• Journal of Digital Convergence
• /
• v.13 no.12
• /
• pp.433-440
• /
• 2015

This study was conducted to examine mediative effects of two factors, emotion control and thinking control, in the relationship between avoid fusion and attention. Participants (308 high school students) were asked to complete a questionnaire which contains items to measure some psychological properties such as emotion control (EC), thinking control (TC), avoidance avoid fusion (CF), conceration(Co) and learning attitude(LA). Structural equation model analysis showed that 8 of modified 9 paths were statistically significant; CF to Co and TC, TC to EC, Co, and LA, EC to Co and LA, and Co to LA. Limitations and suggestions were mentioned in the discussion.

• Journal of Industrial Convergence
• /
• v.21 no.11
• /
• pp.75-83
• /
• 2023

This study aimed to identify the effect of academic emotions, learning flow and perceived teaching presence for academic achievement of nursing students in an uncontacted online class learning in the convergence society. The participants were 127 nursing students; data were analyzed using t-test, ANOVA, pearson correlation, multiple regression. It was found that: nursing students showed higher score at academic emotions, higher learning flow, and higher perceived teaching presence, higher score for academic achievement. The main factors influencing academic achievement were academic emotions, learning flow and perceived teaching presence. They explained about 42.7% of the academic achievement. Therefore, when operating uncontacted online classes for nursing students, it is necessary to consider the factors of learners, the personal efforts of the instructor, and systematic support for strengthening the instructor's capabilities.

• The Mathematical Education
• /
• v.32 no.3
• /
• pp.136-142
• /
• 1993

• Proceedings of the Korea Multimedia Society Conference
• /
• 2001.06a
• /
• pp.24-28
• /
• 2001

교육은 네트워크와 컴퓨팅 파워의 발달로 인한 가장 큰 응용 분야로서 각광을 받고 있으며, 많은 상업적 솔루션의 발표와 연구들이 진행되고 있으나 학습자들의 요구를 충족시키지 못하고 있다. 즉, 학습자들은 개인의 학습 능력에 맞는 개별화된 컨텐츠로 교육받기를 원한다. 이 연구에서는 이러한 학습자들의 개별화원 학습 요구를 만족시키기 위해, 학습자의 인지 정보를 시간의 흐름에 따라 실시간 모델링을 할 수 있는 모델을 제안하였고, 이러한 모델에 기반한 교육 시스템을 설계하였다.

• Journal of the Institute of Electronics and Information Engineers
• /
• v.49 no.10
• /
• pp.240-250
• /
• 2012

For this study, 373 students of H cyber university were chosen to conduct a survey in the spring semester of 2011. The result of this study through structural equation modeling analysis was as follows: First, organizational support significantly affected perceived isolation. Second, organizational support and perceived isolation significantly affected satisfaction. Third, perceived isolation and satisfaction significantly affected learning persistence, while organizational support didn't. In addition, satisfaction was verified as a mediating variable between organizational support, satisfaction, and learning persistence, and satisfaction was verified as a mediating variable between perceived isolation, organizational support and learning persistence. These results imply that perceived isolation and organizational support should be considered for the design and development strategies of instructional courses in order to enhance satisfaction and learning persistence of students in cyber educational environment.

• Journal of the Korean School Mathematics Society
• /
• v.17 no.4
• /
• pp.565-587
• /
• 2014

Self-Regulated Learning Strategy is a kind of learning strategy that learners could choose and apply metacognitive, cognitive, motivational, and behavioral strategy autonomically and could take an active part in the classes. The purpose of the study was to identify aspects of self-regulated learning strategy with mathematical journal writing. Mathematical journal was composed of 13 questions and each of factor had 1~2 questions. The results of the study have revealed that metacognitive strategies were identified as setting up learning goals, seeking problem solving strategies, reflective thinking and providing examples. Cognitive strategy was identified as understanding the structure among ideas, sequential ranking and key ideas. Motivational strategy was identified as satisfaction and anxiety for studies, confidence and frustration for next studies. There are implications for mathematics education that self-regulated learning strategy can be improved with mathematical journal writing and help students to study mathematics efficiently and successfully.

• Journal of The Korean Association of Information Education
• /
• v.11 no.3
• /
• pp.379-387
• /
• 2007

The purpose of the study was to explore the correlation between in-degree and out-degree centrality Social Network Indices and cognitive and affective learning outcomes measures in an e-Learning environment. Results indicate both the out-degree and in-degree centrality indices are correlated with the cognitive learning outcome measures only. Further, results of the follow-up multiple regression analyses describe the cognitive learning outcome would be predicted by both the in-degree centrality (52%) and out-degree centrality (8%). A discussion is provided to interpret the results and limitations are specified.

• Journal of Engineering Education Research
• /
• v.16 no.2
• /
• pp.50-57
• /
• 2013

The study to improve engineering students' performance in studying physics lacked despite of the importance of studying physics in engineering education. The cognitive belief and the motivational belief in studying physics had a strong effect on studying physics. The purpose of this study was to seek the educational way through comparing professors' expectations with students' beliefs about the cognitive belief and the motivational belief in studying physics. The cognitive belief in studying physics was considered as variables like 'knowledge', 'learning' and 'relation'. The motivational belief in studying physics was considered as variables like 'expectancy' and 'value'. It was the 'expectancy' that was the most different dimension between professors' expectations and students' beliefs. It means that students have little confidence in their abilities to study physics, though professors expect their students to be confident. Professor who teaches physics to engineering students recognize these differences, need to have interest in affective domains of beliefs to teach. In addition, there is need to teaching and learning strategies that can lead engineering students' beliefs about ability to perform the task, the purpose, importance, interesting for physics.

• Journal of the Korean Society for Library and Information Science
• /
• v.47 no.4
• /
• pp.103-124
• /
• 2013

This study investigated how Problem-Based Learning method effects on students' Self-Regulated Learning Strategies especially for the LIS education. For this purpose, the differences in students' self-regulated learning strategies were examined as a pre and a post survey using the same questionnaire. Correlation between cognitive and motivational self-regulated learning strategies was examined, and the details of the SRL's sub-components were measured to see the effects of Problem-based learning. Statistical significance using the paired sample t-test were also conducted. The results revealed that Problem-based learning is effective in improving students' cognitive motivational self-regulated learning and found out the possibilities for a follow-up study for motivational self-regulated learning.

• Journal of the Korea Convergence Society
• /
• v.9 no.2
• /
• pp.349-357
• /
• 2018

The purpose of this study was to identify the self-determination motivation on learning flow by college nursing students and the mediation effects of metacognition. A sample of 145 subjects were recruited from two university in G city. And data were collected from Nov 21 to Nov 30, 2016. Data were analyzed using with SPSS 22.0. The factors affecting the learning flow were self-determination motivation, planing and monitoring of metacognition, sex and explanatory power was 66.3%. All of the metacognition factors had a partial mediating effect in the relationship between self-determination motivation and learning flow. This study is to provide basic data to develop the nursing education method to improve learning flow in the field where self regulated learning is increasing.