• Journal of Digital Convergence
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• v.11 no.10
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• pp.719-730
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• 2013

The English Conversation class as a required course in S university is designed as blended learning to reinforce English education. To identify the influence of this blended learning on its students' achievement, the research about what variables are related with it was conducted. Data analysis indicates that gender, major, military service, overseas stay, face-to-face attendance, quiz, and online attendance have an effect on the student achievement. However, the students' style of online learning--study place, study time, and study frequency--doesn't have any relationship with their achievement. Their satisfaction with the online study was questioned in the three areas such as instructor, contents, and system, among which only the 'system' area has an influence on their achievement.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.351-358
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• 2009

This study shows how to impact on programming learning using Scratch by the learning style. Firstly, students were classified by learning styles test using the VARK questionnaire. After one semester of programming education, correlation with learning styles and various instructional factors was analyzed. Scratch-based programming education improves the cognitive effectiveness and learning satisfaction for elementary school students. Especially students with visual preference performed better on programming education based on Scratch statistically. As a result, the process of programming must be mainly considered in programming education.

• The Journal of Korean Association of Computer Education
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• v.12 no.5
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• pp.75-85
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• 2009

This study compared the differences between a group that studied with AR contents and a group that studied in a traditional method to examine the effects of AR contents use in elementary school science classes. The effects in four areas of studying were examined : study focus rate, study activities consuming variables, study participation activeness and instructional climate. As a result, there was no significant difference in study concentration rate between the AR and traditional groups. For study participation activeness, the AR group had higher participation actions, but there was no difference between the groups for language participation. For study activities consuming variables, the AR group stimulated more diverse study activities than the traditional group. For instruction climate, the AR contents group contributed more to creating a positive climate compared to the traditional group. Therefore, the results showed that application of AR contents on science classes would stimulate active participation of students and various study activities and help create a positive instructional climate.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.658-667
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• 2001

In this study, the relationships among students' cognitive/affective variables, cognitive conflict induced by anomalous data, and conceptual change were investigated. Tests regarding background knowledge, field dependence-independence, learning strategy, logical thinking ability, goal orientation, self-efficacy on prior concept and ability, and control belief were administered. Tests of prior conceptions, responses to anomalous data, conception, and retention of conception were also administered. There were no significant correlations of cognitive conflict induced by anomalous data with students' cognitive and affective variables. However, prior knowledge on molecular motion, field dependence-independence, and learning strategy were significantly correlated with students' conception and retention of conception. Logical thinking ability was also correlated with their conception. Multiple regression analysis indicated that learning strategy significantly predicted students' conception and retention of conception. For the affective variables, self-efficacy on ability was significantly correlated with students' conception and retention of conception, and goal orientation was correlated with their conception. Self-efficacy on ability was a significant predictor on students' conception and retention of conception, and goal orientation on their conception.

• Annual Conference of KIPS
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• 2021.05a
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• pp.227-230
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• 2021

본 연구는 코로나19 바이러스로 인해 대학에서 비대면 온라인 학습 환경이 일반화된 상황에서 학습자 만족과 사용 의도 형성에 영향을 미치는 요인을 도출하고 이들 요인 간에 존재하는 구조적인 관계성을 실증적으로 검정해 보기 위한 것이다. 이를 통해 비대면 온라인 학습에 대한 학습자 만족과 사용 의도에 영향을 미치는 주요 변인들간의 관계를 종합적으로 규명함으로써 대학교육의 효과성을 높이는데 기여할 것으로 생각한다.

• Journal of the Korean earth science society
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• v.28 no.4
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• pp.445-452
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• 2007

A project-learning model of web-based self-directed (WBSD) was applied to teach a theme of 'weather and climate' to high school students in four classes of the 11th grade. Results showed that the WBSD model was overall effective in improving learning ability, self-consciousness, and attitude toward school. Specifically, the results of WBSD instructions reported that there was a significant difference in 7 variables of learning ability except for action control, 3 variables of self-consciousness, and 2 variables of school attitude when compared with those of traditional instructions. In addition, the project-learning model of WBSD presented the positive effect to all leaners at any level in self-directed learning.

• Journal of dental hygiene science
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• v.12 no.4
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• pp.375-382
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• 2012

This research will target the Dental Hygienics students to identify the level and type of the $2{\times}2$ achievement target orientation, and will study how this achievement target orientation is related to the Self-Regulated Learning, as well as the effect on the each sub elements of the Self-Regulated Learning (SRL). Among the $2{\times}2$ achievement target orientation of all the female university students, the skillful approach was found to be highest. In case of the adjustment of the motivation following grade, intrinsic value of the 1st grader was higher than the intrinsic value of the 2nd and 3rd graders. As for the behavior adjustment, the 3rd grader's time and studying adjustment were found to be higher. Mean while, pursuit of the cooperation was found to be high compared to the time and studying adjustment of the1st and 2nd graders. Second, intrinsic value, overt goal orientation, and studying environment adjustment among the SRL's subelements, manifested significant correlation with all the sub elements of the $2{\times}2$ achievement target orientation. As for the elements that affected cognition adjustment, grade and skillful approach were found to exert significant effect on the performance adjustment. As for the element that affects behavior adjustment, grade and skillful approach exerted significant effect on the sub elements of the behavior adjustment. Analysis on the effect of the achievement target orientation and SRL implies that the direction of the students' learning goal can be modified and that they can learn effectively by using the SRL appropriately. When the two elements are factored in carefully, the key findings could serve as a base data that can motivate the students, inducing effective learning process.

• 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.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.137-145
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• 1999

This study investigated the influences of the cooperative and the individualistic learning strategies on the academic achievement and the attitudes toward science instruction and science by the level of achievement. These two learning strategies endowed students with the responsibility of learning and emphasized student-centered learning which included higher order thinking activities. Cooperative learning group students studied the tasks through small group discussion, and individualistic learning group students solved the same ones individually. In the traditional group. teacher-centered expository lesson was used. The subjects of this study were 7th graders of coed middle school, and were taught about separation of mixture for 10 class periods. Two-way ANCOVA results revealed that the test scores of academic achievement for cooperative learning group were significantly higher than those of individualistic and traditional learning groups. The attitudes toward science instruction and science were also more positive in cooperative learning group than the others. No interactions between the treatment and the level of previous achievement indicated that the cooperative learning strategy was effective regardless of the level of achievement.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.571-594
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• 2010

Learning styles affect how students access and handle their task, so it is very important to understand how they study, when planning teaching-learning process, to enhance their potential to the maximum. In addition, in order to improve the quality of gifted education, there is a need to examine the curriculum and teaching-learning process which reflect learner characteristics. In this study, gifted student's preferred learning styles are investigated using questionnaires and learning style inventory. Also by analyzing the characteristics of the learners, it is hoped to get parents and teachers to understand the gifted who have various talents, and to support teaching programs for the gifted in order to develop their potential. This study shows that there are differences in the studying style between the gifted child and the average child. Namely, learner's physical and psychological environment can affect learning styles. Also there is a difference between the studying style which the gifted students prefer and the teaching style which teachers use most frequently. Programs for the gifted should be planned through better understanding of the characteristics of the learners.