecutive periods. First, all residents participated in a 3-month-long daily lecture series (pre-exposure phase). Then, for another 3 months, 39 residents (PBL group) were exposed to twice-weekly PBL sessions while 41 residents continued with the daily lectures (lecture-based group) and served as controls. Problem-based learning was withdrawn after 3 months and all residents returned to the lecture series (follow-up phase). Residents' self-directed learning behaviors were assessed through self-administered questionnaires during the pre-exposure, exposure, and follow-up phases. There were no significant preexposure differences in self-directed learning behaviors between the groups. During the exposure phase, the PBL group had significantly higher self-directed learning: 5 or more hours of independent study (26% vs 7%) [corrected] (P=.001); 5 or more hours of medical discussions (28% vs 4%) (P=.008); 2 or more computer literature searches (51% vs 30%) (P=.005); and total hours of self-study per week (6 vs 4 hours) (P<.05). At the 3-month follow-up, the PBL group had returned to baseline levels of self-directed learning and there were no significant differences between the groups. Residents exposed to PBL engaged in significantly higher levels of self-directed learning than their counterparts.

Purpose: This study aimed to explore the underlying structures of students’ interaction networks to monitor network changes during the year, to verify the relationship with self-directed learning, and to identify the effect of problem-based learning on interaction and self-directed learning. Methods: A longitudinal study was designed which included 3 parts (A=25, B=27, C=26) with a total of 78 second-year nursing students from 2013 to 2014. Interaction indicators used group network centralization and density, and individual in-degree centrality. Results: Group network centralization showed mean reversion patterns, however, centralization and density showed a slight increase from 2013 to 2014 (Centralization of A part from 52.78 to 36.96, B part from 20.56 to 32.20, C part from 34.40 to 37.24; Density of A part from 0.122 to 0.123, B part from 0.111 to 0.121, C part from 0.109 to 0.121). The individual in-degree centrality is significantly correlated with self-directed learning and the correlation coefficient increased during the year (r=.274 in 2013, r=.356 in 2014, p<.001). Conclusion: Students share information more interactively during the year and the more they share the higher the scores of self-directed learning.

An introduction to Chuna manual medicine in Korea: History, insurance coverage, education, and clinical research in Korean literature

The present study was performed to understand the effects of self-directed learning and learning achievement in nursing education course based on blended learning. This was undertaken to provide basic data necessary to preparation of various applications and uses of blended learning in nursing education. There was no significant difference in total self-directed learning and learning achievement between blended learning of online-offline group and control group. There was a significant difference in self-directed learning score between pre and post blended learning group.

The smartphone makes opportunities to extend teaching and learning locations from traditional classrooms to almost anywhere. This study examines the interrelation among smartphone use, student engagement, self-directed learning and individual impact of phone users. This study proposes a theoretical model integrating the technology acceptance model and D&M IS Success Model. The model is empirically validated through a quantitative method of structural equation modeling (SEM). The results show that (1) smartphone use and self-directed learning have significant positive effects on individual impact, (2) smartphone use and student engagement have significant positive effects on SDL, and (3) smartphone use has a significant positive effect on student engagement.

Objective: The purpose of this study was to provide basic marketing data for senior workers to lead stable economic activities by examining the relationship between social support, grit, career adaptability, and job preparation of senior workers in food companies and verifying the moderating effect of self-directed learning. Methods: This study conducted survey, empirical research, and statistical analysis programs to verify hypotheses. Results: Social support of senior workers had a positive effect on grit and career adaptability, and grit also positively influenced on career adaptability and job preparation. It was confirmed that self-directed learning has a moderating effect between social support, grit, and career adaptability. Implications: To highlight self-directed learning, company should support senior workers set their goals by offering more welfare budgets, such as club activities, and keep motivation for self-directed learning through counseling based on social support.

Integration of learning effects in the design of shipbuilding networks

Self-directed learning is an approach that includes educational features in which the learner assumes the responsibility of learning and decides what, how, where, and when to learn. Self-directed learning steps are similar to Kolb's experiential learning steps. In experiential learning, students' learning experiences become more meaningful because they are presented with a series of processes or activities such as thinking, observation, and application. The study was designed in a mixed method. The sample group of the research consists of 20 pre-service chemistry teachers. Data were collected with inquiry skills scale and qualitative analyze laboratory form. The difference between the pretest and posttest scores was examined by Wilcoxon Signed Rank test. The qualitative data obtained from the form were analyzed by content analysis. As a result of the research, it was determined that experiential learning is meaningful in improving the inquiry skills of chemistry teacher candidates. The effect of experiential learning on inquiry skills is also supported by other research results.

Mobile learning supports a constructivist approach to learning by providing student-focused pedagogies and enhancing students' self-directed learning toward a goal. While reading, writing, listening, and speaking are all important life skills, speaking or, to put it another way, communication—occurs often in both official and casual settings. For this reason, speaking is typically more important than the other abilities. Gaining speaking proficiency is just as crucial as developing other abilities that are necessary for target language learners to improve their communication. Offering a comprehensive picture of how mobile learning interventions function for different learner profiles is the aim of this methodical sampling strategy. Due to their widespread use, mobile devices offer unparalleled accessibility and flexibility for learning, independent of location. Consequently, developing successful educational interventions requires an understanding of the connection between these technology benefits and the enhancement of English language proficiency through speaking. Data from 29 surveys were gathered for a quantitative cross-sectional study using Google Forms, which examined the effects of mobile learning, prior English proficiency, frequency of mobile engagement, and their link to English-speaking abilities. The study sought to clarify the importance and association of these factors in improving verbal competency through mobile learning in English language acquisition, using t-tests for group comparison and Cronbach's Alpha for reliability. Findings highlight the necessity for customized methods depending on learners' proficiency levels to maximize their efficacy. Regular mobile learning engagement is strongly correlated with prior English proficiency and increased language abilities.

The effects of children's questioning at the kindergarten level were investigated. Two theory-based intervention methods—active processing and metacognitive—and a conventional control group were used to facilitate questioning. Theory-based intervention was expected to enhance achievements in the quality of questioning, story comprehension, and self-directed learning in both short- and long-term testing; also, the metacognitive results were expected to surpass those of active processing. Ninety-three children from 7 kindergartens were randomly assigned to the above 3 groups. Theory-based training was more efficacious, and the metacog-nitive-based method was superior to the active processing method, especially in generating quality questions and in selfdirected learning.