• Title, Summary, Keyword: Cognitive learning competency

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The study on the structural relation among professors' core competency, college students' cognitive learning competency and life competencies (교수의 핵심역량과 대학생의 인지역량 및 생애역량의 구조적 관계 분석)

  • Kim, Dae-Myung
    • Journal of Digital Convergence
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    • v.15 no.6
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    • pp.97-105
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    • 2017
  • The subjects were 500 college students in 7 provincial areas for the study on the structural relation among professors' core competency, college students' cognitive learning competency and life competencies. The statistical methods of this study were as follows: frequency analysis, descriptive statistic analysis, exploratory factor analysis, reliability analysis, correlation analysis, confirmatory factor analysis, and structure equation model analysis. The results of the study are as follows. First, the lifelong learning educators' college students recognized core competency significantly affects on the college students' life competencies. Second, the lifelong learning educators' core competency significantly affects on the college students' cognitive learning competency. Third, the college students' cognitive learning competency significantly affects on life competencies. Fourth, the college students' cognitive learning competency has a significant mediating effect between the lifelong learning educators' core competency and the college students' life competencies. In other words, the lifelong learning educators' core competency based on the college students' cognitive learning competency has great effect on life competencies.

Variables Affecting on Learners' Satisfaction and Effects of EMI (전공 영어강의 만족도 및 학습효과 인식에 영향을 미치는 변인에 관한 연구)

  • Jin, Sung-Hee;Kim, Hakil
    • Journal of Engineering Education Research
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    • v.16 no.3
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    • pp.10-19
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    • 2013
  • Recently, Korean universities have increased the number of English Medium Instruction (EMI) lectures in order to allow students to gain both specialized knowledge and enhanced English ability. Previous researches on effective EMI lectures have focused on exploring the effects of learners' cognitive and affective characteristics on learning outcomes. Whereas the input variables of learning have been investigated as predicting variables of effects in EMI lectures, there has been a few research for investigating process variables to yield learning outcomes. The purpose of this study is to analyze the structural relationships among variables affecting on learner satisfaction and effects. The participants are 209 engineering students from various majors. Independent variables are defined as English motivation, English competency, and English confidence, a mediated variable is Cognitive engagement, and dependent variables are Learning satisfaction and Educational effect perception. The results show that the relationships are statistically significant: learners' English competency & English confidence ${\rightarrow}$ Cognitive engagement ${\rightarrow}$ Learning satisfaction ${\rightarrow}$ Educational effect perception. Especially, the structural model confirms that the effect of learners' English confidence on Learning satisfaction and Educational effect perception is mediated by the level of learners' Cognitive engagement. Further, the implication for effective EMI lectures is discussed based on the observed research results.

A Study on the Effectiveness of Teaching and Learning Strategies for Flipped Learning in College Education (전문대학에서 플립드 러닝 교수학습전략 효과성 검증)

  • Kim, Soo hyun
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.19 no.5
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    • pp.366-372
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    • 2018
  • The purpose of this study was to investigate the effects of educational evaluation with the application of flipped learning on undergraduate students' self-directed learning ability (cognitive domains, motive domains, conductive domains) and cognitive learning competency (knowledge and thought, creation, problem solving). An educational evaluation class, which applied flipped learning designed on the basis of pre-class, in-class, and post-class, was taught to 57 undergraduate students for twelve of the sixteen weeks of a semester. It was held each week on Thursdays for two (Ed- I don't understand 'for two'). The study results showed that, applying the flipped learning educational education class for undergraduate students improved self-directed learning ability (motivation domains, behavior domains) and cognitive learning competence (higher order thinking, metacognition, creativity tendency, problem-solving process). This study provides meaningful suggestions on exploring instructional design and effective teaching and learning methods applied to flipped learning.

The Study on the Improvement of Self-directed Learning Competency using Blog Systems in Elementary School (초등학생의 자기주도 학습력 향상을 위한 블로그 시스템의 활용)

  • Yun, Kyung-Nam;Han, Seon-Kwan
    • Journal of The Korean Association of Information Education
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    • v.13 no.4
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    • pp.489-496
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    • 2009
  • In this study, we designed and developed new Blog community for the improvement of Self-directed learning competency. We analyzed the effect through series of tests on Self-directed learning competency to obtain the following results. As a result of inspecting the same quality of Self-directed learning competency, this study shows the learning in utilizing weblog suggested that it has more significant difference in improving Self-directed competency than utilizing the normal homepage for learning. Moreover, according to the inspection of low measurement, motivation control and acting control made a significant difference, but the cognitive area has no significance. In conclusion, the proper learning and operation in the class in utilizing Blog community suggested that through the study of Self-directed learning competency is the best because it affects the learner's motivation and behavior.

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A study on the actual state of learning competences in students at a college (J 대학교 재학생의 학습역량 실태조사)

  • Song, Kyoung-hee
    • Journal of Korean Dental Hygiene Science
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    • v.1 no.2
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    • pp.21-39
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    • 2018
  • The purpose of this study was to examine the learning competencies of students at a college from September 1 to November 30, 2017, in an effort to provide some information on how to foster learning competencies in college years, which lay the foundation for work and social lives. 1. The learning competencies of the subjects consisted of academic vision, student identity, cognitive regulation, emotional regulation, learning management and creating learning environments. Out of five points, they scored the highest in academic vision and student identity with 3.34, followed by learning management with 3.20, creating learning environments with 3.18, emotional regulation with 3.16 and cognitive regulation with 3.14. 2. There were statistically significant differences in academic vision according to age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 3. There were statistically significant differences in student identity and cognitive regulation according to gender, age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 4. There were statistically significant differences in emotional regulation according to age, the area of major, the academic credential of their fathers, commuting time, career plans and daily mean study hours. 5. There were statistically significant differences in learning management according to gender, age, the area of major, grade point average, the academic credential of their fathers, career plans and daily mean study hours. 6. There were statistically significant differences in creating learning environments according to gender, age, the area of major, the academic credential of fathers, commuting time, career plans and daily mean study hours. As they were poorest at the cognitive regulation area among the areas of learning competencies, self-directed learning programs that deal with how to study, learning process, how to take notes and arrange them, how to link different pieces of acquired knowledge and how to map out study plans should be developed to give support to students.

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Maternal Support Networks, Perceptions of Parenting Difficulty, and Children's Development (어머니의 사회적 관계망, 자녀양육에 대한 난이도 지각과 아동의 발달)

  • 이은해
    • Journal of the Korean Home Economics Association
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    • v.35 no.3
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    • pp.31-45
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    • 1997
  • The main purpose of the study was to examine relationships of child development with maternal social networks and maternal perceptions of parenting difficulty. Subjects were 90 children, ages 4 and 5, with their mothers. Child development was measured by School Readiness Test, peer nomination, and social competency ratings by teachers. Mothers responded to a questionnaire regarding social networks and parenting difficulty. The major findings of the study include: 1) Employed mothers reported receiving less emotional support and listed more in-laws and work colleagues in their social network than unemloyed mothers. 2) Mothers who perceived receiving more emotional support from networks reported less difficulty in parenting, especially in providing cognitive stimulation and daily routine care to their children. 3) Children's age and maternal perceptions of easiness in providing cognitive stimulation were the most contributing factors for predicting children's learning readiness and social competency.

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An Exploratory Study on the Taxonomy of Technological Learning Processes in Korean Firms: Focused on the Integrative Organizational Learning Theory (한국기업의 기술학습과정 유형의 도출에 관한 탐색적 연구: 통합적 관점의 조직학습이론을 중심으로)

  • Bong Sun-Hark
    • Journal of Korea Technology Innovation Society
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    • v.9 no.1
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    • pp.149-174
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    • 2006
  • Although conceptual and empirical researches on the technological learning is increasing rapidly, a few empirical researches of technological learning processes have been undertaken, taking into account a reality of learning processes of a firm. In order to analyze the learning processes of technological knowledges, based on integrative organizational learning theory, this study investigated technological learning processes by analyzing 13 technology development projects of one company with case study research design. Results of the empirical analyses suggested two taxonomy of technological learning processes. First are tour group of technological learning processes derived by the dimension of flow of cognitive and behavioral learning which is explained by the technological competency level of a firm. The other is two group of technological learning processes derived by the dimension of relative difficulty of cognitive and behavioral learning which is explained by the technology characteristics. Finally, the managerial implications for effective management of technological learning and limitations are discussed.

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Suggesting a Model of Science Competency and Applying it to Science Curriculum (과학 역량 모델의 제안과 과학 교육과정에의 적용)

  • Park, Jongwon;Yoon, Hye-Gyoung;Kwon, Sunggi
    • Journal of The Korean Association For Science Education
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    • v.39 no.2
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    • pp.207-220
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    • 2019
  • Although the 2015 revised science curriculum has newly introduced core science competencies, there are a lot of confusions and difficulties at the school sites because the concept of competence is not clear. In this study, we conducted literature analysis to understand what constitutes the components of science competence and how the components are related. Based on this analysis, a model of science competency, composed of six factors (non-cognitive characteristics, knowledge, skill, context, performance, level) was suggested. In addition, we have explored ways to utilize this science competency model to re-write the achievement criteria of current science curriculum as science learning objectives expressed in the form of science competency. Finally, advantages and limits of the model are discussed and related further researches are suggested.

Influence of Simulation-Based Practice on Emergency Care for Patients with Dyspnea on Learning Outcomes in Nursing Students (시뮬레이션을 활용한 호흡곤란 응급관리 실습이 간호학생의 학습 성과에 미치는 영향)

  • Hur, Hea-Kung;Choi, Hyang-Ok;Jung, Ji-Soo;Kang, Hye-Won;Kim, Gi-Yon
    • Journal of Korean Critical Care Nursing
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    • v.5 no.1
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    • pp.12-22
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    • 2012
  • Purpose: This study was conducted to evaluate the learning outcomes of simulation-based practice on emergency care for patients with dyspnea in nursing students. Methods: One group pre-post experimental design with 28 nursing students was used. Simulation-based practice on the basis of SimMan Human Patient Simulator including academic lectures, simulation lab exercises and debriefing was applied for four and half hours. The learning outcomes were assessed by measuring knowledge, critical thinking, problem solving process of cognitive skills, self-confidence and learning attitudes of affective domain. Furthermore, self reported clinical performance ability of psychomotor skills was examined. Results: After the completion of simulation-based practice, there was a significant increase in the mean of following measured variables: knowledge, critical thinking, problem solving process of cognitive skills, self-confidence, learning attitudes of affective domain and clinical performance ability of psychomotor skills. Significant positive relationships were found among learning outcome measurement variables. Conclusion: Simulation-based practice is an effective method to improve cognitive skills, affective domain and psychomotor skills of nursing students. Hence, Simulation-based practice should be applied for improving current limited emergency care training for nursing students and enhancing students' competency in clinical situations.

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Simulation-based ultrasound-guided regional anesthesia curriculum for anesthesiology residents

  • Kim, T. Edward;Tsui, Ban C.H.
    • Korean Journal of Anesthesiology
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    • v.72 no.1
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    • pp.13-23
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    • 2019
  • Proficiency in ultrasound-guided regional anesthesia (UGRA) requires the practitioner to acquire cognitive and technical skills. For anesthesiology residents, an assortment of challenges has been identified in learning UGRA skills. Currently, a validated UGRA curriculum for residents does not exist, and the level of UGRA proficiency achieved during residency training can vary considerably. Simulated practice has been shown to enhance proficiency in UGRA, and a competency-based education with simulation training has been endorsed for anesthesiology residents. The objective of this review is to outline simulation-based training that can be implemented in a UGRA curriculum and to explore educational tools like gamification to facilitate competency in regional anesthesiology.