• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.765-777
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• 2007

Investigations into how the status of prior learning on the textbook of science were conducted, and the effects of prior learning on students' attitudes towards science class were carried out. The investigations for the status of prior learning were performed with a number of students who experienced prior learning, (self-directed and unself-directed prior learning), a selfless intention as the starting motive for prior learning, the problem solving strategies used by students in prior learning, and the important factor that influenced prior learning. The effects of prior learning on student attitude towards science class were also examined with respect to four categories, including confidence, interest, learning intention, and value (effect). The effects of prior learning on the four categories were analyzed on the basis of the students' level of scientific achievement, the types of prior learning, the starting motive for prior learning, and the extent of the students' understanding of the content on prior learning. The analytical results for the effects of prior learning on students' attitudes towards science class showed that the mean values of confidence, learning intention, and value among the students in the self-directed prior learning group were higher than those of the students in the unself-directed prior learning group. These findings are the result of positive recognition, such as the possibility that the students experienced with self-directed prior learning can do, the induction of an inherent motive based on their level of achievement in science class, and the operant learning of strategies for solving problems in science class. Meanwhile, by the effects of having a teacher lead the science class and the consensus formed between friends, the mean level of interest was higher in the unself-directed prior learning than in the self-directed prior learning.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.11a
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• pp.764-770
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• 2001

본 연구는 초등학생들에게 능동성과 책임감을 바탕으로 하여 자기주도적으로 과제를 해결할 수 있도록 도와줄 수 있는 웹 학습실을 설계하고 개발한다. 이를 위하여 먼저 학생들이 자기주도적으로 학습을 해 나갈 수 있도록 학년별, 단원별, 차시별로 구성된 사회과 학습실이라는 웹 환경을 마련하였다. 두 번째로 학생들이 스스로 학습 과제를 선정하고, 다양한 도서와 멀티 자료, 기타 관련 웹 사이트 등 과제 해결에 필요로 하는 자료와 정보를 검색하여 자신이 설정한 과제를 해결해 나가는 일련의 과정을 실시할 수 있는 과제 학습실이라는 웹 환경을 마련하였다. 이러한 사회과 웹 학습실 운영을 통하여 얻어지는 효과는 초등학생들의 컴퓨터 활용 능력을 향상시키고, 학습에 대한 흥미도와 참여도를 높이며, 게시판이나 대화방을 통해 과제를 선정하고, 역할분담, 자료 수집, 분류해 나가는 과정에서 학습활동에 대한 책임의식과 학습에 대한 자기주도성 신장에 기여할 것으로 기대된다.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.47-52
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• 2022

The purpose of this study is to confirm the effect of nursing process education applying action learning on the critical thinking tendency, self-leadership, and self-directed learning ability of nursing college students. A total of 96 subjects were studied, and data collection was from September to December 2021. For data analysis, the frequency, percentage, and corresponding sample t-test were used using spss/win 23. Results show that self-directed learning ability(t=-3.76, p<.001) was significantly improved. In addition, critical thinking disposition and self-leadership(r=.730, p<.001), critical thinking disposition and self-directed learning ability (r=.701, p<.001), self-leadership and self-directed learning ability(r=.734 p<.001) had a statistically significant positive correlation between them. As a result of this study, it can be seen that the nursing course education applied to action learning has a positive effect on the self-directed learning ability of nursing college students. In the future, research is needed to confirm the effects of various teaching and learning methods.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2007.06a
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• pp.657-660
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• 2007

With progress of informationalization, education has been transformed from traditional uni-direction education to bi-directional and consumer-oriented education, which is performed by learner's self study and interactive education of multiple dimension between a learner and contents, between a learner and a teacher, and between a learner and a learner irrespective of space-time. According to this trend, a new education method has been required. Therefore, in this paper, we will propose real-time consumer-oriented distance education system of making interaction maximum using WBI. In this system, a learner can participate in an individual study case by multiple interaction with a learner's designing and plaining study, and also participate in group study case by way of discussion and conversation among participants.

• Annual Conference of KIPS
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• 2010.11a
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• pp.353-356
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• 2010

본 논문에서는 C언어를 이용한 자료구조를 자기 주도적으로 학습할 수 있는 원격 교육 시스템을 설계 및 구현하였다. 각 단원별로 이론 강의 및 실습 강의, 형성평가로 이루어져 있으며, 실습 강의에서는 코딩 영역에 직접 코딩한 소스를 온라인 상에서 컴파일 및 실행이 가능하도록 구현하였다. 특히 한 화면에서 따라가기 형태로 화면의 이동을 하지 않고 실습하는 것이 가능하고 코드의 실행 결과 보기를 할 수 있으므로, 자료구조 학습 내용을 학습자 스스로 충분히 숙지하고 실습할 수 있는 웹 기반 실습 환경을 제공한다. 이론과 실습을 겸함으로써 학습자는 이해하기 어려운 자료구조의 이해도를 높일 수 있고, 학습자가 주도적으로 실습에 참여하도록 유도함으로써 학습의 흥미를 높일 수 있게 하였다.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.21-27
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• 2022

Purpose: The purpose of this study is to investigate the structural relationship between self-directed learning, online class environment, and learning satisfaction of general high school students. 219 12th grade students in Sejong B High School responded to the survey questionnaire. For data analysis, correlation analysis and structural equation models were implemented. Results are as follows. First, there was a moderate or higher correlation between self-directed learning, online class environment, and learning satisfaction. Second, the model fit of the structural model among variables was good. Self-directed learning had an effect on the online class environment, and the online class environment had a positive effect on learning satisfaction. However, self-directed learning had no statistically significant effect on learning satisfaction. The researcher found the implication that learners' online class satisfaction showed a synergistic effect when students' self-directed learning ability and educators' excellent class environment are created. Also, the researcher proposed to analyze online learning satisfaction by comprehensively considering the individual, family, and school factors of various learners.

• Journal of Christian Education in Korea
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• v.63
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• pp.255-281
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• 2020

The purpose of this study was to investigate the structural relationship among self-directed learning ability, learner-instructor interaction, learner-learner interaction, and class satisfaction in online learning environments by the structural equation modelling (SEM). Participants of the study consisted of 300 students (110 = high school students, 190 = college students). Through latent mean analysis (LMA), there was no significant difference of study variables between high school and college groups. However, thorough multi-group analysis, self-directed learning ability had a direct and indirect effect on class satisfaction for the college group via learner-instructor and learner-learner interactions, while learner-learner interaction played a full mediating role of the relationship between self-directed learning ability and class satisfaction for the high school group. In addition, self-directed learning ability had a stronger influence on learner-learner interaction for the college group than the high school group. These results would provide important implications for understanding the different mechanisms between high school and college online learning contexts.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.201-218
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• 2007

This study is a quasi-experimental study to find out the effect of school library-assisted instruction on middle school students' self-directed learning ability in Home Economics Education. For this purpose, the following research questions were established. 14 hours of school library-assisted instruction and traditional lecture were carried out to 164 9th grade female students(82 of experimental group, 82 of comparison group) of a girls' middle school in Jinju, Gyeongnam. To verify the instructional effect, a pre-test and a post-test for self-directed learning ability were carried out. SPSS 12.0 was used for statistical analysis. For statistical analysis, reliability analysis, frequency analysis, x2-test, t-test, repeated measures-ANOVA, and bivariate analysis were used. The results of this research were as follows: First, there was a statistically significant difference between experimental group and comparison group in the self-directed learning ability in all the subordinate items. Second, the change of self-directed learning ability by grade within the experimental group showed no interactional effect in all the sub-items except problem solving ability. Problem solving ability showed a meaningful difference in the rate of grade rising in accordance with academic achievement level and a higher synergy effect was shown in the low academic achievement group. Third, the experimental group showed a higher rate of rising in the self-directed learning ability than the comparison group, and the low academic achievement group showed a higher rising rate of grade than the high academic achievement group. Based on the results of this research, we concluded that the school library-assisted instruction was effective in enhancing middle school students' self-directed learning ability especially for the low academic achievement group.

• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.29-38
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• 2010

In this study we developed an ontology-based e-learning system for supporting self-directed learning. In this system, a domain ontology of a learning topic was constructed and relation properties were defined to indicate the relations among the learning concepts. The learning concepts and their relationships are structured visually through the domain ontology. It also boosts understandabilities of students by means of the visualization of relationships among the pre and post concepts. In addition, the system provides reasoning so that learners can do intelligent query when they want to learn more or they are curious about the high-level knowledge while they are learning a topic. These features of the system would help learners' self-directed and active learning.

• 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.