• 대한공업교육학회지
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• v.31 no.1
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• pp.110-128
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• 2006

This study investigates the relationship between self-regulated learning ability, learning style and the degree of learning participation in on-line learning. After a four-year university course was constructed in an on-line learning environment and open on-line courses for a semester, in order to recognize the degree of learning participation, an analysis of system log files and notification of the number of bulletins were performed. The result indicates that self-regulated learning ability has a static correlation with the degree of learning participation, and that learning style is not statistically meaningful. Also, the relationship between self-regulated learning ability and learning style was not statistically meaningful. As to the learning style, researchers expected most students would be convergent, but 63.4 per cent of students (52 students) displayed dispersion. In conclusion, when on-line learning is designed, a proper self-regulated learning strategy will help better learning achievement.

• 대한공업교육학회지
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• v.31 no.2
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• pp.332-349
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• 2006

The purpose of this study is to identify the relationship between the University students' learning styles in an e-learning according to the major field and learning styles in an e-learning according to the psychological types. The results of the research are as follows: First, The Major field made no difference to the learning styles in e-learning. E-learning styles of University student are as follows : the environment-dependent and self-directed learning style, positive and cooperative learning style, environment-independent and self-directed learning style. Second, In comparison with the boys and girl's the learning styles in e-learning, there were individual differences. But the environment-dependent and self-taught learning style was the highest learning style in Boys and Girl's but, especially there was more high in Girl's. Third, Amount to use internet made no difference to the learning styles in e-learning. The difference of learning styles in an e-learning environment according to Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling among Psychological Types were statistically meaningless.

• Journal of the Korea Society of Computer and Information
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• v.26 no.9
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• pp.125-132
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• 2021

At a time when non-face-to-face classes are being held for a long time due to Corona (COVD-19), research on non-face-to-face teaching and learning methods is needed. Existing teaching and learning methods are limited in their application to non-face-to-face classes as they present face-to-face practical and experiential teaching methods. In this study, we present a method of utilizing the extended reality (XR: eXtended Reality) technology for the 5AL (5 Activity Learning) teaching method, which is a teaching and learning method selected by the Institute for University Education Innovation. The 5AL teaching method consists of PBL Learning, Havruta Learning, Flipped Learning, Smart Activity Learning, and Gamification Learning. In this study, a method of combining the released extended reality contents with 5AL was presented. In addition, we developed content that integrates the 5 learning methods of 5AL and confirmed the learning effect through testing.

• Journal of The Korean Association of Information Education
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• v.7 no.3
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• pp.331-339
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• 2003

This study is the content about the development of ICT(Information and Communication Technology) teaching-learning model to support the korean language learning. Firstly, we proposed 3 types on developing models for ICT teaching-learning in korean language learning, we developed 4 ICT teaching-learning models based on analysing the curriculum of korean language course and studying the preceding works. Moreover we offered the strategies for applying ICT teaching-learning models with korean language learning. The developed 4 ICT teaching-learning models in this study are expected that ICT will use to design ICT teaching-learning model in another courses and teachers take advantage of the 4 models in korean lesson effectively.

• The Journal of Information Technology
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• v.6 no.3
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• pp.137-150
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• 2003

Recently, developing information technology and increasing internet usage, e-Learning service industry is rapidly growing. However institutions and regulations related e-Learning service are insufficient. Users of e-Learning service were lower grade in school relatively, spent average 40,000won/month and used other private education service. Users answered that they were generally satisfied at e-Learning service but were not satisfied at e-Learning 'fee'and 'the contract process'. Specially, the result suggest that consumer's satisfaction is affect by experience of demage and complains related e-Learning usage.

• Journal of the Korea Society of Computer and Information
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• v.21 no.7
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• pp.93-100
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• 2016

This paper shows what kind of influence the learning motivation factors have on the effectiveness of Flipped Learning Model through the case of operating a JAVA programming subject. The Flipped Learning Approach consisting of Before Class, Before or At Start of Class, and In Class provides the students with learning motivation as well as satisfies Keller's ARCS(Attention, Relevance, Confidence, Satisfaction) to keep them studying steadily. This research conducts the operation of Flipped Learning and gets Exploratory Factor Analysis and Reliability Analysis from the result of the course experience questionnaire at the end of the class. Given this survey result, Flipped Learning approach improves the learners' satisfaction in class and the effectiveness in the fields of understanding learning context more than does the previous lecture-based learning approach by pacing learning procedure and conducting self-directed learning.

• Journal of Engineering Education Research
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• v.20 no.5
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• pp.34-42
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• 2017

This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.935-949
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• 2012

The purpose of this study was to investigate the structural relationship among the self-efficacy, self-directed learning ability, school adjustment and learning flow in middle school students by the structural equation modeling analysis. The subjects of this study consisted of 553 middle school students. The data were analyzed with descriptive statistics, Pearson correlations and structural equation modeling analysis by using the SPSS 12.0 and AMOS 5.0 statistical program. The results of this study were as followed: First, there were significant correlations among the self-efficacy, self-directed learning ability, school adjustment and learning flow. Second, the self-directed learning ability and school adjustment directly affected the learning flow. Third, self-efficacy and school adjustment variables indirectly affected learning flow. The indices of the best fit model on these variable were adequate. This study shows that the self-efficacy, self-directed learning ability, school adjustment are the significant predictor for the learning flow during adolescent.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.1
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• pp.116-125
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• 2011

In this study, a survey research was conducted on government employees in Busan Metropolitan City to identify the influence of cyber education factors (learning factor, learner factor, and learning system factor) on the preference for government employee cyber education offered by the government always learning system. Analyzed results, recognition of learning factor, learner factor, and always learning system were shown to have significant influence on the preference for cyber education, but no indication of influence by always learning support. This study intends to assist stimulating voluntary participation in cyber education and active commitment in learning activities through improving learning effect and fortifying convenient informatization education, with regard to activation of cyber education and improved preference for cyber education.

• The Journal of Information Systems
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• v.30 no.2
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• pp.127-146
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• 2021

Research Purpose Advances in digital technology have facilitated the widespread adoption of online learning, which has become a substantial way of learning. Although digital immigrants have become a main group of users of learning online, there is a lack of understanding of their online learning. This study aims to explore digital immigrants' adoption of online learning from the goal-pursuit perspective to gain insight into how they use online learning. Research Method A laddering interview was conducted with 22 Korean adults to elicit their goals in online learning. Then, a means-end chain analysis was used to derive their hierarchical goal structure. Findings The results reveal digital immigrants' goal structure of online learning, consisting of four attributes of online learning (e.g., accessibility, diversity, up-to-dateness, and repeatability) and six goals (e.g., self-esteem, enjoyment, recognition, productivity, gaining insights, and positive relations). This study contributes to the literature by providing a rich picture of their use of online learning.