• Journal of the Korean Applied Science and Technology
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• v.40 no.5
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• pp.1033-1042
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• 2023

This study was conducted to investigate the effect of faculty-student interaction, Career commitment on Self-Directed Learning Ability in Later Learner's Students. The subjects of this study were 162 nursing students between the ages of 25 and 64 from 4 universities located in G metropolitan city and J province. The collected data were subjected to t-test, ANOVA, Pearson's correlation and multiple regression using SPSS 24.0 program. As a result of the study, the factors influencing self-directed learning ability were in the order of career commitment, faculty-student interaction, and motivation for university entrance among, and it was found that the variables explained 29.5% of the self-directed learning ability of older nursing students. Therefore, it is necessary to develop an intervention plan that can promote self-directed learning ability by improving the level of career commitment and faculty-student interaction of older nursing students.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.3
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• pp.81-101
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• 2008

The purpose of this study is to develop a course with project-based teaming method for LIS education and to examine the effects of this method on improvement of problem solving and self-directed learning ability of LIS undergraduate students. The research design was one-group pretest-posttest design in quasi-experimental research. The data were collected from 23 LIS undergraduate students and analyzed by paired t-test with SPSS. The result demonstrated that project-based learning method has an significant effect on improvement of problem solving and self-directed learning ability of LIS undergraduate students.

• 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.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.125-134
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• 2016

The purpose of this study is to explore the relationship between motivational belief about learning science, self-directed learning ability and conceptual understanding of matter change with a quantitative method, assuming that motivational belief and self-directed learning ability might affect conceptual understanding. To do this, the authors investigated middle school students' motivational belief about learning science, self-directed learning ability, and conceptual understanding of matter change using measurement tools based on previous studies, and then analysed the casual relationship between three variables using PLS structural equation model. As a result, three latent variables in this study could be evaluated as appropriated in reliability and validity. And also, self-directed learning ability could affect both the motivational belief and conceptual understanding, while motivational belief could affect only self-directed learning ability but not conceptual understanding. Through this study the authors confirmed that in the context of science learning self-directed learning ability can directly affect conceptual understanding but motivational belief can affect indirectly. This study is significant in that the causal relationship between different variables in science learning could be confirmed in a quantitate manner, and also in that it can suggest PLS structural equation method as a new research methodology in science education research area.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.1-16
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• 2019

The purpose of this study is to explore the relationship between parental attitudes, teachers' autonomy support as perceived by high school students, and the self-directed learning abilities of high school students. A total of 341 high school students from South Korea participated in the study. A survey instrument was used to measure parental attitudes, teacher autonomy support, and students' self-directed learning ability. The results of the study are as follows. First, the rearing attitudes of parents were perceived by the participants as oriented more toward being attainable and relatively less self-directed. There were no significant differences between male and female students, though male students were more likely to perceive their parents' attitudes as more attainable-oriented. The results also show that, in terms of self-directed learning skills among high school students, the more goal-oriented, compassionate, and autonomous the parental attitudes are, the likelier are students to have developed self-directed learning skills. Second, the male students were more aware of the autonomy support of teachers than were the female students. This shows that the results have significant predictive power over the self-directed learning ability among high school students. Accordingly, the perception of autonomy support by teachers affects the development of self-directed learning among students. We can therefore conclude that self-directed learning skills develop most effectively in students who are supported by their teachers.

• Journal of Christian Education in Korea
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• v.72
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• pp.205-223
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• 2022

This study was conducted to explore whether problem-solving ability mediates the effect of self-directed learning ability on interest level in a distance learning environment. The subjects of this study were 64 students in the Department of Christian Education and Early Childhood Education at A University located in Gyeonggi-do. For this study, data were collected through questionnaires on interest level, self-directed learning ability, and problem-solving ability. Collected data are analyzed using SPSS Macro and bootstrapping method. As a result, self-directed learning ability for interest level has a positive effect on .651 level. The influence of self-directed learning ability in step 2, which includes problem-solving ability, which is a parameter. It was lowered to .543 level. And the effect of problem-solving ability was found to be at .360 level. As a result, it can be judged that problem-solving ability mediates the effect of self-directed learning ability on interest level. The research results suggest that the level of interest can be improved by supporting problem-solving skills in a distance learning environment.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.2
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• pp.5-23
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• 2015

The aim of this study is to analyze the effects of the creative writing program that is one of the practical strategy of information literacy on self-directed learning abilities of elementary school students. According to the results, this program raise the average score of 33.69 points from 130.14 to 163.83 significantly in their self-directed learning abilities. Among the specific abilities of them, this program affects learning planning and evaluation capability meaningfully. But the long term continuous of learning executive is not changed significantly by this program. As the results of after interview with the students who take part in this program, the most of them respond that they could reduce their fear of writing and apply the reading and writing strategies to other subjects. So, if we teach this program with subjects consistently and use the learning strategies of information literacy, we could improve the long term continuous of learning executive.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.33-41
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• 2016

This study was convergence study conducted to examine the effects of problem-based learning(PBL) on self-directed learning ability, problem solving skills, academic self-efficacy, motivation toward learning in adult nursing care. This study was one-group pretest-posttest design. 51 students in the second year were recruited. After the PBL education, The participants showed much improvement in two areas of problem solving skills(t=3.30, p=.002) and Motivation toward Learning(t=3.004, p= .004). In the case of self-directed learning ability(t=1.451, p= .153) and academic self-efficacy(t=-1.04, p= .304), these have not showed a statistically significant change. The results indicate that the PBL education is effective in improving some areas of students' learning competency. Further study is needed to develop PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

• Journal of Science Education
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• v.33 no.2
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• pp.290-303
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• 2009

The purpose of this study was to analyze communication, problem solving and self-directed learning of elementary and secondary scientific gifted students. In addition, this study investigated correlation on the subdomains of communication, problem solving and self-directed learning. The subjects of this study were 252 students(97 elementary students and 155 secondary students) who had been enrolled at Center for Science Gifted and Talented Education. Elementary and secondary scientific gifted students' self-directed learning skill was the highest score among core abilities. The result of analysis on self-directed learning subdomain presented the highest score in basic self control of elementary students. The secondary scientific gifted students showed the highest score in effort attribution to result. Subdomains of core capacity has very high correlation. This fact shows very high correlation among core abilities. The results of this study are suggesting that the systematical life skills education based on concrete factors is effective to improve communication, problem solving and self-directed learning of scientific gifted students.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.05d
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• pp.741-746
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• 2002

본 논문에서는 학습자 스스로가 학습 능력을 조절하고 학습 내용과 시험 평가를 객관적으로 판단할 있는 자기 주도적 학습 내용 및 시험 평가 방법을 제안하였다. 제안된 자기 주도적 학습 내용 및 시험평가 방법은 삼각형 타입의 소속 함수와 퍼지 논리를 이용하여 학습 능력과 시험 능력의 소속도를 계산하고 각각에 대해 퍼지 등급도를 부여하였다. 학습 능력의 소속도와 시험 능력의 소속도에 대해서 퍼지 관계의 연산 및 합성에 의해 최종 소속도를 계산하고 퍼지 등급도를 결정하여 학습자가 학습 능력의 소속도와 시험 능력의 소속도 및 최종 퍼지 등급도를 분석하여 스스로 학습을 조정할 수 있도록 하였다. 그리고 제안된 연구 내용을 정보 검색사 필기 과목에 적용하여 구현하였다.