• The Journal of Korean Association of Computer Education
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• v.19 no.5
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• pp.11-25
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• 2016

This study aims to investigate the effect of reflection on learning outcomes in higher education. Undergraduates enrolled in 3 courses about computer education were involved in the study. They wrote reflective notes with guided questions over six times throughout a semester, and then their task value, learning engagement and academic achievement were measured followed by a survey and interviews to investigate students' responses. As a result, positive influence of the reflective activities was found in cognitive, behavioral and emotional learning engagement and learning achievement. For further studies, the development of reflective strategies for learning motivation and collaborative reflection was suggested.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.127-128
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• 2019

컴퓨터 프로그래밍 수업에 참여하는 학습자들에게 성찰일지를 활용하여 수업에서 배운 내용을 즉시 복습하고 교수자와의 1:1 질의 응답 활동을 진행한 결과, 성찰일지를 통해 가장 도움이 받은 학습 영역과 얻은 학습 성과가 무엇인지 학습자 설문을 통해 조사하고 분석해보았다. 이 연구를 통해 프로그래밍 학습자들을 위해 효과적인 학습 활동을 지원함으로써 난이도가 높은 프로그래밍 수업에서 발생하는 학습자들의 학습 능력 차이를 줄이고 학습 만족도를 높일 수 있을 것으로 기대된다.

• The Journal of Korean Association of Computer Education
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• v.22 no.5
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• pp.27-37
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• 2019

In this study, for the purpose of reflection level analysis of high school students in HW design learning which is based on online simulation, we carried out 5 lessons of HW learning and analyzed there reflection levels for 5 individual time of reflection content. The reflection level analysis results for each time of learning shows that the reflection level of the $3^{rd}$ time learning of D-Flip Flop is the highest score with 1.23. The correlation analysis result between the reflection contents presents that high positive correlation between learning content and task resolving method(r=.781, p<.01), and negative design correlation between task resolving method and alternative resolving method. The HW learning satisfaction survey result shows 4.2, and most of the participant students provided opinions that the HW design learning is required and current learning contents is a bit difficult to follow. We could recognize HW design learning is required to have composition of curriculum with basic and advanced contents, and on-off lines combined.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.21-31
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• 2012

Recently, reflection as a way of reducing the learners' cognitive burden in the programming learning process has been studied. In the present study, we examined the effects of reflection using worksheets to measure elementary students' project performance. The results of the study are that learners who have more reflective time over their learning process are performed creatively and diversely their project work. This study is significant in that it provides more learning opportunities for elementary students by reflection rather than by trial-and-error in programming learning.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.01a
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• pp.225-226
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• 2017

본 연구에서는 컴퓨터 프로그래밍 수업에 참여하는 학습자들의 수업 이해를 돕고 학습 동기를 향상시키기 위해 수업과 연계된 다양한 학습 활동을 운영해보고 이중 성찰일지를 통한 학습 효과를 검증하기 위해 2년 동안 담당한 프로그래밍 수업에 적용해 보고 대상 학습자들의 성적 분석을 통해 학습 효과 정도를 제시한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.01a
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• pp.231-232
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• 2017

학습자가 어려움을 느끼게 되는 프로그래밍 수업의 특징 중의 하나는 단계별 학습으로 이전 단계를 이해하지 못하면 그 다음 단계로 넘어가는데 어려움이 크다는 점이다. 이러한 어려움을 극복하고 학습 효과를 높이기 위해서는 단계별 학습을 유도하는 적절한 학습 방법이 필요하다. 본 연구에서는 성찰일지를 프로그래밍 수업에 적용한 후 설문조사를 실시하여 성찰일지가 프로그래밍 수업의 단계별 학습 효과 및 만족도를 높이고, 특히, 수업시간에는 기본적인 내용을 이해하고 있으나 복습이 부족한 학습태도를 가진 학습자들에게 보다 긍정적인 효과가 있었음을 조사 분석하였다.

• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.193-204
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• 2009

This study examines the effects of cyber learning counseling based on self-reflective activities on learning motivation and habits of elementary students. From the above processes, following findings could be drawn: First, the cyber learning counseling based on self-reflective activities turned out to have positive effects on promoting the motivation of elementary students for learning. Positive impacts were found in 4 sub-factors of motivation for learning, that are, attention, relevance, conviction and satisfaction that were enhanced after cyber counseling for learning was given. Second, the cyber learning counseling based on self-reflective activities were found to have positive effects on changing elementary students' habit of learning. After cyber learning counseling was carried out, Positive impacts were visible in sub-factors of learning habit which are the behavioral indexes of applying learning skill and student-initiated behavior.

• The Journal of Korean Association of Computer Education
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• v.5 no.3
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• pp.89-106
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• 2002

One of the key success factors for Computer Supported Collaborative Learning(CSCL) environments relies on collaborative reflection. Reflection refers to the active, intellectual thinking for monitoring one's own learning process and continuous internal activities of exploring oneself for new learning experiences. Also, reflective activities are closely related not only with the individual aspect of internal exploration but also with the social aspect of learner-learner interaction. This paper suggests four essential macro-level design strategies such as (1)facilitating collaborative awareness, (2)making thinking visualization, (3)negotiation-mediated knowledge construction, (4)providing metacognitive awareness cues or Questions for scaffolding collaborative reflection in the CSCL environments and made some implications for key functional features for the design and development of system components for CSCL.

• Journal of vocational education research
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• v.36 no.4
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• pp.1-20
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• 2017

The purpose of this study is to identify the cognitive and psychological precedence factors of career preparation behaviors of university students and to clarify the structural relationships between the variables. First, the effects of reflective learning on university students' career preparation behaviors were examined and the mediating effect of grit between reflective learning and career preparation behavior was verified. The research analyzed 307 university students in the 3rd and 4th year. The results of the study have shown that the reflective learning had a significant positive relationship with all variables of grit and career preparation behavior, but non-reflective learning have an insignificance relationship with all the main variables. In addition, reflective learning has a direct positive effect on career preparation behavior, and grit has a mediating effect on the relationship between reflective learning and career preparation behavior. The results of this study indicate that the more original variables are further identified and extended to improve career preparation behaviors of university students. It is significant that they are provided with the basic data for the development of career and job preparation education programs that can be applied in the university education field. In addition, it has been confirmed that it is important for university students to improve their ability to critically reflect on themselves, their surroundings and circumstances in order to keep them engaged and to maintain their interests. Moreover, higher education institutions should provide fundamental and extensible method of practice and educational environment.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.503-510
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• 2019

This study aimed to analyze the effects of nursing students' learning motivation, learning attitude and academic self-efficacy on their application of reflective journal with teaching feedback. For this retrospective comparative study data from 190 undergraduate students in the health assessment skills course from 2018 to 2019. The collected data were analyzed by chi-square test, independent t-test, Ancova. After writing reflection journal with teaching feedback showed significant difference in learning motivation(t=2.10, p=.037) and learning attitude (t= 4.54, p=.034) compared to writing reflection journal without teaching feedback. However, no significant difference was found between reflection journal with teaching feedback and reflection journal without teaching feedback. These results suggest writing reflection with teaching feedback is an effective strategy for improving learning motivation and learning attitude.