• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.339-348
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• 2005

The trend of the computer education is shifting from problem-solving in the real world and using functions for it to behavioristic perspectives which encourage people to acquire the functions simply according to the applying programs of well-known companies. Thus, this research studies the computer instructional model which emphasizes the basic computer education and connections to the real world at the same time. In the constructivistic perspectives, this model emphasizes the learners activities, their using of meta-cognitive strategies to reflect their level of the lesson and collaborative-reflective learning of problem-solving. The research applied in the real computer skill education and according to the result of the research, I could find the experimental group got high level of learning achievement and this benefits to the high level group rather than low and middle group.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.399-405
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• 2020

This study examined the effect service learning combined with self-directed study had on transferring skills from the university classroom to their practical application in local community centers. The subjects of this study were students who took service learning classes from September 1, 2019 to December 28, 2019. The research question in this paper is 'What is the relationship between service learning-based general classes and self-directed learning?'. That is, how do service learning-based general classes affect sub-elements of self-directed learning? We then tried to determine how the variables of individual learners can affect self-directed learning ability. The results showed that autonomy and problem solving were the greatest at r=.66. Openness and self-assessment (r=.60), autonomy and self-assessment (r=.55) had significant correlation. Learner autonomy had a significant correlation with facilitation and collaboration of service learning (**p<.01). According to this result of the study, it is possible for learners to deepen what they have learned at school and to practice and gain experience through community service. Further, practical problem solving and self-assessment through reflection are possible. Learners were able to inspire responsibility as members of society and increase self-esteem as democratic citizens.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.357-366
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• 2023

In the purpose of this study, the college textbooks of self-narrative writing and examples of classroom practice are analyzed to find a way to educate it. The self- narrative writing subject with a learning of recognization, expression, and communication with oneself, emphasizes the necessity when they become college students through entrance exam-oriented education. The research methods are as follows. Firstly, three university textbooks which include a section on self-narrative writing were compared and analyzed. The analysis highlights the needs for a textbook covering self-narrative writing more extensively and comprehensively as what is offered by the existing textbooks is limited in facilitating students to fully develop the ability of self-reflection, which should be dealt as a long-term goal. Secondly, the current discussion on self-narrative writing and examples of real classroom practice were analyzed. It shows that a step-by-step approach is required to encourage the practice of deep self-reflection to be incorporated into writing. In addition, during the writing process, various correction and feedback activities should be carried out on a macro level and gradually while the communication and feedback should take place not only between a teacher and students, but also among students. As a result, it is expected that this study will help establish a teaching model of self-narrative writing by seeking complementary points and educational directions for self-narrative writing.

• Journal of Christian Education in Korea
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• v.61
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• pp.203-232
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• 2020

The purpose of this study was to analyze various factors that influence the academic life of students through a theoretical review. As a result of the analysis, sub-factors were derived to diagnose the factors. From the study's findings, principles and models for developing learning status diagnosis tools were designed. The study first, based upon the competencies of university students, university life, students' low academic achievement, and academic probation studies, confirmed what factors affect student learning and from them derived a set of sub-factors. The setting dimension was divided into psychology, learning, and career factors, while also including a factor of faith for Christian university students. Next, in the draft model, sub-factors were constructed for each factor: faith maturity and faith training in the faith factor, positive thinking, emotion regulation, and self-esteem in the psychology factor, self-directed learning ability, learning motivation, and learning strategies in the learning factor, and career reflection, career exploration, career management, and career barriers in the career factor. By using the Delphi method, the final model of learning status diagnosis was confirmed. As a result, we completed the model comprised of nine sub-factors in four parts. A follow-up study should be conducted that examines learning status diagnosis tools development research.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.479-485
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• 2019

The purpose of this study was to explore practical direction of university general education through considering the goal and value by analyzing the effect of learning in students participating in general eduction class on skin care based on service learning. The subjects were 30 students in which female (n=24; 80%) and Juniors (n=16; 53.3%) are most common. Their most common major and religion were humanities and social sciences (n=12; 40.0%) and no-religion (n=21; 70%), respectively. The difference between pre- and post-service learning was analyzed to determine the effect of the service learning on the self-efficacy and the quality of life and the results showed significant difference, indicating the positive effect of service learning in improving the self-efficacy and the quality of life. The score of satisfaction with service learning was found to be 4.12, indicating high satisfaction and the intention to retain service learning was found to be 3.99, indicating they have the intention to retain service learning. In addition, there was no difference in the satisfaction with and the intention to retain service learning depending on the characteristics such as gender, grade, major, and religion. These results showed that the general eduction class on skin care based on service learning had positive effect on the self-efficacy and quality of life of learners. There effects are expected to helpful, through university education in developing a sense of community and strengthening social responsibility of learners as social identities.

• Journal of Engineering Education Research
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• v.19 no.5
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• pp.65-71
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• 2016

The purpose of this paper is to research the effect of a reflection journal on self motivated-learners' study. The learners were divided into experimental and control groups, we carried out the pre- and post- surveys, and compared the groups' academic achievements. As a result, their persistent learning, self-efficacy, learning attitude somewhat improved and their academic achievement as well.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.247-254
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• 2021

The purpose of this study is to investigate the effects of action learning on the satisfaction of majors by cultivating task-solving ability through self-reflection in the form of team learning for a certain period of time in the form of team learning by using action learning for students taking convergence curriculum in universities. The subjects of the study were 40 students from the Department of Sports Rehabilitation, a convergence of the Department of Sports and Health Management and the Department of Physical Therapy located in Jeollanam-do. This was conducted to confirm the difference in the effect of satisfaction. Comparison of changes in groups of experimental groups with action learning teaching methods showed significant differences in self-directed learning skills, problem-solving skills, and major satisfaction(p<.001)(p<.05). A significant difference in self-directed learning ability, problem-solving ability, and major satisfaction was also shown in the comparison of changes in control groups that applied traditional teaching methods(p<.05). Comparison of changes between groups showed significant differences in self-directed learning skills, problem-solving skills and major satisfaction(p<.05). Applying the action learning teaching method to the level of students in the convergence course will improve self-directed learning skills, problem-solving skills, and major satisfaction, and further research will be needed to expand the target and add variables to combine qualitative research.

• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.237-242
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• 2022

The purpose of this study is to explore an effective learning process by applying PBL to the subject of welfare theory for the disabled. To this end, 'Welfare Measures for the Severely Disabled in the Situation of COVID-19' was conducted as a class on the welfare of the disabled. A total of 20 students participated in the PBL class, and data were collected and analyzed through individual learning activities, group learning activities, evaluation papers, and reflection journals. The analysis results showed the effectiveness of the PBL class in the learners' problem-solving ability, self-directed learning ability, critical thinking ability, and cooperative learning ability. Based on the results of this study, a method for applying problem-focused learning (PBL) to social welfare subjects was suggested.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.645-657
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• 2021

Project-based learning (PBL) encourages self-autonomy and connects learning and real-life skills in the learning process. The purpose of the current study is to investigate students' life skills and self-regulated learning strategies in a PBL curriculum in order to examine how the proposed benefits of PBL are manifested in students' self-awareness of their learning process. Twenty-three students in a university in Korea participated in a 3-credit, 4-week, intensive PBL course for English majors. During the PBL course, students were asked to self-assess their life skills related to time management, cooperation, standard of work, and participation three times. In addition to the self-assessment, students kept reflection journals to keep track of their use of self-regulated learning strategies and progress which were also submitted three times. Based on the analysis of self-assessment and self-reflection, the results showed that students' perception of cooperation improved significantly during PBL. Furthermore, it was found that students also progressed through the three phases of self-regulated learning. Implications on suggesting on the use of PBL to encourage the development of life skills and self-regulated learning strategies are provided.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.97-109
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• 2016

The purpose of this study were to develop PBL(problem-based learning) program, and to examine the effects of PBL. This paper applied PBL to a "Culture of Clothing" class, comprised of 23 undergraduate students majoring in Home Economics. As part of the PBL curriculum, the class assigned students to design and create brochures about the culture of clothing by going on field trips to the National Folk Museum of Korea. The class met for five weeks, 3 hours per week. The effectiveness of PBL was measured based on the students' self-reflective journals, self-assessments, and satisfaction surveys. The study gathered three major feedbacks from the students after taking the PBL class. First, the students recognized the importance of cooperation and communication in problem-solving process. Second, the students appreciated that students themselves were implementing the self-directed learning. Third, the students were satisfied with the overall quality of the PBL class, based on their feedbacks and surveys. However, the students' self-assessments show their acknowledgement of the lack of creativity and critical-thinking skills. The study also observed relatively low-satisfaction ratings about the learning environment at the National Folk Museum of Korea.