• Annual Conference of KIPS
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• 2004.05a
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• pp.981-984
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• 2004

자기 주도적 문제해결 학습모형은 구성주의적 학습원칙에 의거한 교수-학습모형으로서 학습자의 학습과정에 대한 적극적 참여(구체적 학습목표 설정, 학습내용과 방향 결정 및 평가에 참여)를 강조한다. 또한 자기주도적 문제해결이라는 용어에서 알 수 있듯이, 기존의 교과서 중심의 강의전달식과 달리, 학습자의 실제 생활과 밀접하게 관련된 복잡하고 비구조적 '문제'와 PBL에서 제시하는 '문제해결도구'를 사용하여 학습을 진행한다. 결과적으로 본 PBL수업사례는 위의 질문에 대한 매우 긍정적인 결과를 제시함으로서, 요즘 학습자 주도적 학습모형으로 제기되는 여러 모형들과 더불어 기존 학습에 대한 하나의 대안적 접근으로서의 가능성을 보여주고 있다.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2002.11a
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• pp.523-528
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• 2002

기존의 자기 주도적 학습 평가들은 대부분의 선다형 또는 단답형 문항에 대해서 학습평가가 시험 점수로 제공되고, 학습 평가의 정도를 객관적으로 평가 할 수 얼어 학습의 효율성에 대해서 부정적인 시각도 있다. 본 논문에서는 학습자 스스로가 학습 능력 평가를 객관적으로 평가하기 위해 퍼지 이론의 삼각형 타입 소속 함수를 이용한 자기 주도적 학습 평가 방법을 제안한다. 제안된 자기 주도적 학습 평가 방법은 학습에 대해 시험 결과를 세 개의 퍼지 등급으로 분류하여 소속도를 계산하고 퍼지 등급표를 적용하여 최종 퍼지 등급도에 따라 시험 결과를 평가하는 방법을 제시한다.

• Proceedings of the Korea Multimedia Society Conference
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• 2000.11a
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• pp.419-422
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• 2000

본 논문에서는 길을 기반으로 하여 학습자 스스로 학습의 장면을 결정하고, 학습의 형태를 계획하여 학습을 주도적으로 이끌어 낼 수 있도록 하는 학습자 중심의 자기주도적 학습 환경을 선계 및 구현하였다. 학습 설계 대상은 학습자와 길 사이의 동적 상호작용을 통하여 지필 학습방법으로 학습하기 힘들었던 단원인 고등학교 공통수학의 삼각함수를 선택하였다. 학습자가 학습장면에서 직접 실행해 보고 도형을 이동시켜 변화하는 현상을 관찰하고 탐구함으로써 실시간으로 피드백이 가능하여 학습의 효과를 극대화하였으며 학습자에 대한 정보와 학습의 상태는 DB를 이용하여 관리하도록 하였고 형성평가와 총괄평가는 DB를 이용하도록 설계하였다.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.11a
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• pp.752-757
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• 2001

본 논문은 웹 상에서 자기 주도적 문제풀이 학습을 통하여 학습자가 자기 주도적으로 학습할 수학교과의 학습목표 및 내용, 관련된 학습자료를 탐색하고, 교수자나 다근 학습자와 서로 상호작용을 하여 문제를 해결하기 위한 원격강의 프로그램을 개발하고자 일반적인 멀티미디어 체계적 교수설계 모형을 기초로 웹 기반 코스웨어 설계모형을 제시하고 학습자 중심의 실시간 수학문제 풀이 원격학습 시스템을 구현하였다. 이는 웹 기반의 수학 코스웨어 및 텍스트 모드로 제작 설계되었으며 자기 주도적인 수학 문제 풀이 단계학습을 목적으로 한다.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.650-659
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• 2004

21세기의 세계화, 정보화 시대를 주도할 자율적이고 창의적인 한국인을 육성하기 위하여 제7차 교육과정은 자율과 창의에 바탕을 둔 학생 중심의 교육과정을 표방하고 자기 주도적 학습 능력의 신장에 역점을 두고있다. 이에 따라 자기 주도적 학습 능력신장을 위한 수학과 교수 학습 자료들이 제작되어 보급 활용되고 있으나 구체적 조작기 아동의 특성에 맞는 초등학교 저학년 수학교과의 자기 주도적 학습 능력 신장을 위한 효과적인 프로그램은 부족한 실정이다. 이에 본 연구는 선행 연구 사례들을 분식하여 나타난 단점들을 수정, 보완하고, 초등학교 '확률과 통계'영역 중 3학년 나 단계의 '자료 정리하기' 단원을 재구성하였다. 그리고 이를 웹기반 학습 프로그램으로 개발하여 현장에 적용해 봄으로써 그 효과를 검증하고자 한다.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.171-180
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• 2021

This study was conducted to check critical thinking disposition, academic self-efficacy, and self-directed learning ability, and to understand the effect on self-directed learning ability for nursing students. Data were collected from 268 nursing students in the 3rd and 4th grades of two universities. As a result of the study, it was found that there was a significant positive correlation between critical thinking disposition, academic self-efficacy, and self-directed learning ability of nursing students. The factors affecting the self-directed learning ability of nursing students were critical thinking disposition, academic self-efficacy, major satisfaction, and personality disposition, which accounted for 68% of self-directed learning ability. Therefore, in order to improve self-directed learning ability, it will be improved if the critical thinking disposition can be improved through the curriculum, and academic self-efficacy and major satisfaction are increased by applying various teaching and learning methods and programs.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.551-560
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• 2019

In the advanced information age, learning is an activity in which learners access information resources through computers and Internet to acquire and evaluate information on their own. The emergence of an online learning platform based on the fourth industrial revolution technology is developing into an environment in which elementary and secondary learners learn and study based on constructivism learning theory. In the online learning environment, the researches on the information retrieval ability of the elementary and secondary learners and the self-directed learning ability were found to be highly related. However, it is necessary to analyze the relation between information retrieval ability and self-directed learning ability through a cross-sectional study that is limited to specific curriculum and contents and expands the longitudinal research. In this study, the panel data of the Seoul Education Longitudinal Study collected over 8 years are used to find the difference in self-directed learning ability according to the longitudinal pattern of information retrieval ability and frequency.

• Archives of design research
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• v.18 no.3 s.61
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• pp.149-160
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• 2005

The Purpose of this study is to embody self-directed learning management system and contents which are considered of learner's interactivity and usability in e-learning environment; It is based on self directed teaching and learning strategies. It divides type of interaction centering on the learners into four categories: (1) learner and instructor (2) learner and learner (3) learner and contents (4) learner and learning management system. The specific elements of learning management system is set up and embodied to present the interaction strategies according to the above-mentioned patterns, to improve the self-directed learning ability and to facilitate an online communication. The learning contents based on the self directed learning strategies, design the interface in due consideration of the learners' usability based on six strategies such as simple navigation, consistency, intuitive interface, linkage, user supports and immediate feedback. This research makes up for the weak points in the self-directed functions of learning management system and links up with learning contents, therefore it has a value to improve learner's interactivity and usability. It is expected that the research results can be helpful in quality improvement of e-learning environment.

• 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.

• 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.