• Title/Summary/Keyword: 자기주도학습

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A study on the effect neurofeedback traing on the middle student about self directed learning ability (중학생들의 자기주도학습 능력에 뉴로피드백 훈련이 미치는 영향 연구)

  • Ahn, Sang-Kyun;Bak, Ki-Ja;ChaJo, Young-Hoon
    • Proceedings of the KAIS Fall Conference
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    • pp.846-849
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    • 2010
  • 본 연구는 2010년 2월부터 2010년 7월까지 B. 뇌 훈련 센터에 자기주도학습 능력 향상을 위하여 방문한 내담자 60명(실험군 30명, 대조군 30명)의 뇌파를 검사하여 뉴로피드백 훈련 전과 훈련 후의 뇌기능과 자기주도학습 능력 변화를 보고자 하였다. 자기주도학습 능력에 영향을 미치는 특정한 뇌 기능의 훈련 전과 후의 결과를 시계열 선형분석으로 비교하였다. 연구의 결과로는 자기조절지수, 훈련모드, 자기주도학습 능력에서 집단 간에 유의미한 차이가 나타났다. 이는 뉴로피드백의 기술을 적용한 뇌 훈련은 자기조절지수와 자기주도학습 능력에 긍정적인 영향을 미친다고 볼 수 있겠다.

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A Study on Design Education Method for Development of Self-Directed Learning Ability (자기주도학습 능력 개발을 위한 설계교육 방법에 관한 연구)

  • Han, Ji-Young;Lee, Min-Young;Jung, Bo-Ra
    • Journal of Engineering Education Research
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    • v.12 no.4
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    • pp.115-125
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    • 2009
  • The purpose of this study was to suggest efficient method for development of learner's self-directed learning ability through literature review on self-directed learning, component of self-directed learning, development of self-directed learning ability, design education steps adopting problem based learning and project based learning. This study was conducted through literature review on self-directed learning and development of self-directed learning, design education. Design education and project based learning process and problem based learning to extract the items that are common to bring out five steps, and differences in levels of learners based on self-learning led to Grow(1991) model to connect the lessons of 9 steps present the design education steps, that is, the learners ready for learning, the definition of problem and recognition of necessity, team building, related data collection, team learning about real problem with the teacher, select optimal solution, student-centered discussion, models and product creation, testing and evaluation, complement.

Analysis of Types and Characteristics of Self-Directed Learning of Learners in Online Software Education (온라인 소프트웨어 교육 학습자들의 자기주도학습 유형 분류 및 특징 분석)

  • Sung, Eunmo;Chae, Yoojung;Lee, Sunghye
    • The Journal of Korean Association of Computer Education
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    • v.22 no.1
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    • pp.31-46
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    • 2019
  • The purpose of this study is to analyze the self-directed learning types of software education learners and to characterize them according to each type. To do this, 429 middle school students participating in online software education at K university were surveyed and a latent class analysis to analyze self-directed learning types was conducted. As a result, the self-directed learning types of the software education learners were classified into 'highest level of self-directed learning type (class 1)', 'self learning style recognition type (class 2)', 'self learning style preference type (class 3)', and 'lack of self-directed learning type(class 4)'. Also, the level of software learning achievement according to self-directed learning type of software education learners was found to be the highest at 'highest level of self-directed learning type (class 1)' and lowest at 'self learning style preference type (class 3)'. Based on these results, we suggested the strategic implications for software education.

Effect of Flow Experience, Self-directed Learning Readiness and Internet Addiction on Academic Achievement in Web-based Computer Education (몰입경험, 자기주도학습 준비도, 인터넷 중독이 웹기반 컴퓨터교육의 학업 성취도에 미치는 영향)

  • Jang, Phil-Sik
    • Journal of Digital Convergence
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    • v.10 no.1
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    • pp.293-300
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    • 2012
  • This study investigates the causal relationships among flow experience, self-directed learning readiness, internet addiction and academic achievement in web-based computer education. The gender differences in path models were also examined. The results indicated that, self-directed learning readiness has positive and direct influence on flow experience and academic achievement. And self-directed learning readiness has a negative and direct influence on internet addiction. For female students, academic achievement was positively and directly influenced by flow experience and indirectly by self-directed learning readiness. However, the mediating effect of flow experience and indirect effect of self-directed learning readiness were not significant for male students.

Research on the Effect of Neurofeedback Training on Self Directed Learning Ability of Middle Student (뉴로피드백 훈련이 중학생들의 자기주도학습 능력에 미치는 영향 연구)

  • Ahn, Sang-Kyun
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.12 no.8
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    • pp.3486-3491
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    • 2011
  • This study aims to identify the effect of neurofeedback training by observing the pre and post brainwave measurement results of about 60(experimental group 30, control group 30) subjects who have shown self directed learning ability. The study took place at neuro-training center B, in between the months of Jan. 2010 and Jul. 2010. As the brainwaves are adjusted by timeseries linear analysis. The result confirmed the differences of both self regulation quotient, training protocol, and questionnaire. The result of the study suggest neurofeedback technique's possibility in positively affecting the subjects' self directed learning ability.

The roles of growth mindset and grit in relation to hope and self-directed learning (희망과 자기주도학습과의 관계에서 성장 마인드셋과 그릿의 역할)

  • Lee, Chang Seek;Jang, Ha Young
    • Journal of the Korea Convergence Society
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    • v.9 no.1
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    • pp.95-102
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    • 2018
  • Recently, according to the arrival of the knowledge-based society, the self-directed learning is necessary for the workers. Especially, the person with strong hopes showed strong self-directed learning, and the psychological characteristics and beliefs such as growth mindset and Grit would play a mediating role. The purpose of this study was to investigate the mediating effects of growth mindset and grit in relation to hope and self-directed learning. The subjects of this study were selected from than 32 workplace in cities of Seoul, Daejeon, Chungbuk, Chungnam, and consisted of 368 workers selected by purposive sampling. And data analysis was performed by frequency analysis, correlation analysis, and structural equation modeling. The major results were as follow. First, there were positively significant correlations among hope, growth mindset, grit, self-directed learning. Second, as a result of SEM, hope showed direct impact on self-directed learning. Third, hope had indirect effect through growth mindset and grit. Lastly, the limitations of this study and policy implications to increase self-directed learning of workers through hope, growth mindset and grit.

Study on Validity of SDLRS Instrument for Evaluation of Life-Long Outcome (평생학습 학습성과 평가를 위한 자기주도학습 준비도 검사도구(SDLRS)의 타당성 연구)

  • Han, Ji-Young
    • Journal of Engineering Education Research
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    • v.11 no.4
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    • pp.64-75
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    • 2008
  • The purpose of the study was to verify reliability and validity of SDLRS instrument and to prove up possibility of usage as an evaluation method for evaluating life-long learning. Literature review and survey were used to accomplish objectives of the study. 218 students in department of mechanical engineering of A university at Gyunggi province were responded for SDLRS(Guglielmino, 1977) instrument. Data were analyzed using descriptive statistics, factor analysis, t-test, and ANOVA test. 58 items in original version instrument were converted to 23 items. There were 7 factors for assessing the self-directed learning readiness according to this measurement scale with a total variance of about 58%. The total reliability of the final 23 items was $\alpha$. The final 7 factors consisted of love for learning, openness for learning, self-perception, basic learning function and independence, acceptance of responsibility for learning, leadership and future directivity, and creativity and exploration. The result of SDLRS analysis according to individual background, there were significant statistically in the grade, period of employment in industry, entering graduate school or not, and GPA, but no significant statistically in sexual difference, employment in industry or not, final academic level of parent, and income level of the family. In the future, final instrument will be needed to check in the respect of correlation with another ability and skill influencing on life-long learning, and more study will be done for developing life-long learning.

Comparison of Components of Self-directed Learning Discribed in the Students' Evaluation of Explicit Instruction and Implicit Instruction Regarding Self-directed Learning (자기주도학습의 명시적 수업과 암묵적 수업에 대한 과학영재중학생의 평가에서 관찰되는 자기주도학습 요소 비교)

  • Choe, Seung-Urn;Kim, Eun-Sook
    • Journal of Gifted/Talented Education
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    • v.23 no.6
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    • pp.1077-1098
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    • 2013
  • Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.

Analysis of the Effect of Self-Directed Learning Method in Medical Team Education (의학용어학습에서 자기주도학습준비도 촉진 수업방식의 효과 분석)

  • Chae, Yoo-Mi
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.6
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    • pp.227-237
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    • 2020
  • This study was designed to examine whether the self-directed learning method could improve self-directed learning readiness and the effects of academic achievement level. Self-directed learning readiness was investigated among 63 first-year Medical Terminology undergraduates in the C area. A repeat measurement variance analysis of the general linear model was conducted to evaluate the effects of improving self-directed learning readiness according to the general characteristics and level of academic achievement, while a regression analysis was performed to identify the factors affecting self-directed learning readiness. Self-directed learning readiness increased from 177.3 to 180.8 for those under 18 years of age, and 192.9 to 196.5 for those over 19 years of age (p<0.05). After the team activity, the overall self-directed learning readiness was improved, and both high- and low-achieving groups showed statistically significant improvements (p<0.05). The environment surrounding learners was confirmed to have a positive effect on improving self-directed learning when given the right degree of self-directed learning and appropriate feedback. The study results are expected to form basic foundation material for professors and class designers who want to draw self-directed learning skills from memorizing subjects.

Self-Directed Learning in the Workplace and Labor Education in South Korea: Implications for Legislation on Trade Union Education (일터 내 자기주도학습과 한국의 노동교육: 노동조합교육 법제화에 대한 함의)

  • Oh, Jeong Rok;Park, Cho Hyun
    • The Journal of the Korea Contents Association
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    • v.20 no.3
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    • pp.131-148
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    • 2020
  • The purpose of this study is to explore self-directed learning (SDL) in the workplace and to examine labor education in South Korea in order to draw the critical implications for legislation on trade union education (TUE). First, labor education in South Korea and its legal system were reviewed in a detailed way. Second, SDL in the workplace was closely analyzed from the perspectives of not only human resource development (HRD) but also adult education and lifelong learning. Third, based on the results of the comprehensive review, the implications of SDL in the workplace for worker-initiated labor education were discussed in terms of legislation on TUE in South Korea. Since legislation at the national level can promote workers' participation in TUE in the context of SDL for industrial democracy, TUE in South Korea should be provided with appropriate legislative, financial, and administrative support.