• 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.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.164-172
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• 2018

This study explores how to implement a learning experience-based professionalism program for a medical students and evaluates its program through effectiveness and usability test. This study aims to provide practical implications for experience-based learning in an undergraduate level. Seventy four first-year medical students enrolled in PDS1(Patient-Doctor-Society 1): professionalism, one-week block (30 hours), one-credit program based on a experience-based learning model. All of the students were given six learning themes and learning resources and supporting tools, and conducted stepwise learning activities; preparation, organization, sharing, reflection and evaluation of experiences. The effectiveness of learning was evaluated by comparing the pre and post results of student's self-assessment on 24 questionnaire items about professionalism. After the course, the students and instructors conducted a usability evaluation of the program through questionnaires or group interviews. Learners' self-assessment results of professionalism such as leadership, self-directed learning, professional attitude, and social accountability all showed significant differences between the pre- and post-test. Satisfaction of the program was distributed to 3.58~3.78 according to items. Instructors and learner interviews confirmed practical usability throughout the course design, implementation and students evaluation. The results of the study showed the feasibility of implementing learning experience-based professionalism program in medical school. This study provides practical implications to develope and evaluate the learning experience-based professionalism program in medical education.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.215-222
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• 2019

The purpose of this study is to investigate the change of students' perceptions by comparing factors affecting e-learning intention before and after e-learning experience based on longitudinal data. For this purpose, a research study was conducted targeting university students at Y and K universities in Gyeongsangbuk-do. As a result, first, the convenience of learning time, the ease of learning process, and the usefulness of e-learning had an effect on e-learning intention regardless of the learning experience. Second, the convenience of the learning space was different in the perception before and after the learning experience, and it was found to affect the intention to use after the e-learning experience. Third, college students who have experienced e-learning have shown that the ease of learning process has the most influence on their intention to use. The results of this study can provide an effective direction of e-learning activation and provide basic data for longitudinal research on e-learning learners.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.252-268
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• 2024

This study developed a field trip program called "Planning a science exhibition" and explored elementary science-gifted students' perceptions of the program and learning experiences influencing them. To this end, 56 elementary science-gifted students in grades 4-6 from in an university-affiliated science-gifted education institute in metropolitan area were selected to participate in the field trip program. After the program, the students answered a survey regarding their perceptions of the program. Additionally, 19 students were selected for group interviews to further explore their survey responses. Results showed that many elementary science-gifted students perceived the program positively in various cognitive and affective aspects. Some students also pointed out certain limitations of the program. Five interconnected learning experiences were identified as influencing the students' perceptions: "experiences fostering creativity", "non-residential camp-type project-based learning experiences", "self-directed learning experiences", "experiences utilizing digital devices", and "collaborative experiences". Educational implications regarding these results were discussed.

• The Mathematical Education
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• v.62 no.4
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• pp.491-513
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• 2023

High achievement in mathematics is a very complex process in which various factors such as cognitive factors, affective factors, and social and environmental factors work respectively and complementary. A number of previous studies conducted so far have shown that there are certain factors affecting math learning and these factors have positive or negative effects on it. However, these studies were conducted with limited variables and it was not possible to present a comprehensive analysis of what would be necessary to get good achievements in mathematics learning. Therefore, in this study, we analyzed the process of experience of students who experienced success in mathematics learning using the analysis method of the grounded theory. In addition, the collected data was analyzed to explain the process of leading to the successful experience in mathematics learning. As a result of the analysis, it was revealed that students form their identity as successful learners through the processes of 'new phase stage', 'experience accumulation stage', 'stand-up stage', and 'maintenance effort stage'. Through this study, we were able to get implications for what actions are needed to experience success in math learning by looking at the process of the experience what interviewees have gone through.

• Journal of Practical Engineering Education
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• v.9 no.1
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• pp.57-68
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• 2017

The purpose of this study is to analyze the actual preparation process and outcomes of applying RPL in University Dual System based on KOREATECH's case. A comprehensive literature review on prior research and cases was described in this study to assist Korean educational institutions who might be interested in adopting RPL into their organizations. Furthermore, three different levels of support were suggested based on the results of this study for successful adoption of RPL in Korea. Support from national system level, sociocultural level, and university level should be considered carefully for the success of RPL.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.449-457
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• 2021

Ministry of education recently announced to implement AI curriculum in elementary, middle school and highschool from 2025 which will include programing, basic AI principal and AI Ethics, and the media is releasing articles that have reservations on it. This study is focused on analyzing the perspective of elementary teachers - who are going to be in charge of AI education - on the implementation of AI education in elementary schools and the teachers are divided into two groups of 'software-experienced' and 'software-inexperienced' in relation to software training background. The results showed that 100% of the 'software-experienced' teachers agreed on implementing AI education and 80% of 'software-inexperienced' teachers also showed positive perspective on it. Among the reasons that 20% of 'software-inexperienced' teachers had negative perspective on AI education, it was highly rated that existing home economics subject covers fulfilling amount of software education. Both 'software-experienced' and 'software-inexperienced' teachers chose grade 5 and 6 as the most appropriate age for software education and considered one class per a week as the most appropriate amount of AI class. In terms of the subject format, 75% of the 'software-experienced' teachers chose the idea that software education has to be an independent school subject which will include AI education. Also, 54% of the 'software-inexperienced' teachers chose the ideas either AI education should be an independent subject or software education should be an independent subject which will include AI education. The preference of the content of AI education appeared in order of basic AI programing, principles of AI and AI Ethics.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.6
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• pp.115-125
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• 2022

As the digital economy has emerged as a means of building a new business order and creating new values, the number of small business owners participating in digital platforms is gradually increasing. This study aims to check whether small business owners participating in the digital platform are being helped to properly respond to the market environment and establish and implement strategies necessary for growth through learning within the platform. To this end, this study attempted to examine the effect of the absorptive capacity of small business owners using e-commerce platforms on market orientation and the moderating effect of vicarious learning and experiential learning, which are two types of learning within the platform. As a result of verifying the hypothesis through the survey, it was found that the absorption capacity of small business owners using digital platforms positively affected their market orientation. In addition, as a result of the moderating effect analysis, it was found that vicarious learning within the platform strengthens the relationship between absorptive capacity and market orientation. This result implies that small business owners can not only prepare for market uncertainties through indirect learning (vicarious learning) but also establish strategies to provide products and services that meet the market's needs. On the other hand, the effect of experiential learning was found to lower market orientation, which means that previous business experiences can rather lower attention to the environment. The significance and implications of the study were presented.

• (The) Korean Journal of Educational Psychology
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• v.31 no.4
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• pp.745-766
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• 2017

Students' creative ability has become the one of important educational goals recently. Beliefs that students can grow intellectually is a key principle in creativity education. In recently, researchers have focused on learners' failure as a way for promoting creativity in schools. They start look into the ways in which learning failures are connected to creativity. Recent studies such as Kapur(2008) demonstrated that learners' failure experiences enable students to create novel solutions to solve problems to go beyond memorizing facts or knowledge. This paper discussed strategies that students or teachers can utilize learning failures to produce positive educational outcomes and also suggested some caveats when learning failures are introduced to a classroom. Specifically, learners should avoid any pre-existing frames of thoughts to create new alternatives to solve problems. Second, teachers or students should be allowed to explore content areas freely without having any risks of academic punishment. In addition, this paper also discussed possible negative results of early experiencing learning failures regards to negative emotion. Especially, experiencing continuous failures can bring students to learned helplessness. This paper discussed how to avoid this negative consequences. Related with negative emotional effects of failures, teacher or students should be careful in the earlier stage of learning processes to avoid learning failures. Lastly, this paper also suggested that minimizing fears related with learning failures and promoting failure tolerance so that students have motivation to overcome learning failures.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.521-533
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• 2021

The purpose of this study is to explore the self-directed learning experiences of nursing student in an online learning. Data collection was conducted through three focus group interviews from July to August 2021, and the subjects of the study were 15 nursing students who experienced online learning. For analysis, all interviews were recorded and transcribed as the participants said, and analyzed using qualitative content analysis. As a result of the study, 4 categories and 11 subcategories were derived. The four categories which nursing students experienced on online self-directed learning were 'cognitive action of learning motivation', 'preparing my own learning strategy through reflection', 'creating an environment that supports learning', and 'effective online instructional design and enthusiasm of instructors.' The results of this study can be used as basic data for preparing self-directed learning strategies of nursing students in online learning.