• Title, Summary, Keyword: Learning Type

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Analysis on the Characteristics of Cognitive & Affective Learning Style of Engineering University Students (공과대학생의 인지적.정의적 학습양식 특성 분석)

  • Kim, Eun Jeong
    • Journal of Engineering Education Research
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    • v.17 no.6
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    • pp.20-29
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    • 2014
  • The purpose of this study is to analyze the traits on the cognitive and affective learning style of university students. CALSIU(The Cognitive & Affective Learning Style Inventory for University School Students) by Kim, E. J. was modified for applying to university students and performed with 399 university students from three universities in Daejeon and Chungnam. Statistical analysis done in this study were ANOVA and Scheffe's test. Findings of the study are as follows : First, the students with high academic achievements have intuitive perception type, whole processing type, and deep storage & recall type. Secondly, the students with low academic achievement have strong non-academic learning type. Third, interaction attitude of affective learning styles is the important element to determine their academic achievement. The students with independent type get high academic achievements. Therefore, instructor should consider the learning styles of students, and it should be used to improve their teaching & learning strategy for better academic achievements of university students.

The effect of achieving problem-solving ability in mathematical searching area based on level type learning using basic learning elements (기본학습요소를 활용한 수준별 유형화 학습이 수리탐구 영역의 문제해결력 신장에 미치는 영향)

  • 김태진
    • Journal of the Korean School Mathematics Society
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    • v.3 no.1
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    • pp.131-148
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    • 2000
  • Above all, the ability to solve problems must be emphasized as a basic skill of mathematics, but it is neglected when we teach. In this study, learning task means [same meaning] [same form] [same technique], so I tried to extend mathematical scholastic ability of the students as an extensional problem solving that is a basic element of mathematics. The purpose of this study is the investigation of level type learning, using the basic learning elements to extend thinking ability. From the constructed hypothesis as follows and then implement it. I selected basic learning elements from an analyzed textbook and then task learning material was created for each level type learning. The problem solving ability will be extended through the level type learning of the small group, using the level type learning task material. The conclusions this study are as follows. The level type learning in small group learning, using and making level type learning material, having basic learning elements in analysed text are. Basic learning content is understood clearly and deeply, so, fundamentally, it is effective in achieving the problem solving in mathematics. It is an effective method to achieve the meta-cognitive faculty because achieved the expected method of solving problems and resulted in the true learning of content.

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Participation and Academic Achievement by Learning Styles in Problem Based Learning (문제중심학습 교육을 받고 있는 간호학생의 학습유형에 따른 참여도와 학업성취도)

  • Kim, Ji-Yun;Chai, Eun-Young
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.16 no.2
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    • pp.200-206
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    • 2009
  • Purpose: The purpose of this study was to analyze nursing students' learning styles and relationship of learning style to participation and academic achievement. Method: The study participants were nursing students in C college learning through problem based learning (PBL). Data were collected using a questionnaire which included Kolb's learning styles. Performance evaluation and paper examination were used to evaluate academic achievement. Results: Most of the students had converger type learning style. Student with a tendency to abstract conceptualization, such as converger type and assimilator type, preferred discussion and presentation. The students with converger type learning style participated and achieved better than students with diverger style. Conclusion: The results indicate that learning style was related to participation and academic achievement. Therefore in order to use PBL effectively, facilitators should consider students' learning styles.

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Patterns of Self-Directed Learning in Nurses (일 대학 종합병원 간호사의 자기주도학습 유형)

  • Oh Won-Oak
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.9 no.3
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    • pp.447-461
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    • 2002
  • Purpose: The purpose of this study was to identify and understand the self-directed learning patterns of nurses. Q methodology was used to collect the data. Method: For the research method, 43 Q-statements were collected through individual interviews and a review of related literature. The 43 Q-statements were classified by the 34 participants in the study and the data was analyzed by the PC-QUANL program with principal component analysis. Result: There were 4 different patterns of self-directed learning classified as follows : Nurses in Type I the Future Provision Type, studied to promote their own professional development and leadership qualities for the future. Nurses in Type II, the Learning Passion Type, enjoyed learning something new and had a strong learning desire. Nurses in Type III, the Self-reflective Type, continuously evaluated self and their own practice by introspection. Nurses in Type IV, the Accompanying Companion Type, studies with companion support and maintained a collaborative relationship rather than competing with each other. Conclusion: This study explains and allows us to understand self-directed learning in nurses. Thus this study will contribute to building a theoretical base for the development of a self-directed learning model in nursing practice.

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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.

Transference from learning block type programming to learning text type programming (블록형 프로그래밍 학습에서 텍스트형 프로그래밍 학습으로의 전이)

  • So, MiHyun;Kim, JaMee
    • The Journal of Korean Association of Computer Education
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    • v.19 no.6
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    • pp.55-68
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    • 2016
  • Informatics curriculum revised 2015 proposed the use of block type and text type of programming language by organizing problem solving and the programming unit in a spiral. The purpose of this study is to find out whether the algorithms helps programming learning and whether there is a positive transition effect in block type programming learning to text type programming trailing learning. For 15 elementary school students was conducted block type and text type programming learning. As a result of the research, it is confirmed that writing the algorithm in a limited way can interfere with the learner's expression of thinking, but the block type programming learning has a positive transition to the text type programming learning. This study is meaningful that it suggested a plan for the programming education which is sequential from elementary school.

The Correlation of Sensory Processing Type, Learning Styles and Learning Strategies for University Students (대학생의 감각처리 유형과 학습유형, 학습전략의 상관관계)

  • Hong, Soyoung
    • The Journal of Korean Academy of Sensory Integration
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    • v.16 no.3
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    • pp.11-21
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    • 2018
  • Objective : The purpose of this study is to investigate correlation of sensory processing patterns, learning styles and learning strategies for university students. Methods : Participants of this study are 115 students from K university in Busan, South Korea. Measurements are Adolescent/Adult Sensory Profile (AASP) for sensory processing patterns, the Study Process Questionnaire (SPQ) for learning styles, and the Motivated Strategies for Learning Questionnaire (MSLQ) for learning strategies. The data collected was analyzed by SPSS/WIN 20.0 for chisuare test and Pearson corelation coefficient. Results : For sensory processing patterns and learning styles, there were correlation between low registration type and surface type of learning (p=0.03), and between sensory seeking type and deep type of learning (p=0.02). For sensory processing patterns and learning strategies, sensory seeking type was correlated with organized learning strategy (p=0.00), and sensory sensitivity type was correlated with organizational learning strategy (p=0.03) and meta-cognitive learning strategy (p=0.00). Conclusion : This study found that there is correlation between sensory processing patterns, learning styles and learning strategies with implying learning styles and learning strategies can be different depends on sensory procession pattern. The results of this study can be used as a basic data to select learning type and learning strategy appropriate for an individual based on his or her sensory processing patterns.

An Analysis on Math Learning Styles and Math Learning Types of 4th, 5th and 6th Grade Students (초등학교 4, 5, 6학년 학생의 수학 학습 양식과 유형 분석)

  • Kim, Jeong-Ha
    • The Mathematical Education
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    • v.50 no.3
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    • pp.367-381
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    • 2011
  • It is important to concern about individual difference on every subject and every class. How can we know the individual difference? It is helpful for that to find out students' math learning style and learning type. In this paper, I conducted a survey to look for math learning style and math learning type of 4th, 5th and 6th grade students, and analyzed those data. The research findings are summarized as follows; First, 4th, 5th and 6th grade students prefer the visual learning style to the verbal style, and they have more wholistic tendency than analytical tendency in the domain of the cognitive learning style. Second, they prefer the authoritative and goal-oriented learning style to the practical and recreational learning style, and they have more interior-oriented than exterior-oriented in the domain of affective learning style. Third, the representative math learning type of 4th, 5th and 6th grade students is visual/holistic/authoritative and goal-oriented/interior-oriented. The math learning styles of students have a lot of influence on their learning, so that an appropriate teaching method for each student could arouse a maximum effect in the math study.

An Analysis of School Health Nurses' Attitude Toward Sex Education: A Q-methodological Approach (양호교사의 성교육에 대한 태도 유형분석 : Q방법론적 접근)

  • Chung, Yaung-Sook
    • Journal of Korean Academy of Community Health Nursing
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    • v.6 no.2
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    • pp.197-211
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    • 1995
  • This study was designed to identify school health nurses' attitudes toward sex education through a Q-methodological approach. Research was done from Apr. 3, 1995 to Oct. 15, 1995. A final Q-sample was selected to 37 statements out of initial 128 statements after consultation from counselors, educators and writers related to sex education. The P -sample was consisted with 32 school health nurses in Chonbuk province. The collected data were analyzed by Quanal program on PC. The results of the study were as follows: School health nurses are categorized into 6 types. The first type, receiving type with cognition deficiency about general learning objectives of sex education were consisted with 4 subjects. The second type, valuing type with cognition deficiency about general learning objectives of sex education were consisted with 6 subjects. The third type, adopting behavior type with cognition deficiency about specific learning objectives of sex education were consisted with 5 subjects. The fourth type, receiving type with cognition deficiency about specific learning objectives of sex education were consisted with 5 subjects. The fifth type, making sense of information type with cognition deficiency about specific learning objectives of sex education were consisted with 5 subjects. The sixth type, adopting behavior type with cognition deficiency about general learning objectives of sex education were consisted with 7 subjects. As a result of this study, we may realize necessity of prepared sex educators. Sex the educators must be fully cognitive and affective toward sex education before practicing sex education.

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Effect of Problem-based Learning by the Type of Learning in Nursing Students in a Single University (일 대학 간호학생들의 학습유형 별 문제중심학습의 효과)

  • Byeon, Do-Hwa
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.8
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    • pp.106-114
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    • 2017
  • This study was a one-group pre-post test design experimental investigation conducted to evaluate the effects of problem-based learning by type of learning in nursing students. The subjects of the study were 125 senior students in the Department of Nursing Science at a single university located in A. City, and the study was conducted for eight weeks from April 18 through June 10, 2016. Data analysis consisted of descriptive statistics, ANOVA, ${\chi}^2$-tests and t-tests. Most nursing students underwent converger type of learning, and after problem-based learning, their learning flow, problem-solving ability and critical thinking disposition increased significantly. In problem-based learning by type of learning, the problem-solving ability was significantly higher in the converger type than in the accommodator type, and there were no significant differences in learning flow and critical thinking disposition; however,in all types of learning, learning flow and critical thinking disposition increased. Since these results suggest that teaching and learning strategies should be set up for each type of learning, it is necessary to seek plans for teaching and learning strategies to make up for the weak points and strengthen the strong points by each type of learning when applying the problem-based learning method.