• Title, Summary, Keyword: Learning and coaching

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The Effect of Learning Coaching Program on Self-Efficacy and Self-Directed Learning Ability of Youth-After-School-Academy Children (학습코칭 프로그램이 방과후아카데미 고학년 아동의 자기효능감 및 자기주도학습능력에 미치는 효과)

  • Kim, Jong-Un;Jung, Bo-Hyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.2
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    • pp.146-165
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    • 2012
  • The purpose of this study is development of learning coaching program that is grafted onto advantage of Self-directed learning and coaching intended for Youth-After-School-Academy children and analysis the effect on self-efficacy and Self-directed learning ability from this program. The program of this study is developed on the base of Seels & Richey's 'ADDIE Model'. In order to verify the effect of this study, two times tests were carried out on 14 persons of the experimental group and the control group respectively, before and after the program was performed. The MANCOVA & ANCOVA was done on the difference between the post-test results of the experimental group and the control group. Findings of this study might be summarized as follows: First, the post-test result in the experimental group on self-efficacy was meaningfully higher than in the control group. Second, on Self-directed learning ability the result in the experimental group was also higher than in the control group. Therefore, learning coaching program impacted on self-efficacy and Self-directed learning ability of Youth-After-School-Academy children. This program that aim to discover the potential on learning, expect to be effective for children education of today when pursue Self-directed learning ability and creativity.

Managerial Coaching Effect on Organizational Effectiveness: Mediating Roles of Psychological Ownership and Learning Goal Orientation

  • Oh, Hyo-Sung;Tak, Jin-Kook
    • Journal of Distribution Science
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    • v.14 no.5
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    • pp.5-16
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    • 2016
  • Purpose - This study was to empirically validate the mediating roles of psychological ownership and learning goal orientation in the relationships of managerial coaching behaviors and organizational citizenship behaviors/creative behaviors of employees. Research design, data, and methodology - A total of 270 employees in the Korean distribution industry were surveyed on-line, and the results were analyzed using confirmatory factor analysis and structural equational modeling. Results - The study confirmed prior research results that managerial coaching behaviors were related positively to employees' psychological ownership and learning goal orientation, both of which were associated positively with their organizational citizenship behaviors and creative behaviors respectively. It revealed the complete mediating effect of psychological ownership between managerial coaching and organizational citizenship behaviors and that of learning goal orientation between managerial coaching and creative behaviors. Conclusions - Psychological ownership was found to play an important role in the relationship between managerial coaching behaviors and organizational citizenship behaviors. It gives some practical implication regarding the higher turn-over intention rate of the distribution industry, in that promoting psychological ownership through managerial coaching behaviors could reduce the turn-over intention rate.

Eliciting and Analyzing Requirements for Smart Environment for Future-Oriented Learning and Coaching (스마트 배움터 시스템 설계에 관한 연구)

  • Lee, Jungwoo;Lee, Hyejung;Kim, Min Sun
    • Knowledge Management Research
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    • v.14 no.1
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    • pp.121-132
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    • 2013
  • In education, innovative ways of teaching and learning are always under development and keep being proposed with advanced concepts since the ancient times. Student-centered learning, problem-based learning and cooperative learning have been three major trends under development in secondary education research and practice more than a decade or so. Combined with advanced information and communication technologies, these trends will greatly transform the way we teach and learn in classroom environment and may change the classroom environment itself, into a more interactive and self-centered coaching type environment. In this study, a smart environment that utilizes advanced information technology devices and network is conceptualized, accommodating requirements contained and proposed in the recent trendy pedagogies. Pedagogical cases discussed in these trends are analyzed in detail, producing requirements for such a learning and coaching environment. These requirements are modeled using unified modeling language, leading to a proposal of a basic architecture for an information system supporting this environment.

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Development and Evaluation of Parent Education Program for Learning Coaching : Focused on Families with School Aged Children (학습코칭 부모교육 프로그램 개발 및 평가 : 학령기 가족을 중심으로)

  • Rho, Myung-Sook;Kim, Soon-Ok
    • Journal of Korean Home Management Association
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    • v.29 no.4
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    • pp.89-107
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    • 2011
  • The purpose of this study was to develop Parent Education Program for Learning Coaching which enhances parent's learning-support behaviors, as well as, children's self-Efficacy and self-regulated learning capability, and to implement and evaluate the program for the families with school aged children. The results of this study were as follows. First, the contents of the experimental model of 'Parent Education Program for Learning Coaching' were specified as five factors namely; offering options, offering democratic rules, pursuing appropriate results, offering school-related information, offering self-regulated learning skills for children. Second, significant differences in the experiment group were found in pre- and post-test scores of parent's learning-support behaviors and children's self-efficacy and self-regulated learning capability, but not for the control group. Thus, based on these findings, a modified model of 'Parent Education Program for Learning Coaching' was presented as a conclusion.

Relationships between Learning Coaching and Self-directed Learning and academie Achievement of Students in the Department of Optometry and Optics Science at a university (일 대학 안경광학과 학생들의 학습코칭과 자기주도학습 및 학업성취간의 관계)

  • Seo, Eun-Sun;Park, Sun-Hee;Kim, Yun-Joo
    • The Korean Journal of Vision Science
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    • v.20 no.3
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    • pp.357-369
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    • 2018
  • Purpose : This study is to investigate the impacts of learning coaching on college students' self-directed learning ability and academic achievement and examine the impact of self-directed learning on academic achievement. Methods : With 86 students in the department of Optometry and Optic Science at D University who experienced group learning and team-based learning for more than six months, a survey was conducted. Using IBM SPSS Statistics 22, frequency analysis, descriptive statistics, reliability analysis and regression analysis were conducted. Results : As a result of the analysis, it was found that academic achievement had positive (+) correlations with learning coaching and self-directed learning. Learning coaching had a positive impact on academic achievement (${\beta}=.503$, p<.001), and the higher the satisfaction with their major, the higher their academic achievement became (${\beta}=.351$, p<.01). It turned out that learning coaching had a significant impact on self-directed learning (${\beta}=.325$, p<.01), and in males (${\beta}=.259$, p<.01), the higher their grades (${\beta}=.222$, p<.05), the higher their self-directed learning level became. In regression analysis for the impact of self-directed learning on academic achievement, it turned out that college students' self-directed learning had an impact on their academic achievement ${\beta}=.547$, p<.001), and the higher the satisfaction with their major (${\beta}=.404$, p<.001), the more significant the impact on their academic achievement became. Conclusions : It was found that learning coaching had a big impact on college students' self-directed learning and academic achievement and that the satisfaction with their major was an important variable.

A Preliminary Study for a Academic Probation Target Individual Learning Coaching Program Development (학사경고자 대상 개별 학습코칭 프로그램 개발을 위한 예비연구)

  • KIM, Hee-Jung
    • Journal of Fisheries and Marine Sciences Education
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    • v.28 no.4
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    • pp.971-983
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    • 2016
  • This study is a preliminary research to develop an individual learning coaching program for college students who received academic probation. It aims to test applicability as a program in the future, and t revise it and make up for its problems. To achieve the research aim, this study, based on self-directed learning, constructed the program dividing it into two kinds: the first basic learning special lecture and the second individual learning coaching. This program used those students in universities in Gyeongbok province who received two or more scholastic probations from the second semester of 2012 to the second semester of 2014, and who were judged by professors who had interviewed them as those who needed learning coach. The researcher of this study introduced those students about the program and schedule. And, this study did in-depth analysis for the six students who attended the first and second parts of the program. It was found that those students understood the importance and necessity of self-directed learning, and tried to apply it to actual learning process and overcome learning difficulty. Based on such findings, this study suggested the development of a program for students who receive academic probation and ideas on how to develop it.

Case study on coaching-based university mathematics education: Focused on the H University (Coaching학습법을 활용한 대학 수학 교육 사례 연구: H대학교를 중심으로)

  • Choi, Wonyoung;Kim, Haekyung
    • Journal of the Korean School Mathematics Society
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    • v.17 no.2
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    • pp.193-205
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    • 2014
  • This study examined the effect of coaching based on private tutoring on students' learning ability and academic achievement in university mathematics education. Those in the coaching group showed statistical significance in academic achievement compared to those in the non-coaching group. In addition, the coaching was found to be more effective for those with poor academic performance or women than those with excellent academic performance or men respectively. Due to limitations on survey time and number of respondents, it is difficult to draw a general conclusion about the effect of coaching in university mathematics education. Still, it is significant that the study applies coaching as a method to teach students university mathematics for the first time and the results are in consistent with those of previous studies on other subjects.

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The effect of the convergent operation of learning coaching and reward system on learning community students' academic self-efficacy and learning outcome (학습코칭과 보상시스템의 융합적 운영이 학습공동체 참여 대학생들의 학업적 자기효능감과 학습성과에 미치는 효과)

  • Choi, Kyung-Mi;Jang, Kee-Duck
    • Journal of the Korea Convergence Society
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    • v.10 no.7
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    • pp.39-45
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    • 2019
  • The aim of this research is to find out how convergent operation of the learning coaching and compensation system affects the academic self-efficiency and learning performance of university students. In the second semester, a compensation system was prepared based on learning coaching and learning outcomes, made a notice in advance, and conducted a survey before and after operation to measure the academic self-efficacy. In addition, the MLST-II Learning Strategy Diagnosis Examination was conducted on G university students to diagnose the learning tendency. As a result, although G University students felt a reluctance by coaching the learning community and expected negative results during the course of participation in the learning community due to low motivation and low expectation of results, they showed a significant improvement in academic self-efficiency and learning outcomes. Therefore, even students with negative learning tendency will need to consider how to operate these programs in the educational field, as the expert's learning coaching and compensation systems produce positive results for students' academic self-efficiency and learning outcomes rather than leaving them to autonomy.

Development of flipped learning course model based on instructor coaching (교수자 코칭에 기반한 대학의 플립러닝강좌 개발 모델)

  • Kim, EunHee;Byun, HoSeung
    • The Journal of Korean Association of Computer Education
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    • v.21 no.4
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    • pp.39-52
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    • 2018
  • There has been a lot of interest in flipped learning, but lacked practical research to support the faculty developing flipped learning courses in higher education institutions. The purpose of this study is to develop a consulting model for developing a flipped learning course that can be practically used by institutions such as center for teaching and learning that support faculty teaching to improve the quality of instruction. A 'Coaching based on flip learning course development consulting model' was derived through literature review and expert feedback. The 8-step model is as follows: 1) survey of class development, 2) course orientation, 3) flipped learning, 4) expert class analysis, 5) flipped learning coaching, 6) flipped learning operation, 7) instructor reflection, and 8) feedback and revision. Based on the results of this study, it is possible to provide professional and practical guide systematically, and also help to improve quality of lesson.

EFL Teachers' Professional Development: Peer Coaching

  • Bang, Young-Joo
    • English Language & Literature Teaching
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    • v.15 no.2
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    • pp.1-25
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    • 2009
  • The purpose of this study is to explore the potential of peer coaching for EFL teachers' professional development. For this study, 12 college teachers in Korea participated in a 10-week program. They were 7 males and 5 females, ranging in age from 24 to 37 years. Data were collected through semi-structured interviews. Reflective analysis was used to analyze individual interview data. From the findings, two significant categories of peer coaching were identified: positive and negative responses to peer coaching experience. However, the overriding themes that emerged from the data were the benefits of peer coaching. The participants were almost unanimous in their acknowledgement of the advantages of peer coaching, such as reflective support through other's eyes, improved working environments, greater teaching strategies, higher professional self-esteem, and awareness of self-directed learning. Negative responses also appeared, mostly in regard to the working principles of implementation; the major issues of difficulties were time management, complexities of implementation procedure, stress and personal vulnerability, and relative lack of reflection and feedback skills. Demonstrating the participants' experiences towards the peer coaching program, this study provides EFL teachers with useful insights into peer coaching as an effective tool of their professional development.

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