• Communications of Mathematical Education
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• v.36 no.4
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• pp.511-533
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• 2022

The purpose of this study is to develop a learning coaching model suitable for the mathematics subject by reflecting the characteristics of the mathematics subject and the mathematics teaching/learning process in the CARE learning coaching model that supports students' self-directed learning. The mathematics learning coaching model developed in this study is a 'step' and 'element' to apply coaching, and a 'strategy' for carrying out it. Mathematics learning coaching model evaluated rapport, trust, state management, and math pre-test as elements of 'creating a comfortable atmosphere', and problem recognition, hypercognition, restructuring, initiative, and math learning ability as elements of 'improving perception'. Self-efficacy, learning readiness, confirmation (feedback) as elements of the 'reawakening of learning immersion' stage, voluntary motivation and success experiences as elements of the 'empowerment' stage, and various math learning strategies to perform each element presented. The math learning coaching model can be used to help math teachers motivate students to learn and help students solve their own problems.

• The Korean Journal of Coaching Psychology
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• v.6 no.1
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• pp.33-55
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• 2022

This study examined the effects of 1:1 online coaching for college students on self-directed learning, learning motivation and time management. The coaching program consisted of motivation, behavior and cognitive control, which are sub-factors of self-directed learning. Total of 7 sessions(80 minutes per session) were progressed. Seven participants who wanted coaching, out of the total 16 participants, were assigned to the experimental group. A non-equal control group experimental design was applied. Dependent variables were measured by questionnaire before and after the coaching, and satisfaction survey and post-interview were also conducted after the coaching. ANCOVA was adopted to test the effectiveness of the program. The statistical results indicated that the learning coaching of this study has positive effect on self-directed learning and learning motivation of university students, and has partially positive effect on time management. In addition, the mean of satisfaction survey was 4.85 and participants showed positive responses on the program.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.193-205
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• 2014

This study examined the effect of coaching based on private tutoring on students' learning ability and academic achievement in university mathematics education. Those in the coaching group showed statistical significance in academic achievement compared to those in the non-coaching group. In addition, the coaching was found to be more effective for those with poor academic performance or women than those with excellent academic performance or men respectively. Due to limitations on survey time and number of respondents, it is difficult to draw a general conclusion about the effect of coaching in university mathematics education. Still, it is significant that the study applies coaching as a method to teach students university mathematics for the first time and the results are in consistent with those of previous studies on other subjects.

• The Journal of Korean Association of Computer Education
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• v.18 no.6
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• pp.43-51
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• 2015

In this paper, we develops the hybrid career coaching model combined the face to face and the E-coaching, and applies students of childhood education for career guidance. The presented hybrid career coaching manages a profile and state information and a remote access between the coach and coachee on Internet. Then, online part of hybrid coaching deals with saving the data, and understand of the situation of the coachee if it is necessary. And face to face part of hybrid coaching have a conversation, the checking, counsel and introspection if the coach needs. Presented hybrid career coaching model has th procedure of 6 steps such like career coaching guidance, self-understanding, career decision-making, establishment of the career execution planning, execution plan and action will inspection and execution result inspection. Proposed hybrid career coaching is possible to understand coachee's current state on the career map, realize the importance of the execution strategy and maximize the efficiency and effectiveness self-regulation capacity.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.15 no.5
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• pp.1-7
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• 2015

Recently, a coaching helps individual to lead and maximize performance. Generally there is a face to face coaching at the current spot of education, and the e-coaching is on the rise. And the face-to-face coaching means that coach and the coachee come face to face directly. And, the effective coaching method is required to supply the weakness and to maximize the strength of the e-coaching using the Internet. Accordingly, we are studying a hybrid coaching to overcome the difficulty and the limit of face-to-face coaching and online coaching. In this paper, we design and implement the career coaching system to provide the face-to-face coaching and the e-coaching for coachee based on the Web service on the Internet. We provide the hybrid coaching using Web service based on the Restful and connect with the database based on the Web to save and manage the profiles and the coaching history of the coach and the coachee. Proposed hybrid coaching system for coachee career improves remote accessibility between the coach and the coachee. This system provides the interaction without the limit of the time and the space, and overcomes the limit of the traditional face-to-face coaching on the online environment.

• Journal of the Korea Convergence Society
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• v.10 no.7
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• pp.39-45
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• 2019

The aim of this research is to find out how convergent operation of the learning coaching and compensation system affects the academic self-efficiency and learning performance of university students. In the second semester, a compensation system was prepared based on learning coaching and learning outcomes, made a notice in advance, and conducted a survey before and after operation to measure the academic self-efficacy. In addition, the MLST-II Learning Strategy Diagnosis Examination was conducted on G university students to diagnose the learning tendency. As a result, although G University students felt a reluctance by coaching the learning community and expected negative results during the course of participation in the learning community due to low motivation and low expectation of results, they showed a significant improvement in academic self-efficiency and learning outcomes. Therefore, even students with negative learning tendency will need to consider how to operate these programs in the educational field, as the expert's learning coaching and compensation systems produce positive results for students' academic self-efficiency and learning outcomes rather than leaving them to autonomy.

• Smart Media Journal
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• v.5 no.2
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• pp.8-14
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• 2016

In this paper, we propose a model for coaching and formal operating procedures performed capstone design advisor during the design done to allow effective guidance and management. Coaching model is proposed through coaching and capstone design proposed by coaching on the procedure for the implementation and management, Mokpo National University Department of Computer Engineering student in the program outcomes, performance assessment of the effective operation of the capstone design based social network service the demonstrated effectiveness of the coaching model.

• The Korean Journal of Coaching Psychology
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• v.7 no.2
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• pp.47-74
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• 2023

The purpose of this study was to test the effectiveness of a group coaching program to promote metacognitive learning ability in an academic context for adult learners enrolled at a distance university. The topics and objectives of the group coaching program focused on understanding and applying the elements of 'metacognitive knowledge', and each session was conducted online by integrating 'planing-monitoring-regulating', an element of 'metacognitive regulation', into the REGROW model of coaching. To verify the effectiveness of the program, research participants were recruited from adult university students enrolled in A Cyber University and assigned to the experimental and control groups. The experimental group was given the program, while the control group was given the program after the completion of the study. Metacognitive learning ability level and academic self-efficacy were tested before and after the program for both groups, and a satisfaction survey was conducted for the experimental group. Analyses of the data revealed that the experimental group showed higher scores on both the overall and sub-scales of perceived metacognitive learning ability and academic self-efficacy compared to the control group. Participants in the experimental group also reported high satisfaction with the program, increased knowledge of metacognition, awareness and application of metacognitive strategies, and found the group coaching approach beneficial. Based on these findings, implications, and suggestions for future research are presented.

• The Korean Journal of Coaching Psychology
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• v.5 no.1
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• pp.67-83
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• 2021

The purpose of this research is verifying the effects born by reading-based learning coaching programs on Korean language performance and the psychological variables of middle school students. A reading-based learning coaching program applied alongside a coaching model was developed and presented to first grade middle school students living in a local county-level city. The psychological variables were measured three times: prior to the program, immediately following the end of the program, and one month after the end of the program. Korean language performance was only measured twice: prior to the program and following the end of the program. Results revealed that compared to the control group, the experiment exhibited showed significant improvement in the scores of learning efficacy and self-regulation efficacy after the program. As well, these changes lasted for up to one month after the program. The future time perspective didn't show any significant interaction effects between time and group. The experimental group's performance in terms of Korean language was also significantly improved after completing the program. Based on these results, implications and limitations are discussed.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.400-423
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• 2020

In the era of the fourth industrial revolution, IT workers' use of creativity has become more important than workers' in other fields in that they should apply new digital technologies to their companies for organizational innovation. In this regard, this study is to verify the effect of managerial coaching behavior on the creativity of employees in the IT field and identify the mediating effect of unlearning and the moderating effect of creative self-efficacy. A survey was conducted on IT workers in Seoul and the metropolitan area and a total of 439 copies of the questionnaire survey were used for confirmatory factor analysis on SPSS 25.0 and AMOS 25.0 and for mediating and moderating effect analysis on SPSS Process Macro 3.0. The results suggested that managerial coaching behavior has a positive effect on the creativity and unlearning ability of employees. They also showed that unlearning has a significant effect on one's creativity, mediating the relationship between managerial coaching behavior and the creativity of employees. Also, they identified that creative self-efficacy moderates the relationship between managerial coaching behavior and unlearning. This study has theoretical and practical significance in that it makes a timely contribution to expand the research area for coaching effect and identifies the influential mechanism behind managerial coaching by verifying the direct effects of managerial coaching behavior on the creativity of the IT sector workers and finding indirect influential factors.