• The Journal of the Korea Contents Association
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• v.11 no.9
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• pp.524-535
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• 2011

For success in E-learning, support from a learning environment that enables learners to perform self-directed learning more effectively is assumed. However, most existing e-learning systems do not maximize the improvement in learners' self-regulated learning ability because they only partially accommodate factors that can facilitate self-directed learning. In this paper, a web-based e-learning system is designed and proposed that enables support of an enhanced self-directed learning environment by providing various learning methods, evaluation methods, learning content levels, and strategies for learning motivation in various conditions, and synthetically reflecting them. To validate the effectiveness of the proposed system, it was applied to the subject of data structures in a university course, and an online survey was conducted with the students. The results indicated that the proposed system can support a learning environment in which students can perform more effective self-directed learning, enhancing their learning ability.

• 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.

• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.1-12
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• 2005

In this paper, we analyze the course 'computer' on middle and high schools. and propose new organization of the course to enhance the ability of self-directed learning. We also develop a learning system for new organization, based on self-directed teaching and learning principles. The developed learning system makes students choose the topics according to their interest and advance learning by the schedule they set by themselves. To promote students' participation, the teacher also gives students various learning tasks. Through e-board and Q&A, we also accelerate mutual communication among teachers and students, to do teaching-learning activities vigorously.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.10
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• pp.462-470
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• 2017

The purpose of this study is to identify the relationship among the self-directed learning ability, academic self-efficacy and academic achievement of elementary school students. The subjects of this study were 197 sixth graders. The results of this study were as follows. First, the correlations among self-directed learning ability, academic self-efficacy and academic achievement were significant. Second, among the variables of self-directed learning ability and academic self-efficacy, self-confidence, preference for task difficulty, self-understanding of learner and independent mind of learning were positively related to academic achievement. These results imply the need for measures to increase these variables of academic efficacy and self-directed learning ability in the field of education in order to improve students' academic achievement.

• Journal of the Korean earth science society
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• v.28 no.4
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• pp.445-452
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• 2007

A project-learning model of web-based self-directed (WBSD) was applied to teach a theme of 'weather and climate' to high school students in four classes of the 11th grade. Results showed that the WBSD model was overall effective in improving learning ability, self-consciousness, and attitude toward school. Specifically, the results of WBSD instructions reported that there was a significant difference in 7 variables of learning ability except for action control, 3 variables of self-consciousness, and 2 variables of school attitude when compared with those of traditional instructions. In addition, the project-learning model of WBSD presented the positive effect to all leaners at any level in self-directed learning.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.01a
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• pp.231-234
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• 2014

본 논문에서는 디지털 교과서를 활용한 자기주도 문제해결학습 모형을 제안한다. 이 모형은 디지털 교과서를 활용한 수업에 대한 선행 연구 분석을 통해 디지털 교과서를 이용했을 때의 장점을 극대화하는 방향으로 설계되었다. 디지털 교과서를 활용했을 때 학습의 주도권이 교사에서 학생으로 넘어올 수 있도록 학생들이 디지털 교과서를 통해 제공되는 자료를 ICT 도구를 활용해 스스로 분석 정리하고 이러한 일련의 활동을 통해 학생들이 공부하는 방법을 자연스럽게 깨우치도록 하는 데 이 모형의 궁극적인 목적이 있다. 위와 같은 디지털 교과서를 활용한 자기주도 문제해결학습 모형을 학교 수업에 적용했을 때 기대되는 효과로는 문제해결력 향상, 학습에 대한 능동성 강화, 학습동기 증진, 수준별 학습 가능 등이 있다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.227-237
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• 2020

This study was designed to examine whether the self-directed learning method could improve self-directed learning readiness and the effects of academic achievement level. Self-directed learning readiness was investigated among 63 first-year Medical Terminology undergraduates in the C area. A repeat measurement variance analysis of the general linear model was conducted to evaluate the effects of improving self-directed learning readiness according to the general characteristics and level of academic achievement, while a regression analysis was performed to identify the factors affecting self-directed learning readiness. Self-directed learning readiness increased from 177.3 to 180.8 for those under 18 years of age, and 192.9 to 196.5 for those over 19 years of age (p<0.05). After the team activity, the overall self-directed learning readiness was improved, and both high- and low-achieving groups showed statistically significant improvements (p<0.05). The environment surrounding learners was confirmed to have a positive effect on improving self-directed learning when given the right degree of self-directed learning and appropriate feedback. The study results are expected to form basic foundation material for professors and class designers who want to draw self-directed learning skills from memorizing subjects.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.319-329
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• 2017

This study is on the effects of lifelong education participative motivation, self-efficacy, and self-directed learning on subjective happiness of middle age adults. Middle age adults 40-64 years old are questionnaire survey target in Incheon and Gyeonggido and total 289 copies among 300 were analyzed through SPSS 21.0. The major findings of this study con be seen as follows: The variables more affected on educational satisfaction of middle age adults are goal-oriented motivation and activity-oriented motivation in lifelong education participative motivation, self-regulated efficacy in self-efficacy, and each personality, recognition and environment in self-directed learning. In conclusion, new paradigm is needed for middle age adults in lifelong learning society. This program should provide them with knowledge and information for adapting the future society, Furthermore, middle age adults can achieve their own self exploration, self-development and self-realization through the lifelong education program. Given a chance of lifelong education, middle age adults should be provided with the specific programs.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.265-277
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• 2020

The purpose of the study was to investigate the effect of emotional intelligence and career preparation behavior on self-directed learning ability in high school girls. Data were collected by self-reporting questionnaires from 231 high school girls in May, 2019. Collected data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and multiple regression using SPSS/WIN 23.0 program. The result showed that self-directed learning ability was positively correlated with emotional intelligence(r=.560, p<.001) and career preparation behavior(r=.232, p<.001). Enter multiple regression revealed emotional intelligence(β=.515, p<.001), grade 'average'(β=.376, p<.001), grade 'good'(β=.274, p<.001) and career preparation behavior(β=.128, p<.05) to be significant predictors of self-directed learning ability. These variables accounted for 44.0% of self-directed learning ability. The result of this study suggest that emotional intelligence and career preparation behavior be considered when developing strategies to increase self-directed learning ability in high school girls.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.589-623
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• 2015

This study is to find out a way to foster self-directed learning math skills for the low-income youth at child care centers. Taking advantage of EBS materials, we found the youth, low-income youth in particular, were positively influenced to learn mathematics in the way of self-directed and action learning. This program gives a model of the self-directed math learning using the EBS mathematics materials. From the survey of this study, we found see that students started to have a positive attitude for learning and they started to gain new mathematical concept, and improved their problem solving, reasoning, communication and representation skills with these new leaning environments. This study tells us that this type of cooperative learning could help them to have an objective assessment, and gave a positive impact on self-directed learning.