• Title/Summary/Keyword: 수업몰입

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The Effects of Digital Literacy Skills on Learning Flow and Academic Self-efficacy of Online Learners (온라인 학습자의 디지털 리터러시 능력이 학습몰입과 학업적 자기효능감에 미치는 영향 )

  • Mi-hee Han
    • Journal of Practical Engineering Education
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    • v.16 no.3_spc
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    • pp.401-407
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    • 2024
  • The present research intends to examine how online learners' digital literacy skills affects their learning flow and academic self-efficacy in the universities. The data were collected from a group of 228 students taking online course at the four-year university in Cheonan. The collected data were analyzed with the SPSS 29.0 program: descriptive statistics, correlation analysis and regression analysis. As a result of this study, the digital literacy skills of university students taking cyber lectures were found to have a statistically significant positive correlation with learning flow in online classes and academic self-efficacy. Through this study, it is hoped to provide an opportunity to explore ways to improve learning flow and academic self-efficacy as the problems of non-face-to-face classes. Therefore, in order to ensure the quality of online classes, it is hoped to expand educational opportunities such as various research and programs that can improve digital literacy skills.

The Relations of Metacognition, Learning Flow and Problem Solving Ability of Online Classes in Nursing Students (일 지역 간호대학생의 온라인 수업에서 메타인지, 학습몰입, 문제해결력 관계)

  • Jeon, Eun-Ju;Kim, Su-Eun
    • The Journal of Korea Institute of Information, Electronics, and Communication Technology
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    • v.13 no.6
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    • pp.597-604
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    • 2020
  • This is a narrative research study conducted on the subject in order to understand the relationship between the meta-cognition, learning flow, and problem solving ability of nursing students in online class, and to find out the factors that influence problem solving ability, 88 students enrolled in 2nd and 3rd grade students who participated in online classes at G city universities. The analysis method was analyzed by means, standard deviation, t-test, one-way ANOVA, Pearson correlation, and stepwise multiple regression using SPSS version WIN 23.0. As a result of the study, the difference between learning flow and problem-solving ability according to general characteristics was significantly different depending on the perception of nurses after learning and the motivation for admission to the department of nursing, and the problem-solving ability was positively correlated with metacognition and learning flow. There was a relationship, and metacognition and learning flow were significant variables that influenced problem solving ability. The conclusion of the study is considered to be the basic data for the development of a systematic program that can increase the learning flow and meta-cognition to increase problem solving ability amid the change from nursing education to online classes, and to change the teaching method.

The Structural Relationship among Self-Regulated Learning, Social Presence, Learning Flow, Satisfaction in Cyber Education utilizing Electronic Media (전자매체를 활용한 사이버수업에서 자기조절학습능력, 사회적 실재감, 학습몰입, 만족도 간의 구조적 관계 규명)

  • Joo, Young-Ju;Chung, Ae-Kyung;Yi, Sang-Hoi;Kim, Sun-Hee
    • 전자공학회논문지 IE
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    • v.48 no.2
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    • pp.71-78
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    • 2011
  • The purpose of the present study is to examine the causal relationship among self-regulated learning, social presence, learning flow and satisfaction in cyber education utilizing electronic media. For this study, 304 students at W cyber university in Korea completed surveys in the fall semester of 2010. The result of this study indicated that there was a meaningful effect of self-regulated learning on learning flow and satisfaction. In addition, we founded learning flow has an intermediating effect between self-regulated learning and satisfaction. Based on these results, this study propose strategies to raise satisfaction by improving students' leading role in their learning.

Exploring the Moderating Effect of Difficulty in Recognized Curriculum Task on the Mediator Model of Interesting and Learning Motivation on Flow in Distant PBL Classes of Pre-service Teachers (예비교사들의 원격 PBL 수업에서 몰입에 대한 흥미수준과 학습동기의 매개모형에 미치는 인식된 교육과정 과제난이도의 조절효과 탐색)

  • Lee, Eun-Chul
    • The Journal of the Korea Contents Association
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    • v.21 no.2
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    • pp.594-603
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    • 2021
  • This study explored the moderating effects of task difficulty for flow, learning motivation, and interesting in distant PBL classes of pre-service teachers. For this, the research model was constructed by analyzing previous studies. The research model verification was conducted by 105 students of taking courses in the curriculum. The distant PBL used a real-time video conference system. Cooperative activities were carried out in real time. After the end of the distant PBL activity, the level of learning motivation, interesting, flow, and task difficulty perception were measured. The collected data were analyzed using a test of the structural model invariance across the groups using a structural equation model. This analysis verifies the difference in path coefficients between measurement models. The control effect of task difficulty was verified through the difference in path coefficient. As a result, it was verified that interesting mediates the influence of learning motivation on flow. And the moderating effect of the perceived task difficulty appeared on the path from learning motivation to interesting.

On Student's Immersion in Learner-Centered Instruction (학습자 중심 수업과 학생들의 수업에의 몰입에 관한 소고)

  • Kim, Jin-Ho
    • Communications of Mathematical Education
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    • v.22 no.1
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    • pp.41-52
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    • 2008
  • In this paper, some factors such as the perspective of children, instructional materials(especially activities in textbooks for elementary school mathematics), and teacher's questioning styles are discussed as ones influenced on students' immersion in leaner-centered instruction. This discussion is based on the author's two implementations of the kind of two instructions. About the first theme, constructivists assert that even children who are in elementary school can have reflective abstracting ability. Teachers' asking questions with the belief differ from ones with traditional perspective of children, which is relevant the third factor. They value and respect learners' thinking outcomes, even though they are not sometimes wrong and have errors. Also, they have them opportunities to think different from others and to ask how they get their answers. To do these, they frequently ask open-ended questions, not closed. All of them is possible through the activities provided in textbooks. Some characteristics which can prompt such teacher's questions using activities in elementary mathematics textbooks are discussed.

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The Effect of the Physical Computing Convergence Class Using Novel Engineering on the Learning Flow and the Creative Problem Solving Ability of Elementary School Students (노벨엔지니어링을 활용한 피지컬 컴퓨팅 융합수업이 초등학생의 학습몰입도와 창의적 문제해결력에 미치는 영향)

  • Yang, Hyunmo;Kim, Taeyoung
    • Journal of The Korean Association of Information Education
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    • v.25 no.3
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    • pp.557-569
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    • 2021
  • In preparation for the future society, the educational curriculum is changing according to the trend of the times, and with the advent of the era of the 4th Industrial Revolution, the purpose of the new 2015 revised curriculum was suggested to foster the convergence creativity of students. The purpose of software education is to promote creativity and further develop problem-solving skills in connection with real life. In addition, flow in learning leads to outstanding educational achievement. However, in elementary school computer education, there is still a lack of development of a convergence class model for students to easily immerse themselves and promote creative problem-solving skills. Therefore, in this study, we designed convergence computer education using Novel Engineering, which is a convergence class model suitable for these educational conditions and applied it to classes. Further, to measure the effect on the improvement of learning flow and creative problem-solving ability. the Novel Engineering-based computer class was applied to the experimental group for 6th graders, and the general computer class was applied to the control group. As a result of the pre-post test between groups, it was found that computer classes using Novel Engineering had a positive effect on learning flow and creative problem-solving ability.

Influence of Time-Management Ability on Face-to-face and Non-face-to-face Learning Flow in Adolescent: Moderating Effect of Parental Learning Involvement (청소년들의 시간관리능력이 대면 및 비대면 학습몰입에 미치는 영향: 부모 학습관여의 조절효과)

  • Kim, Eun-Jin;Jeong, Goo-Churl
    • The Journal of the Korea Contents Association
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    • v.22 no.5
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    • pp.643-655
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    • 2022
  • The purpose of this study was to verify the moderating effect of parental learning involvement in the effect of adolescents' time management ability on face-to-face and non-face-to-face learning flow. The participants were 363 middle and high school adolescents, and data were collected through an online survey. The main statistical analysis methods were ANOVA, correlation analysis, and regression analysis. The major findings were as follows. First, learning flow was significantly higher in the face-to-face class than in the non-face-to-face class. Second, there was a statistically significant positive correlation among time management ability, parental involvement in learning, and learning flow. Third, in the effect of time management ability on face-to-face learning flow, the moderating effect of parental learning involvement was statistically significant. Fourth, in the effect of time management ability on non-face-to-face learning flow, the moderating effect of parental learning involvement was statistically significant. In other words, the higher the positive parental involvement in learning, the stronger the effect of adolescents' time management ability on learning flow. Finally, the importance of positive parental involvement for the improvement of adolescents' learning flow and methods of enhancing time management ability were discussed.

Effects of Organizational Commitment on the Relationship Between Perceived Transformational Leadership and Creativity (변혁적 리더십이 창의성에 미치는 영향에 대한 조직몰입의 매개효과)

  • Chung, Dae-Yong;Kim, Heel-Sug
    • Proceedings of the KAIS Fall Conference
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    • 2010.11b
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    • pp.696-699
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    • 2010
  • 본 연구는 변혁적 리더십이 조직몰입을 통해 창의성에 미치는 관계모형 측면에서 연구가 이루어졌다. 연구를 위해 직무의 특성상 공통점이 있고 매일의 수업상황에서 창의성이 요구되는 사립유아교육기관에서 근무하는 207명의 유아교사들을 분석대상으로 하였다. 연구결과는 변혁적 리더십이 조직몰입에 정(+)의 영향을 미치고, 조직몰입은 창의성에 정(+)의 영향을 미치는 것으로 나타났고, 조직몰입은 변혁적 리더십과 창의성간의 정(+)적 관계를 매개하는 것으로 나타났다. 본 연구는 구성원이 조직의 목표에 부합하는 창의성을 발휘하도록 하는 조직몰입의 역할을 실증하였다는 점에서 그리고 실무적으로 리더의 변혁적 리더십 행위가 구성원의 조직몰입을 이끌어내면서 조직에 유용한 창의성 발휘를 높일 수 있다는 전략적 제안을 마련하였다는 점에서 그 시사점을 찾을 수 있다.

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Effects of Teaching Behavior Type of Expression Activity Class on Flow and Competence in Elementary School (초등학교 표현활동수업에서의 교수행동유형이 몰입과 유능감에 미치는 영향)

  • Woo, Jung-Wook
    • Journal of Digital Convergence
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    • v.16 no.8
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    • pp.373-380
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    • 2018
  • The purpose of this study was to know the effects of teaching behavior type of expression activity class on flow and competence in elementary school. The subject for this research consisted of elementary students located in Busan were selected as a population. The sampling method was convenience sampling out of non-probability sampling method. A total of 300 questionnaires were distributed and 280 copies were collected back. Out of those returned questionnaires, insincerely replied or double-replied questionnaires were excluded and finally 216 questionnaires were analyzed for this study. Collected data were put to frequency analysis, exploratory factor analysis reliability analysis, correlation analysis, and multiple regression analysis using the SPSS Win Ver. 22.0 program. The results of these analyses are as follows. First, the commanding type, the autocratic type, the democratic type and the reward type which are the subordinate variables of the teaching behavior type, were all found to have significant effects on the flow. Second, the democratic type and the reward type which are the subordinate variables of the teaching behavior type, were found to have significant effects on the competence. But, the commanding type and the autocratic type which are the subordinate variables of the teaching behavior type, were not found to have significant effects on the competence. Third, the flow were found to have significant effects on the competence.

The Structural Relationship among Academic stress, Achievement motivation, Learning environment, School flow, Learning persistence in Cyber Education (사이버수업에서 학업스트레스, 성취동기, 학습환경, 학교몰입, 학습지속의향간의 구조적 관계)

  • Joo, Young-Ju;Chung, Ae-Kyung;Han, Ae-Ri
    • The Journal of Korean Association of Computer Education
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    • v.14 no.3
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    • pp.73-82
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    • 2011
  • The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

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