• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.211-225
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• 2021

The purpose of this study was to investigate the effect of academic self-efficacy, task value, behavioral participation, cognitive participation, emotional participation, and initiative participation on learning satisfaction in 462 college students who took a flip learning class. Results, As for the direct effect of variables affecting learning satisfaction, behavioral participation was the largest factor, followed by initiative participation, task value, emotional participation, and academic self-efficacy. These variables explained 86% of learning satisfaction. Academic self-efficacy and task value had an indirect effect on learning satisfaction through behavioral, emotional, and proactive participation. In the multi-group moderating effect with the upper-middle class (B+ or higher) and the lower-middle class (below B) group as the moderating variables, there was a partial moderating effect because the path coefficients of leading participation and learning satisfaction differed between the groups. It is necessary to seek various ways to increase the degree of participation in learning and to develop an intervention strategy through a program tailored to each individual.

• Proceedings of the Korea Association of Information Systems Conference
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• 2001.12a
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• pp.194-200
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• 2001

자기 주도적 문제해결 학습모형은 구성 주의적 학습원칙에 의거한 교수-학습모형으로서 학습자의 학습과정에 대한 적극적 참여(구체적 학습목표 설정, 학습내용과 방향 결정 및 평가에 참여)를 강조한다. 또한 자기 주도적 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 Contents Association Conference
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• 2012.05a
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• pp.201-202
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• 2012

본 논문은 강의에서 생산되는 다양한 콘텐츠들을 교육자, 학습자가 수준별로 다양하게 활용하고, 이를 통해 학습자가 자기 주도적 학습을 할 수 있도록 시스템을 설계 한다. 이를 위해 학습 콘텐츠를 객체 기반화하며, LCMS를 도입하여 참여형 콘텐츠 관리 시스템을 설계한다. 본 연구에서 개발되는 시스템은 교수자와 학습자가 교육과정 종료이후에도 계속 활용할 수 있으며, 새로운 학습자들이 계속 참여하여 풍부한 콘텐츠를 구축하며 상호교류 하여 소셜 학습 네트워크(Social Learning Network)를 구축할 수 있도록 한다. 이는 평생학습이라는 사회적 요구에도 부응할 수 있을 것이다.

• Proceedings of the Korea Information Processing Society Conference
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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.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.153-166
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• 2008

The purpose of this study was to investigate middle school student's self-directed learning(SDL) using a hierarchical linear modeling. By considering variances of SDL at individual and school level, the student's SDL was explained in terms of school quality as well as individual efforts. For the HLM analysis, participation in private tutoring, teacher's support for SDL, caring students' individual needs, and participation in extra curriculum activities were explored at individual level. At school level, school SES, quality of national curriculum implementation, and parental support for school were utilized. The results of analysis showed that more than 95% of variance of SDL was explained by variables at individual level. Among the variables at individual level, private tutoring was not a significant variable explaining the SDL. Based upon the results, multiple regression analyses by background variables were also conducted. By interpreting the results of analyses, the impact of school quality and individual efforts on the SDL was discussed.

• Asia Marketing Journal
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• v.8 no.1
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• pp.19-47
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• 2006

This study explores the effect of the properties of digital infra on customer participation to explain how customers' initiatives impact the marketing process in the digital environment. Also the effect of the accumulated information through customers' information sharing on their initiatives in the marketing activities can be discovered. These effects can be better understood by developing comprehensive model and employing large sample empirical test. Study1 identifies the properties of digital infra which overcomes the limitations of off-line environment in customers' participation - Information openness, connectedness, community interaction and structure clarity - and how these properties activate customers' participation in the marketing process. Study2 shows the process structure of reverse marketing activities in the digital environment. These findings deliver the fact that customers' initiatives in the marketing activities will be accepted generally under the digital environment. Consequently, this study suggests some managerial implications for completely different marketing strategies in response to customers' initiatives in the marketing activities under the digital environment.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 1998.03a
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• pp.177-183
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• 1998

개발적체의 해소 및 사용자 수용을 증진시키기 위한 방법으로 사용자를 정보시스템 개발과정에 일부 참여하도록 하였다. 그러나, 이제는 정보기술의 보편성 및 사용자의 컴퓨터 관련 지식의 향상으로 현업 사용자들이 정보시스템 개발과정에 주체적인 역할을 하는 사용자 주도 개발이 현상이 나타나고 있다. 본 연구는 사용자가 개발의 주체가 되고 정보시스템부서에서 기술적인 부분과 관련하여 일부 참여하는 사용자 주도개발의 당위성 및 이를 검증하기 위한 사례연구를 실시한다. 특히, 사례연구를 통하여 사용자 주도개발의 이점이 무엇인지를 이해하도록 한다.

• Digital Contents
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• no.10 s.53
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• pp.8-10
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• 1997

미국과 일본 등 해외 각국들은 정부가 주도적으로 나서 각 대학 디지틀 라이브러리를 하나의 네트워크로 구축하는 디지틀 도서관 망 설치 작업을 진행중이다. 이는 사용자가 어디서나 필요한 자료를 연결된 대학 도서관을 검색해 쉽게 획득할 수 있도록 하기 위해서이다. 미국과 일본의 사례를 살펴봤다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.198-209
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• 2018

The purpose of this study is to empirically verify the effects of positive psychological capital on participation in lifelong learning as well as the mediating effect of self-directedness of adult learners in Korea. The research model was constructed using positive psychological capital as an independent variable, lifelong learning participation performance as a dependent variable, and self-directedness as a mediating variable. The results of the study are as follows: First, positive psychological capital of adult learners has a significant effect on self-directedness and participation in lifelong learning. Second, self-directedness has a significant effect on participation in lifelong learning. Third, self-directedness plays a mediating role between positive psychological capital and participation in lifelong learning. The results of this study indicate that positive learning psychology and self-directedness are important factors for participation in lifelong learning. The results of this study are expected to contribute to the development of lifelong learning systems and the development and operation of programs that can enhance positive psychological capital and self-directedness of adult learners.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.816-826
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• 2022

The purpose of this study is to examine the effect of improving academic self-efficacy and self-directed learning ability by conducting a self-directed learning program for college students. To this end, a program was conducted for 28 college students. In order to examine the effectiveness of the program, a single-group pre-post design method was used, which compared the pre-score before the program and the post-score after the program. The program was conducted during the 8 session. The research results are as follows. First, the pre-post scores of the academic self-efficacy of the students who participated in the program increased, but it was not statistically significant. Second, the pre-post score of the self-directed learning ability of students who participated in the self-directed learning program increased significantly. Through these results, the implications of the self-directed learning program for college students and suggestions for follow-up research were presented.