• Journal of Information Technology Services
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• v.12 no.4
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• pp.59-75
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• 2013

As education environment is changing rapidly and competition of education industry is more intensive, the importance of service view about education is increasing as a differential competitive advantage. This study attempted to investigate the impact of service convenience as a different competitive advantage on e-learning acceptance by using TAM. The purpose of this study is to examine how five-dimensional service convenience constructs(decision convenience, access convenience, transaction convenience, benefit convenience, post-benefit convenience) affect consumers' perceived usefulness, attitude and usage intention. For this study, data were gathered from respondents who bought or used e-learning services and analyzed by structural equation model. Among the five-dimensional service convenience constructs, two constructs(benefit convenience, post-benefit convenience) affected consumers' positive perceived usefulness, attitude and usage intention about e-learning service. The results show that management and investment to improve benefit and post-benefit service convenience make consumers' positive attitude and usage intention about e-learning service.

• Korean Journal of Human Ecology
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• v.23 no.5
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• pp.759-771
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• 2014

The purpose of this study was to examine the effects of undesirable parenting behavior, children's peer relationship and self-regulated learning on children's self-esteem. Using the data from Korean Children and Youth Panel Survey, this study was conducted with Structural Equation Modeling(SEM). The results of this study were as follows. First, parents' undesirable parenting behavior influenced directly on children's self-esteem, and peer relationship. Second, children's peer relationship influenced directly on self-regulated learning, and self-esteem. Third, children's self-regulated learning influenced directly on self-esteem. Fourth, parents' undesirable parenting behavior did not influenced directly on children's self-regulated learning. But children's peer relationship and self-regulated learning had mediating effects on the relationship between undesirable parenting behavior and children's self-esteem.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.274-289
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• 2017

The purpose of this study was to examine empirically the influence of self-efficacy on the selection of behavior and sustainability as a variable affecting vocational basic competencies. There is a need to confirm the influence of the mediating effect of nursing professionalism and self-directed learning ability formed through the recognition of nursing professional intuition on the vocational basic competencies. For this purpose, 396 nursing students from three junior colleges in J province were sampled for convenience. All of the latent variables were measured by vocational core competency, self-efficacy, nursing professionalism and self-directed learning ability. The collected data were analyzed using Structural Equation Modeling. The result of this study were as follows: First, the fix indexed of causal model among ocational core competency, self-efficacy, nursing professionalism and self-directed learning ability were identified suitably. Second, self-efficacy had no direct effect on vocational core competency, however, nursing professionalism and self-directed learning ability had moderating effect in the relationship between self-efficacy and vocational core competency. Third, nursing professionalism had direct effect on vocational core competency and also self-directed learning ability had moderating effect in the relationship between nursing professionalism and vocational core competency. Fourth, self-directed learning ability had direct effect on vocational core competency.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.23-52
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• 2008

The purpose of this study was to examine the Structural Equation Model (SEM) of scientific problem finding ability based on science related attitude, motivation and self-regulation learning strategy of the gifted in science. A total of 153 scientifically gifted students were selected from a university-based Sifted education center The instruments used for the study were Test of Science-Related Attitudes, Motivated Strategies for Learning Questionnaire (MSLQ), and Science Problem Finding Test. In order to examine Structural Equation Model (SEM) of scientific problem finding ability, we assumed scientific problem finding model related to science inquiry, model I (domain specific), and scientific problem finding model related to creativity, model II (domain general) The results of this research are as follows. First, the correlations between science related attitudes and MSLQ were significant; motivation and self-regulated learning strategy as sub factors were positively correlated to science related attitudes. Only scientific attitude as a sub factor of science related attitudes was significantly correlated to elaboration of creativity category in scientific problem finding ability. In other hand, self-regulated learning strategy was significantly correlated to elaboration, inquiry motivation and inquiry level in scientific problem finding ability. Second, as the results of SEM analysis, we confirmed model I and model II were the best adequate through the indices of best fit (TLI, CFI>.90, RMSEA<.08); scientific problem finding ability was directly influenced motivation and self-regulated learning strategy but science related attitudes indirectly influenced scientific problem finding ability through motivation and self-regulated learning strategy. Based on the results, the implications for science gifted education were discussed.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.117-129
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• 2000

The purpose of this research consists in understanding how the effects of Teaching Method by Questions on the achievement ability of math study and learning attitude are in the aspect of teaching and learning procedure, compared with those of the traditional teaching way. To attain the purpose, the research questions have been set up as follows: ［Research Question 1］ How to make a teaching plan of effective Learning by Questions\ulcorner ［Research Question 2］ Can Learning by Questions bring about a meaningful difference between two groups (experimental group and comparative group) in the aspect of the achievement ability of math study\ulcorner ［Research Question 3］ Can Learning by Questions change the Learning attitude of the students positively\ulcorner The outcome is as follows: First, it shows that the experimental group with Learning by Questions have marked more significant difference than the comparative group in the aspect of the achievement ability of math study. That is, Learning by Questions has a positive effect on the achievement ability of math study. Second, the experimental group with Learning by Questions have brought about more positive learning attitude than the comparative group without Learning by Questions.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.30 no.3
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• pp.38-53
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• 2022

Recently, the acquisition and production of information using digital tools and the creation of new knowledge are emphasized as important educational elements. Therefore, in this study, the effect of learning achievement according to the digital literacy level of college students was analyzed. For the analysis, a questionnaire is conducted with college students majoring in aviation services attending universities in Seoul Capital Area and Chungcheong area. To verify the hypothesis of the study, demographic characteristics are identified based on the questionnaire, reliability and validity of measurement items are verified, and structural equation model analysis is performed to verify the hypothesis. The analysis results are as follows. First, among the sub-factors of digital literacy competency of college students majoring in aviation service, 'technology use' is found to have a positive effect on 'cognitive flow' and 'emotional flow' of learning flow except 'behavioral flow'. Second, among the sub-factors of digital literacy competency, 'self-learning' is found to have a positive effect on 'cognitive flow', 'emotional flow', and 'behavioral flow' in learning flow. Third, the sub-factors of learning flow, 'cognitive flow', 'emotional flow', and 'behavioral flow' have a positive effect on 'learning satisfaction'. Fourth, 'learning satisfaction' is found to have a positive effect on 'learning outcomes'. Based on the research results, practical support measures and strategies for educational success are presented.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.31 no.1
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• pp.118-132
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• 2023

This study aimed to analyze the relationship between the learning perception of aviation service subjects using role play on the interpersonal competence, learning satisfaction, and learning outcomes of college students majoring in aviation service. A survey was conducted targeting 217 university students majoring in aviation service who are enrolled in universities in the metropolitan area and Chungcheong area and have experience in class using role play. In addition, the hypothesis is verified using the structural equation model. Among the perceptions of role play classes experienced by university students majoring in aviation service, 'inter-dependency' was found to have a positive (+) effect on all sub-factors of interpersonal competence. And 'usefulness' confirmed the positive (+) influence relationship with 'temperament for others' and 'communication' except for 'relationship promotion' of interpersonal ability. Among sub-factor of interpersonal competence, it is confirmed that only the factors of 'temperament for others' and 'communication' had an effect on learning satisfaction. And it is proved that learning satisfaction is an important determinant of learning outcomes. Therefore, this study is expected to serve as a basis for deriving an efficient and optimal learning method for practical subjects in aviation service majors.

• English Language & Literature Teaching
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• no.5
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• pp.1-25
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• 1999

The objective of the present study was to model the relationships between language learning strategy use and language proficiency among the Asian (Korean, Japanese, and Taiwanese) students studying English in the United States. The instruments were a language learning strategy Questionnaire and the Institutional Testing Program Test of English as a Foreign Language (ITP TOEFL). Structural equation modeling was utilized to model the relationships between language learning strategies and language proficiency. The present study found only weak relationships between language learning strategies and language proficiency. Only 13% and 15% of variance of the listening and grammar/reading factor were explained by the language learning strategies. The metacognitive strategies appeared not to have direct relationships to the language skill factors, as was found in other studies (Purpura, 1996, 1997). The effects of the social and affective strategies were very small. They in combination could account about 1% and 4% of the variance of the listening and grammar/reading factors.

• 제어로봇시스템학회:학술대회논문집
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• 2001.10a
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• pp.169.3-169
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• 2001

This paper introduces a new approach to analysis of error convergence for a class of iterative learning control systems. First, a nonlinear plant is represented using a Takagi-Sugeno(T-S) fuzzy model. Then each iterative learning controller is designed for each linear plant in the T-S fuzzy model. From the view point of two-dimensional(2-D) system theory, we transform the proposed learning systems to a 2-D error equation, which is also established in the form of T-S fuzzy model. We analysis the error convergence in the sense of induced 2 L -norm, where the effects of disturbances and initial conditions on 2-D error are considered. The iterative learning controller design problem to guarantee the error convergence can be reduced to linear matrix inequality problems. In comparison with others, our learning algorithm ...

• Educational Technology International
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• v.10 no.2
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• pp.63-83
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• 2009

The purpose of this study was to investigate the cognitive mechanism of e-Learning contents development projects on the basis of the Shared Mental Model theory perspective. To pursue the purpose, a theoretical model and several hypotheses were developed based on relevant literature. Thirty five (35) e-Learning contents development teams composed of 202 instructional designers from for-profit professional e-Learning companies in Korea were participated in this study. For the analyses of the fit of the Model and parameter estimations, Structural Equation Modeling (SEM) method was employed. As hypothesized, e-Learning contents development team members' interaction leads to higher SMMs which in turn facilitate member satisfaction within the team. Meanwhile, the frequency of interaction among team members decreases as projects progress.