• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.365-387
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• 2016

This study examined the effects of students'perceptions of classroom on self-regulatory strategy use, persistent intention, and achievement in an online Science gifted program. The sample included 434 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly surveyed on their perceptions of classroom (appeal, challenge, choice, meaningfulness, academic self-efficacy), self-regulatory strategy use, and persistent intention. Student achievement data was collected from online learning system. Multiple Regression was conducted to analyze the effect of students'perceptions of classroom on various dependent variables. The results of this study showed that (1) students use of rehearsal strategy was positively related to academic self-efficacy among the sub-variables of students'perceptions of classroom and the use of rehearsal strategy was negatively related to challenge; (2) the use of elaboration strategy was positively related to challenge and meaningfulness; (3) the use of time management strategy was positively related to academic self-efficacy and the use of resource management strategy was positively related to challenge; and (4) students' persistent intention was related to appeal, challenge and meaningfulness, achievement was related to challenge.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.181-186
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• 2008

휴대폰이나 PDA와 같은 모바일 기기의 확산과 더불어 모바일 통신 환경을 기반으로 하는 모바일 교육 학습 모델이 교육의 질향상 및 교육 효과의 극대화를 꾀할 것으로 기대되는 실정이다. 또한 모바일 환경에서 학습자가 지속적이고 자기 주도적으로 학습을 하기 위해서 자기조절학전략이 필요하며, 이를 위해 모바일 학습환경에 적합한 MMIS(Motivation Metacognitive practice Interaction. Self-reflection: 자기 주도학습전략)모형을 설계하도록 하였다. 특히 학습자의 지속적인 흥미와 동기부여를 위해 에튜테인먼트(edutainment)전략을 활용하여 모바일 게임에 익숙한 학습자의 특성에 맞는 모형으로 설계하였다. 본 논문에서 설계한 MMIS 모형의 특징은 다음과 같다. 첫째, 학습자가 스스로 학습 전략을 계획하고 통제할 수 있도록 게임의 난이도를 스스로 결정할 수 있다. 둘째, 학습자가 게임활동을 스스로 계획하고, 게임 결과를 모니터링 할 수 있다. 셋째, 사전에 게임에 필요한 학습 내용을 제공받음으로써 게임에서 좋은 결과를 얻기 위한 노력을 할 수 있도록 하였다. 넷째, 게임을 할 때 해결하기 어려운 과제의 경우에는 교사나 게임에서 제공되는 힌트를 통해 스스로 필요한 도움을 찾아낼 수 있다.

• 대한공업교육학회지
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• v.31 no.1
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• pp.110-128
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• 2006

This study investigates the relationship between self-regulated learning ability, learning style and the degree of learning participation in on-line learning. After a four-year university course was constructed in an on-line learning environment and open on-line courses for a semester, in order to recognize the degree of learning participation, an analysis of system log files and notification of the number of bulletins were performed. The result indicates that self-regulated learning ability has a static correlation with the degree of learning participation, and that learning style is not statistically meaningful. Also, the relationship between self-regulated learning ability and learning style was not statistically meaningful. As to the learning style, researchers expected most students would be convergent, but 63.4 per cent of students (52 students) displayed dispersion. In conclusion, when on-line learning is designed, a proper self-regulated learning strategy will help better learning achievement.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.321-353
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• 2018

The purpose of this study was to investigate Korean undergraduate students' metacognitive awareness and preference of effective learning strategies. To achieve this goal, a scenario-based survey was conducted focusing on the metacognitive awareness, preference, and use of seven effective learning strategies (modality effect, static-media presentations, absence of extraneous details, testing, distributed learning, interleaved learning, generation) that were empirically supported. This study also aimed to explore the relationships between grade point average (GPA), metacognitive self-regulation, and the aforementioned variables to investigate which students know about, prefer, and use effective learning strategies. The majority of students were unknowledgeable about four of the seven strategies (modality effect, static-media presentations, absence of extraneous details, interleaved learning). Only half of the students were correctly aware of effectiveness of the two strategies (testing, generation). Moreover, students showed low preference for effective learning strategies. GPA did not show a significant correlation with metacognitive awareness and preference of effective learning strategies; however, it showed a significant positive correlation with the use of effective learning strategies. Only for a few learning strategies, metacognitive self-regulation showed a positive correlation with metacognitive awareness, preference, and/or their use. This study suggests that it is important to teach effective learning strategies to undergraduates with a specific direction of instruction. In addition, this study distinguishes metacognitive awareness from preference, suggesting that these two may reflect different constructs.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1268-1284
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• 2020

The purpose of this study was to examine mediating effect of emotional intelligence on relationship between nursing students' learning engagement and academic resilience, find whether self-regulation would moderating the relationship between learning engagement and emotional intelligence. The data were collected from 277 nursing students from three colleges in J province and were analyzed with a regression analysis and bootstrapping. As a result of the study, first, the fit of the causal model between learning engagement, emotional intelligence, academic resilience and self-regulation of nursing students was found to be good, and the causal relationship between variables was predicted appropriately. Second, partially mediating effect of emotional intelligence on the path of nursing students' learning engagement affecting academic resilience. Third, self-regulation had moderating effect on learning engagement affecting emotional intelligence. Finally, the significance of this study is that the influence of various variables that can affect the academic resilience of nursing college students was verified, and in order to improve academic resilience, a strategy that considers the subjects' learning engagement, emotional intelligence, and self-regulation.

• 전자공학회논문지 IE
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• v.49 no.2
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• pp.65-74
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• 2012

The purpose of this study is to verify the prediction of mastery-approach goal orientation, task value, and self-regulated learning strategy on academic satisfaction and achievement of cyber engineering university students. For this study, 219 engineering students of H cyber university who enrolled in the spring semester of 2011 was chosen and completed web surveys. A hypothetical model proposed included mastery-approach goal orientation, task value, and self-regulated learning strategy as predictors, and academic satisfaction and achievement as criteria variables. The results of this study through multiple regression analysis indicated that task value(${\beta}$=.401) and self-regulated learning strategy(${\beta}$=.401) predicted significantly on academic satisfaction. In addition, self-regulated learning strategy(${\beta}$=.301) and mastery-approach goal orientation(${\beta}$=.196) predicted significantly on academic achievement. The result of this study suggested that mastery-approach goal orientation, task value, and self-regulated learning strategy should be considered for improving academic satisfaction and achievement in cyber engineering education.

• The Journal of Korean Association of Computer Education
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• v.22 no.5
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• pp.51-65
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• 2019

This study aims to provide educational implications for more strategic online software education by the types of online learning according to learners' self-regulated learning characteristics in the online software education environment and examining the characteristics of each type. For this, variables related to self-regulated learning characteristic were extracted from the log data of 809 students participating in the online software learning program of K University, and then analyzed using hierarchical cluster analysis. Based on hierarchical cluster analysis learner clusters according to the characteristics of self-regulated learning were derived and the differences between learners' learning characteristics and learning results according to cluster types were examined. As a result, the types of self-regulated learning of online software learners were classified as 'high level self-regulated learning type (group 1)', 'medium level self-regulated learning type (group 2)', and 'low level self-regulated learning type (group 3)'. The achievement level was found to be highest in 'high-level self-regulated learning type (group 1)' and 'low-level self-regulated learning type (group 3)' was the lowest. Based on these results, the implications for effective online software education were suggested.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.1-11
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• 2019

The purpose of this study is to investigate factors influencing educational performance and mediating effects of learning presence in the university flipped learning classroom. For achieving this purpose, self-regulation, learning presence, and collaborative preference were selected as learner variables, and perceived academic achievement and learning engagement were selected as variables for educational performance. To investigate causal relationships among the variables, 39 university students who took 16 week course flipped-learning class participated self-reported survey. Collected data were analyzed by multiple regression and mediation analyses. The results were as follows: first, learning presence and self-regulation affected learning engagement, and moreover, the learning presence mediated between self-regulation and learning engagement. Second, only learning presence affected perceived academic achievement. Therefore, various strategies for effective flipped learning should be considered, and well-designed classroom activities that can promote learners self-regulation, learning presence, and learning engagement are needed to successful flipped learning.

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.571-588
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• 2010

IPTV, a convergence service of broadcasting and communication, draws an attention as an educational media that provides various advantages including top quality of screen, easy access, and protection from harmful contents. In addition, a successful IPTV learning requires learners' active participations. Yet, the research on educational applications of IPTV is at the early stage focusing on teachers and developers' perspectives. Therefore, the present study conducted a survey on learners' current IPTV usage and intentions to use. Reflecting the results of the survey, we developed learner-centered IPTV learning scenarios based on self-regulated learning strategies and suggested its implementations.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.511-517
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• 2021

This study is a descriptive investigative study to correlate of learning flow, self-directedness, self-regulated learning ability and learning achievement of nursing students who in non-face-to-face learning environment. The subjects of the study were 179 nursing college students based in B, G city, who collected data from September to October 2021. The data analysis used the SPSS 24.0 program and performed descriptive statistics and correlation analysis. As a result of the study, the average learning flow was 38.54±7.87 points, self-directedness was 134.83±19.81 points, self-regulated learning ability was 42.93±5.98 points and learning achievement was 15.03±2.56 points. The relationships among learning flow, self-directedness, self-regulated learning ability, and learning achievement showed significant positive correlations. Therefore, strategies to increase the learning achievement of nursing college students in a non-face-to-face environment, and environmental improvement and institutional support to increase learning flow are needed.