• The Journal of Korean Association of Computer Education
• /
• v.22 no.1
• /
• pp.31-46
• /
• 2019

The purpose of this study is to analyze the self-directed learning types of software education learners and to characterize them according to each type. To do this, 429 middle school students participating in online software education at K university were surveyed and a latent class analysis to analyze self-directed learning types was conducted. As a result, the self-directed learning types of the software education learners were classified into 'highest level of self-directed learning type (class 1)', 'self learning style recognition type (class 2)', 'self learning style preference type (class 3)', and 'lack of self-directed learning type(class 4)'. Also, the level of software learning achievement according to self-directed learning type of software education learners was found to be the highest at 'highest level of self-directed learning type (class 1)' and lowest at 'self learning style preference type (class 3)'. Based on these results, we suggested the strategic implications for software education.

• Journal of The Korean Association of Information Education
• /
• v.14 no.3
• /
• pp.395-404
• /
• 2010

One of the object on math education is low-level students. To improve this problem and to instruct efficiently I developed "let's play figures" instruction and learning system. This system reconstructed diagram part of math into 5steps to achieve the goal of tailored education to fit student's learning level. Based on this, the game can be used as the teaching method to enhance the student's interest and self-studying ability and also this system has been developed for the education connected to home.

• The Journal of Korean Association of Computer Education
• /
• v.15 no.4
• /
• pp.61-77
• /
• 2012

The purpose of this study was to examine the structural relationship among task value, self-efficacy, classroom goal structure, and academic emotions(enjoyment, fear, boredom) for promoting self-regulated learning in e-learning course. The results showed that task value, self-efficacy, class goal structure influenced academic emotions and self-regulated learning, and enjoyment had mediation effects among exogenous variables and self-regulated learning. The findings offer implications of facilitating self-regulated learning while considering academic emotions.

• Journal of Science Education
• /
• v.35 no.1
• /
• pp.13-22
• /
• 2011

There is an increasing emphasis on science teaching in inclusion education setting, but still few research and practice in science education field including science teacher training course as well. It is well known that teaching efficacy of teacher is an important factor to influence teaching behavior and students' learning, but it is hard to find related studies about self-efficacy on teaching science for the disabled students. In this study pre-service science teachers' self-efficacy on science teaching for the disabled students was investigated and analyzed. For this a questionnaire consisted of 3 sub-scale like learning efficacy scale, teaching efficacy scale, and outcome expectancy scale was enacted to 97 pre-service science teachers. As a result, pre-service science teachers showed relatively low efficacy in teaching but showed positive learning efficacy and outcome expectancy. There was no meaningful difference in distribution of efficacy belief by gender, however the experience of teaching science for the disabled students made difference in outcome expectancy. From this study the implication for science teacher training course was inferred to meet the needs for science education in inclusion setting.

• Journal of the Korean Institute of Intelligent Systems
• /
• v.11 no.3
• /
• pp.223-230
• /
• 2001

Since self-organizing map (SOM) preserves the topology of ordering in input spaces and trains itself by unsupervised algorithm, it is Llsed in many areas. However, SOM has a shortcoming: structure cannot be easily detcrmined without many trials-and-errors. Structure-adaptive self-orgnizing map (SASOM) which can adapt its structure as well as its weights overcome the shortcoming of self-organizing map: SASOM makes use of structure adaptation capability to place the nodes of prototype vectors into the pattern space accurately so as to make the decision boundmies as close to the class boundaries as possible. In this scheme, the initialization of weights of newly adapted nodes is important. This paper proposes a method which optimizes SASOM with genetic algorithm (GA) to determines the weight vector of newly split node. The leanling algorithm is a hybrid of unsupervised learning method and supervised learning method using LVQ algorithm. This proposed method not only shows higher performance than SASOM in terms of recognition rate and variation, but also preserves the topological order of input patterns well. Experiments with 2D pattern space data and handwritten digit database show that the proposed method is promising.

• Journal of Industrial Convergence
• /
• v.20 no.12
• /
• pp.261-267
• /
• 2022

This study is a descriptive investigation study attempted to identify the factors influencing the self-regulated learning ability of the 4th grade students of the Department of Nursing who are preparing for the national nurse exam. Data were collected for two weeks from mid-November 2021 and 107 survey results were analyzed using the SPSS/WIN 21.0 program. As a result, ego-resilience (r=.376, p<.001), self-efficacy (r=.590, p<.001), self-esteem (r=.495, p<.001) was found to have a positive correlation with self-regulated learning ability, respectively. These factors significantly affected self-regulated learning ability(adj. R²=.411, F=25.684, p<.001). The results of this study can be used as basic data for developing programs and new teaching methods for nursing college students preparing for the national examination.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.7
• /
• pp.397-408
• /
• 2019

Purpose: The purpose of this study was to examine the effects of team-based learning(TBL) program on problem solving ability, self-directed learning and learning motivation of nursing students in a adult nursing course. Methods: This study was quasi-experimental study by using nonequivalent control group pretest-posttest design. Participants were 132 nursing students consisting of each experiment group 66 and control group 66. The experiment group was provided TBL program for 2 hours per session during 6 sessions and control group was provided lecture. Data were collected by questionnaires from April 20 to June 19, 2018. Data was analyzed by a chi-square test, t-test and ANCOVA using IBM SPSS 21.0 program. Results: The mean scores of problem solving ability(F=9.179, p=.003), self-directed learning(F=7.447, p=.007) and learning motivation(F=7.974, p=.006) were significantly higher in experiment group than those in control group. Conclusion: TBL program in a adult nursing course was effective in problem solving ability, self-directed learning and learning motivation of nursing students.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2022.11a
• /
• pp.628-629
• /
• 2022

딥러닝의 높은 예측 정확도를 위해서는 많은 양의 학습 데이터가 필요하다. 그러나 실세계에서 많은 양의 레이블이 붙은 데이터를 구하는 것은 어렵고 많은 비용이 든다. 때문에 레이블이 없이도 양질의 표현 학습이 가능한 자기지도학습이 각광을 받고 있다. 와서스타인 거리는 생성모델에도 쓰이지만 의사 레이블 (pseudo label) 을 만들어 레이블이 없는 데이터들을 분류 하는데도 좋은 성능을 보이고 있다. 따라서. 본 연구는 와서스타인 거리를 자기지도학습에 접목시키는 방법을 제안한다. 실험을 통해 연구의 가능성을 보인다.

• The Journal of the Korea Contents Association
• /
• v.17 no.12
• /
• pp.319-329
• /
• 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 the Korean Society for Library and Information Science
• /
• v.47 no.4
• /
• pp.103-124
• /
• 2013

This study investigated how Problem-Based Learning method effects on students' Self-Regulated Learning Strategies especially for the LIS education. For this purpose, the differences in students' self-regulated learning strategies were examined as a pre and a post survey using the same questionnaire. Correlation between cognitive and motivational self-regulated learning strategies was examined, and the details of the SRL's sub-components were measured to see the effects of Problem-based learning. Statistical significance using the paired sample t-test were also conducted. The results revealed that Problem-based learning is effective in improving students' cognitive motivational self-regulated learning and found out the possibilities for a follow-up study for motivational self-regulated learning.