• 한국벤처창업학회:학술대회논문집
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• 2019.11a
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• pp.107-112
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• 2019

21세기 4차 산업혁명 시대에 급변하는 산업과 기술 발전으로 인해 기존의 직업과 일자리의 위협과 변화가 커짐에 따라 청소년의 진로에 대한 준비는 더욱 절실해졌다. 청소년들은 급격한 기술 발전과 시장의 변화로 인한 기존 직업 소멸, 일생에서의 직업 활동기간의 비약적인 증가가 맞물려서 평생 한 번은 창직이나 창업을 해야만 하는 시대를 살고 있다. 이에 대비하기 위해 진로 및 직업활동에 대한 기회를 발견하고, 급변하는 시대와 시장의 다양한 문제들을 창의적으로 해결하고, 남들과 다르게 자신만의 방법으로 다방면의 경험과 지식을 쌓기 위한 자기주도적 학습력이 필수가 되었다. 본 연구는 그동안 다루어지지 않았던 청소년의 기회발견, 창의성 역량, 자기주도 학습력이 진로결정 자기효능감에 미치는 영향에 대해 청소년 진로교육 사례를 중심의 연구이다. 청소년에게 기회발견, 창의성 역량, 자기주도 학습력이 기업가정신의 매개로 하여 진로결정 자기효능감에 어떠한 영향을 미치는지에 대한 것이 주요 연구목적이다. 분석결과, 첫째로 기회발견, 창의성 역량, 자기주도 학습력은 진로결정 자기효능감에 유의한 영향을 미치는 것으로 나타났다. 둘째, 기업가정신의 향상 정도에 따라 진로결정 자기효능감에 매개 역할을 부분적으로 하고 있음이 확인되었다. 이와 같은 결과는 앞으로 청소년의 진로 및 기업가정신 교육에 중요한 자료가 될 것이며, 향후 청소년 진로 및 기업가정신 교육 프로그램의 연구개발을 위해 관련 연구가 확대 되어야 할 것이다.

• 한국벤처창업학회:학술대회논문집
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• 2019.04a
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• pp.161-165
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• 2019

4차 산업혁명으로 기존 일자리가 사라지고 있으며, 보다 창의적인 진로전략이 요구되고 있다. 기존의 진로전략이 구직(求職), 즉 '직업을 찾는다.'는 개념이었다면, 4차 산업혁명 시대의 중요한 진로전략인 창직은 구직의 틀에서 벗어나 개인이 직업을 적극적으로 발굴하고 일자리를 창출하는데 초점을 두고 있다. 즉, 개인이 직업을 '발굴하고', '선택한다.'는 점이 중요하며, 구직이 '남이 나를 고용한다.'는데 의미가 있다면, 창직은 '내가 나를 고용한다.'는 점에서 구직자의 주체적이고 적극적인 의지를 더욱 필요로 하고 있다. 창직교육을 통해 청소년이 자신의 진로를 직접 발굴하고 선택할 수 있는 진로결정 자기효능감의 향상이 자기고용을 이루기 위한 주체적이고 적극적인 의지를 반영하는 창업의지에 미치는 영향을 분석하기 위해 본 연구를 진행하였다. 본 연구의 결과는 다음과 같다. 창직교육 프로그램을 처치한 실험집단은 총 293명으로 검증 시 진로결정 자기효능감, 대인관계기술, 자기주도 학습력, 기업가정신, 기회발견, 기회활용, 사회적 문제해결력, 창의성역량, 창업의지 전 항목에서 통계적으로 유의한 수준에서 평균값의 상승을 보였다. 창직교육 프로그램을 처치하지 않은 통제집단은 총 85명으로 사전/사후의 평균값이 미미한 수준의 차이를 보였다. 실험집단은 통제집단에 비해 자기주도 학습력과 창의성역량이 매우 두드러지게 향상되었고, 진로결정 자기효능감과 창업의지가 두드러지게 향상되었다. 반면, 통제집단은 실험집단과 비교하여 자기주도 학습력과 창의성역량이 미약하게 향상되었고, 진로결정 자기효능감도 미약하게 향상되었으나 오히려 창업의지는 감소하였다. 본 연구로 창직교육을 통한 자기주도 학습력과 창의성역량의 향상이 진로결정 자기효능감과 창업의지에 매개변수가 되어, 진로결정 자기효능감과 창업의지를 향상시켰음을 알 수 있다.

• The Journal of the Convergence on Culture Technology
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• v.4 no.2
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• pp.17-25
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• 2018

The purpose of this study was to investigate the relationship among the variables and the influence of academic self-efficacy and self-directed learning ability on the life satisfaction of nursing students. Method : The participants were 340 nursing students in K city, who were surveyed between October 10 and October 17, 2017, using self-report questionnaire. Result: There were positive correlation between academic self-efficacy and self-directed learning ability life satisfaction for nursing students. The variables for life satisfaction addiction where "Self-directed learning ability" (${\beta}=.143$, p=.029) and "Class concentration" (${\beta}=.099$, p=.048), with a coefficient of determination ($R^2$) of 37.0%. Based on these results, it will be necessary to develop educational programs and strategies related with the self-directed learning ability and class concentration disposition to improve life satisfaction of nursing students.

• 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.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.272-281
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• 2018

The purpose of this study was to examine the influence of an academic tutoring program on interpersonal relationships, self- directed learning capability and academic self-efficacy. The research question posed in this study was whether an academic tutoring program would affect interpersonal relationships, self-directed learning capability and academic self-efficacy. To address the research question, a self-administered survey was conducted to gather data on 214 students who participated in an academic tutoring program during a semester from September 4 to November 10, 2017. The findings of the study were as follows: After their participation in the tutoring program, there was a little decrease in self-directed learning capability and personal learning orientation, and they made progress in interpersonal relationships and academic self-efficacy. By gender, there was the greatest improvement in interpersonal relationships as well after their participation in the tutoring program. By academic year and motivation for participation, they showed the best improvement in interpersonal relationships as well, followed by academic self-efficacy. In other words, it could be said that the parts which the tutoring program brought about the biggest change to and worked best on were interpersonal relationships and academic self-efficacy. In conclusion, the improvement of interpersonal relationships and academic self-efficacy could boost not only the school adjustment of students but their academic levels and then eventually prevent them from dropping out. Therefore this program seems to be one of outstanding learning programs that could make a contribution to the stable management and qualitative competitiveness of universities.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.489-496
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• 2009

In this study, we designed and developed new Blog community for the improvement of Self-directed learning competency. We analyzed the effect through series of tests on Self-directed learning competency to obtain the following results. As a result of inspecting the same quality of Self-directed learning competency, this study shows the learning in utilizing weblog suggested that it has more significant difference in improving Self-directed competency than utilizing the normal homepage for learning. Moreover, according to the inspection of low measurement, motivation control and acting control made a significant difference, but the cognitive area has no significance. In conclusion, the proper learning and operation in the class in utilizing Blog community suggested that through the study of Self-directed learning competency is the best because it affects the learner's motivation and behavior.

• 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 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.

• 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.

• Proceedings of the IEEK Conference
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• 2008.06a
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• pp.677-678
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• 2008

이 연구는 프로그래밍 교과의 수행평가에서 자기주도적 학습능력 촉진을 위하여 학업성취도를 분석 및 예측하는 시스템을 목적으로 하였다. 이 연구에서 학업성취도의 평가는 루브릭을 적용하여 프로그래밍 수행평가의 채점을 논리력, 문제해결력, 창의력으로 측정하였으며 학업성취도를 분석하기 위해 학습자별 학업성취도를 측정 준거 별로 그래프로 표현하며 이동평균법을 적용하여 향후 점수를 예측하였다. 이로 인해 학습자는 평가 결과 그래프로 현재 자신의 학습상태를 파악하고 예측 결과로 자신의 학습의 준거 별 장 단점을 분석하여 학습 방향 및 학습시간에 대한 자기 성찰에 도움을 주어 자기주도적 학습능력을 촉진시킬 수 있도록 하였다.