• Title/Summary/Keyword: Learning Flow

Search Result 122, Processing Time 0.077 seconds

Effect of professor trust and learning flow among allied health students (보건계열 대학생의 교수신뢰가 학습몰입에 미치는 영향)

  • Lee, Eun-Young;Kim, Sook-Hyang
    • Journal of Korean society of Dental Hygiene
    • /
    • v.16 no.4
    • /
    • pp.643-649
    • /
    • 2016
  • Objectives: The purpose of the study was to investigate the relationship between professor trust and learning flow in allied health students and to provide the basic data for the improvement of curriculum and teaching method. Methods: A self-reported questionnaire was filled out by 263 allied health students. The questionnaire consisted of 27 questions of professor trust by Likert 5 scale and 29 questions of learning flow by Likert 6 scale. Cronbach's alpha in this study was 0.97 in professor trust, 0.96 in learning flow. The data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, correlation and stepwise multiple regressions. Results: The score was 3.72 in professor trust and 3.46 in learning flow. There were positive correlations between learning flow and professor trust including intimacy, professional, teaching skills and leadership. Stepwise multiple regression analysis revealed that learning flow was related with professor trust. Conclusions: The learning flow depends on professor trust. Based on the research, improvement directions that put strong emphasis on low section of professor trust and learning flow must be placed.

The Mediating Effect of Learning Flow on Relationship between Presence, Learning Satisfaction and Academic Achievement in E-learning

  • Park, Ji-Hye;Lee, Young-Sun
    • Journal of the Korea Society of Computer and Information
    • /
    • v.23 no.11
    • /
    • pp.229-238
    • /
    • 2018
  • The purpose of this study is to investigate the mediating effect of learners' learning flow in the effect of presence on academic achievement in web-based e-learning. For this purpose, this study analyzed the influencing relationship between the each factor based on the structural model with the learning flow as a mediator variable. Based on existing theoretical studies, learning satisfaction and academic achievement, which represent learning outcomes, are set as dependent variables, and teaching presence, cognitive presence, and social presence are set as independent variables. Data collected from a total of 256 e-learning learners were used in the analysis of this study. According to the results of the analysis, teaching presence, cognitive presence, and social presence were found to have a significant effect on academic achievement when a learning flow is a mediator variable. Concretely, teaching presence, cognitive presence, and social presence have a positive effect on the learning flow, while learning flow has a positive effect on learning satisfaction. On the other hand, learning flow has a negative effect on academic achievement. As a result of verifying the mediating effect of learning flow on the relationship between presence, learning satisfaction, and academic achievement, there was meditating effect in the aggregate. This study implies that in order to increase the level of learning satisfaction and academic achievement, it is necessary to make the teaching-learning design in the provision of contents and materials for e-learning so that the learner can feel the presence. The results of this study can be used as a basic data for seeking support and promotion strategies for enhancement of future learning flow and presence.

Influence of instructor trust on learning flow and academic achievement in dental hygiene students (일부 치위생과 학생의 교수 신뢰가 학습몰입과 학업성취도에 미치는 영향)

  • Lee, Su-Young;Kang, Yong-Ju
    • Journal of Korean society of Dental Hygiene
    • /
    • v.16 no.5
    • /
    • pp.687-693
    • /
    • 2016
  • Objectives: The purpose of the study was to investigate the influence of instructor trust on learning flow and academic achievement in dental hygiene students. Methods: A self-reported questionnaire was completed by 202 dental hygiene students in Gyeongnam from July to August, 2016. A five point Likert scale questionnaire consisted of intimacy (8 items), professionalism (8 items), teaching ability (5 items), and leadership (6 items). Measurement of learning flow was adapted and modified by Kim et al. Academic achievement was adapted and modified by Noe and Schmitt. Cronbach's ${\alpha}$ of learning flow was 0.77 and that of academic achievement was 0.78 in the study. Data wee analyzed by t-test, one way ANOVA, $Scheff{\acute{e}}$ test, and Pearson's correlation using SPSS 23.0 program. Results: The scores of instructor trust, learning flow, and academic achievement were 4.37, 3.46, and 3.23, respectively. Academic achievement had a close positive correlation with instructor trust (r=0.46, p<0.001) and learning flow (r=0.63, p<0.001). Instructor trust had a positive correlation with learning flow (r=0.50, p<0.001). Learning flow took mediating effects on instructor trust and academic achievement. Conclusions: The trust between students and instructors had a great influence on learning flow and academic achievement. So the instructor should try to make the students concentrate on learning.

Structural Relationship among the Self-Efficacy, Self-Directed Learning Ability, School Adjustment, and Leaning Flow in Middle School Students (중학생의 자기효능감, 자기주도학습, 학교적응과 학습몰입 간의 관계 분석)

  • Kang, Seung Hee
    • Journal of Fisheries and Marine Sciences Education
    • /
    • v.24 no.6
    • /
    • pp.935-949
    • /
    • 2012
  • The purpose of this study was to investigate the structural relationship among the self-efficacy, self-directed learning ability, school adjustment and learning flow in middle school students by the structural equation modeling analysis. The subjects of this study consisted of 553 middle school students. The data were analyzed with descriptive statistics, Pearson correlations and structural equation modeling analysis by using the SPSS 12.0 and AMOS 5.0 statistical program. The results of this study were as followed: First, there were significant correlations among the self-efficacy, self-directed learning ability, school adjustment and learning flow. Second, the self-directed learning ability and school adjustment directly affected the learning flow. Third, self-efficacy and school adjustment variables indirectly affected learning flow. The indices of the best fit model on these variable were adequate. This study shows that the self-efficacy, self-directed learning ability, school adjustment are the significant predictor for the learning flow during adolescent.

A Comparison Study of Learning Style, Self-regulated Learning and Learning Flow between Gifted and Normal Student (영재아와 일반아의 학습양식, 자기조절학습전략 및 학습몰입 비교 연구)

  • Goo, Youngsu;Yang, Yeonsuk
    • Journal of Gifted/Talented Education
    • /
    • v.23 no.2
    • /
    • pp.177-191
    • /
    • 2013
  • This study compared the difference of learning style, self-regulated learning, learning flow, analyzed the learning style impact on self-regulated learning and learning flow between gifted and normal student. The subjects of this study were 118 sixth grade gifted students and 124 general students who showed academic achievement of the same level. According to the results of this study, gifted elementary children had more than the general independent, competitive, participatory learning style and they used personal, behavioral and environmental self-regulation strategies more often. Also they had a higher degree of learning flow than the general. Both gifted and general students, the more independent and participatory learning style, the more increased self-regulated learning and learning flow. And the more used self-regulated learning, the more increased learning flow. The learning flow of the gifted children was higher the more independent, the more participatory, the more used behavioral and personal self-regulated learning strategies. The learning flow of the general elementary children was higher the more participatory, the more used environmental and personal self-regulated learning strategies.

A study of the relationship between learning flow and learning burnout in college online classes (대학 온라인학습에서 학습몰입과 학습소진의 관계에 관한 연구)

  • Im, Hee-Joo;Lee, Young Lim
    • Journal of Digital Convergence
    • /
    • v.19 no.6
    • /
    • pp.39-46
    • /
    • 2021
  • This study aims to investigate the relationship among the learning flow, perceived effectiveness of online learning and learning burnout in college online classes. A total of 149 college students participated in the study and completed the survey including learning flow, learning burnout and demographic information. The results showed that participants with higher learning flow showed less learning burnout. In addition, the perceived effectiveness of online learning partially mediated the relationship between cognitive learning flow and learning burnout, but did not mediate the relationship between defined learning flow and learning burnout. Since learners with higher cognitive learning flow perceived online learning as more effective, it is necessary to find out how to build learners' cognitive learning flow to decrease learning burnout. The results imply that universities should provide students with administrative support and an appropriate online learning environment.

The Effect of Nursing Students' Emotion Intelligence and Learning Flow on Career Stress (간호대학생의 정서지능과 학습몰입이 진로스트레스에 미치는 영향)

  • Park, Euijeung;Jeong, Gyeongsun
    • Journal of The Korean Society of Integrative Medicine
    • /
    • v.4 no.1
    • /
    • pp.65-72
    • /
    • 2016
  • Purpose : This study was carried out to find out the relationship between emotion intelligence, learning flow and career stress of nursing students and influence factors for career stress. Methods : This study targeted 197 university students in their freshman-senior year attending College of Nursing located in P Metropolitan City. For collected data, real numbers and percentage, mean and standard deviation and multiple regression analysis were carried out by using PASW 21.0 program and the correlation between emotion intelligence, learning flow and career stress was analyzed with Pearson's correlation coefficients. Results : Emotional self-awareness(M=3.80, SD =.71), clear goals(M=3.39, SD=.90) and school environment stress(M=2.97, SD=.96) were found to be high in the degree of emotion intelligence, learning flow and career stress of the subjects. The relationship between emotion intelligence and learning flow showed a positive correlation(r=.489, p<.01) in the correlation between emotion intelligence, learning flow, career stress and emotion intelligence showed a negative correlation with career stress(r=-.204, p<.01). Emotion intelligence and learning flow show that career stress is predicted significantly (${\beta}$ =-.15, p < .01) and explained a career stress variate as 18%(F = 24.5, p < .01). Conclusion : Emotion intelligence of nursing students was found to be very influential on the degree of learning flow or career stress. Based on the results of this study, replication studies on emotion intelligence and career stress are needed and the development of intervention programs to increase emotion intelligence is needed.

The mediating effect of optimism between grit and learning flow of nursing students (간호대학생의 그릿과 학습몰입과의 관계에서 낙관성의 매개효과)

  • Kim, Young Sook;Lee, Kyoung Sook
    • The Journal of Korean Academic Society of Nursing Education
    • /
    • v.27 no.2
    • /
    • pp.144-151
    • /
    • 2021
  • Purpose: The purpose of this study was to investigate the mediating effect of optimism on the relationship between grit and learning flow in nursing college students. Methods: Structured self-reported questionnaires were used to measure grit, optimism and learning flow. The study was conducted on 200 nursing students in P, U and J cities between September 1 and September 20, 2020. The data were analyzed using a t-test, one-way ANOVA, Pearson's correlation coefficients and hierarchical multiple linear regression with SPSS/WIN 23.0. Results: Significant relationships were found between learning flow and grit (r=.60, p<.001), between learning flow and optimism (r=.42, p<.001), and between grit and optimism (r=.42, p<.001). Additionally, optimism had a partial mediating effect on the relationship between grit and learning flow (Z=3.11, p<.001). Conclusion: These results indicate that interventions to increase the level of grit along with optimism is necessary in order to increase the level of nursing college students' learning flow.

The Relations of Nursing Students' Metacognition and Learning flow (간호대학생의 메타인지와 학습몰입 관련성)

  • Jeong, Chu-young;Cho, Eun-ha;Seo, Young-sook
    • Journal of Korean Clinical Health Science
    • /
    • v.6 no.1
    • /
    • pp.1048-1055
    • /
    • 2018
  • Purpose: The purpose of this study was to investigate the nursing students' metacognition and learning flow. Methods: The participants in this study were 272 nursing students. Between November and December 2017, data were collected through questionnaires. Data analysis was performed using PASW (SPSS) 21.0 program, and descriptive statistics, t-test, one-way ANOVA and Pearson correlation coefficients. Results: The mean metacognition of this study was 3.53/5, and mean of learning flow was 3.34/5. The significant learning flow according to metacognition level (F=46.75, p<.001). The significant correlates of metacognition were learning flow (r=.54, p<.001). Conclusions: The finding of study showed that metacognition was very important for enhancing learning flow influenced these relationship. This study suggested that it is important to develop and implement teaching and learning strategies with improved metacognition in nursing education field.

The Effect of Perceived Usefulness and Attitude of Adult Learners on Learning Flow and Learning Presence (성인학습자의 지각된 유용성과 태도가 학습몰입과 학습실재감에 미치는 영향)

  • Yu, Byeong Min;Park, Hye Jin;Jin, Hyun Seung
    • Journal of Agricultural Extension & Community Development
    • /
    • v.23 no.4
    • /
    • pp.449-457
    • /
    • 2016
  • The purpose of this study are to examine the educational use of the Facebook and to examine the effects of the learners perceived usefulness, attitude and self-efficacy on learning flow and learning presence at university classes using social network service. The subjects of this study are 155 university students attending a class at a 4-year university in Seoul, and certain questions verified in the existing studies were modified, complemented, and used as a tool for measurement. The details of the purpose are as follows. First, it turned out that there were significant differences in learning flow and learning presence in accordance with the levels of the usefulness that learners perceived. It can be said that the higher the perceived level of usefulness, the higher the learning flow and learning presence. Second, it turned out that there were significant differences in learning flow and learning presence in accordance with the levels of learners' perceived attitudes. We can interpret such a result as suggesting that the higher a learner's perceived attitude, the higher the learning flow and learning presence.