• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.814-825
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• 2021

The purpose of this study is to analyze the effect of teaching presence on academic achievement and learning satisfaction in the university online tutoring learning environment, and to find teaching methods for students' adaption of college life and their reinforcement of learning capabilities. In the study, the relationship between teaching presence, academic achievement and learning satisfaction were analyzed for those who participants in the tutoring program of the Busan D School OO Research Center during the first semester of 2021. As a result of the study, the relationship between teaching presence, academic achievement and learning satisfaction was indicated high correlation in the order of learning management, participation management and content structure of learning activities; the effect of teaching presence on academic achievement and learning satisfaction was found a significant effect in learning management, which is a sub-area of the tutees' learning activities. These results therefore suggest the direction of the operation process and method reflecting teaching presence, and provide an in-depth discussion on the learning management method that can improve the quality of the learner's learning experience in the learning environment.

• Educational Technology International
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• v.22 no.2
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• pp.111-137
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• 2021

Embracing the important roles of presence, this study focused on exploring how to enhance online learners' learning engagement and learning achievement in distance higher education settings. More specifically, this study examined the structural relationships among university students' teaching presence, social presence, learning engagement, and perceived learning achievement in online learning environments using structural equation modeling. Data were collected from 206 university students enrolled in online courses in the second semester of 2020 at two large universities. According to the results of the data analysis, there was a significant relationship between teaching and social presence. Teaching presence and social presence predicted learning engagement that positively affected perceived learning achievement. Teaching presence was strongly associated with perceived learning achievement while social presence had a negative impact on that. Additionally, learning engagement had a mediating effect on the relationship between teaching presence and perceived learning achievement. This study found that students who perceived higher levels of teaching and social presences tend to more engage in learning, leading to perceiving better learning achievement. The findings suggest that the design, development, and implementation of effective online instruction should be needed to promote learning engagement, which can be linked to enhancing students' learning achievement. Implications and discussion are addressed in this article.

• Journal of Digital Convergence
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• v.13 no.8
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• pp.267-279
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• 2015

The study aimed to examine the longitudinal relationship between addictive use of mobile phones and learning activities for elementary school students and to analyze (1)temporal changes of the addictive use of mobile phones and learning activities, (2)temporal relationship between them, and (3)multiple and complex group analysis across gender on the relationship. For the study, 3-year longitudinal data(2010-2012) of the Korean Children and Youth Panel Survey and autoregressive cross-lagged modeling were used. The findings showed that the addictive use of mobile phones and learning activities had a significant positive effect on the future selves of children over time. The addictive use of mobile phones influenced positively subsequent learning activities, but, the learning activities did not affect the addictive use of mobile phones. Further, there were no significant gender differences in the longitudinal relationship. The study provided the useful data to make guidelines on how to protect mobile phone addiction for elementary school students.

• The Journal of the Korea Contents Association
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• v.22 no.9
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• pp.667-677
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• 2022

The purpose of this study is to analyze the structural relationship among the usefulness, ease of use, use intention, and learning utilization of smart learning devices recognized by college students. In order to achieve this, the following problems were addressed: first, how do college students' recognition of ease and usefulness of smart learning devices? second, how do college students' recognition of ease and learning utilization? third, what mediating effects od use of smart learning devices and learning utilization? As for the research method, a survey of 350 students who participated in smart learning was conducted to conduct a home review, confirmatory factor analysis, and bootsrapping for structural equation estimation and mediating analysis. As a result of the analysis on this, first, it was found that the usefulness and ease of smart learning devices recognized by college students had an effect on the intention of use. Second, it was found that the perception of the usefulness and ease of smart devices perceived by college students had an effect on the use of smart learning device learning. Third, it was found that the intention to use smart devices perceived by college students mediated the relationship between usefulness and learning utilization, and it was found that it mediated the relationship between ease and learning utilization. The implications are that instructors can recognize and utilize the intention of using smart learning devices properly by allowing college students to recognize the usefulness and ease of using smart learning devices in the classroom, thereby increasing the learning utilization of smart learning devices in class. In addition, efforts are needed to enable college students to recognize the usefulness of smart devices and to expand the use of learning.

• Asian Journal of Innovation and Policy
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• v.7 no.2
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• pp.310-337
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• 2018

Adoption of mobile learning (m-learning) is not new in Malaysian oil and gas industry, with heavy investment into research and development to train the workers. Nevertheless, the low application of learnt skills on the job remains an emergent research area where there is a missing link on the effects of m-learning and effective organisational learning and implication on its training transfer. The result of this quantitative research revealed that all variables in m-learning were found to have a positive relationship with the effective organisational learning, and there is evidence of training transfer as a mediator of the relationship between self-directed learning, training design, work environment and effective organisational learning. However, there were some discrepancies in the extend of training transfer between trainee characteristics and organisational learning. As such, some important issues emerged which challenge the importance of evaluating workers' readiness and transfer for a successful implementation of m-learning towards developing effective organisational learning.

• Culinary science and hospitality research
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• v.15 no.3
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• pp.54-68
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• 2009

This study is to examine the structural relationships between relationship learning, their antecedents such as transaction specific assets, and environmental uncertainty, and long-term orientation, overall satisfaction and recontracting intention in the context of the foodservice franchise industry. The data is analyzed with structural equation modeling with Amos 5.0 and SPSS 14.0. The result of the overall model analysis appeared as follows: $x^2=57.75$, df=9, p=0.00, GFI=0.95, AGFI=0.81, RMSR=0.03, NFI=0.92, CFI=0.93. Since the result of the overall model analysis demonstrated a good fit, we could further analyze our data. The results of this study are as follows: First, information sharing of relationship learning had a significantly positive effect on long-term orientation. Second, information sharing of relationship learning did not have a significantly positive effect on overall satisfaction. Third, shared interpretation of relationship learning had a significantly positive effect on long-term orientation and overall satisfaction. Fourth, developing memories of relationship learning did not have a significantly positive effect on long-term orientation and overall satisfaction. Fifth, overall satisfaction had a significantly positive effect on long-term orientation. Sixth, long-term orientation and overall satisfaction had a significantly positive effect on recontracting intention. Finally, transaction specific assets and environmental uncertainty had a significantly positive effect on relationship learning. At the end of this paper, limitations, further research directions, and implications are suggested.

• The Journal of Korean Philosophical History
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• no.56
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• pp.209-238
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• 2018

The purpose of this research is to analyze characteristics of the method of education or learning reflected in the teacher-student relationship in On Haeng Lok By Toe-gye and explore their relevance to modern education. By writing various works and conversing with his students, Toe-gye devoted himself in the education of the traditional Confucian principles. Specially, he taught his students based on two Confucian educative principles, namely Shim Deuk(心得) and Goong Haeng(躬行). Judging from this, Toe-gye can be seen as someone who tries to fulfill the role of teacher as dictated in the educative principles of the Confucianism. In Confucianism, teacher is responsible for forming a well-rounded view on life in student, rather than simply transmitting knowledge. As such, the teacher was supposed to find a harmonious way to create something new based on what was inherited from the past generation and try to do his best in learning new things himself and teaching his students. These Toe-gye managed to do successfully, earning his students' trust and respect. Being moved and inspired by their teacher, the students continued their intellectual pursuit. This relationship between Toe-gye and his students can be analyzed from the perspective of education method and discussed in terms of cognitive learning and adult learning. In terms of cognitive learning, the education method reflected in the relationship is similar to potential learning, insight learning, and imitation learning. In terms of adult learning, it is similar to self-directed learning and communicative learning.!

• Journal of Gifted/Talented Education
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• v.6 no.1
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• pp.93-109
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• 1996

The purpose of this study was to investigate the relationship between learning strategies and cognitive learning abilities with achievement scores of elementary school children. To achieve this purpose, 109 sixth grade children were sampled in Seoul-City, and the 'Questionnaire on the Learning Strategies and Learning Abilities Test' were administered to them. The collected data were analyzed by Pearson's Product Moment Correlation and Multiple Regression Analysis. The major findings of this study were as follows: Firstly, there appeared to be statistically significant correlations between learning strategies and achievement scores. The process of thinking variable of learning strategies were most significantly correlated with achievement scores(r=.251- .458, p<.01). The calculated R2 indicated that the combined effects of process of thinhng and affective domain on the achievement scores were about 21.5%. Secondly, there appeared to be statistically significant correlations between cognitive learning abilities and achievement scores. The verbal reasoning and verbal comprehension variable of cognitive learning abilities were most significantly correlated with achievement scores(r=.215-,493, p<.01). The calculated R2 indicated that the verbal reasoning and verbal comprehension variable of cognitive learning abilities explained about 27.6% of the variance of achievement scores. Thirdly, there appeared to be no statistically significant correlations between learning strategies and cognitive learning abilities. The results of this study shows that the development of learning strategies and cognitive learning abilities could improve the achievement scores in school learning.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.54-64
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• 2016

The purpose of this study was to see the influences of science class applying learning cycle emphasized exploration on science learning motivation and scientific attitude of elementary students. The results drawn from this analysis were as below. Firstly, positive relationship was found between science learning motivation and science class applying learning cycle emphasized exploration among the research group. This shows that science learning motivation was improved by science class applying learning cycle emphasized exploration. It indicates that science class applying learning cycle emphasized exploration is effective in improving science learning motivations. Secondly, positive relationship was found between scientific attitude and science class applying learning cycle emphasized exploration among the research group and this means that science class applying learning cycle that emphasizes exploration stimulates intellectual curiosity of elementary school students and improves their scientific attitude. Thirdly, students thought that science class applying learning cycle emphasized exploration was very effective to improve their satisfaction, interest, participation in their science classes. Above results show that science class applying learning cycle emphasized exploration is highly effective for elementary students. Thus, it is needed to utilize science class applying learning cycle emphasized exploration to current science class as it can promote wider scientific activities among elementary school students.

• Journal of the Korean Data and Information Science Society
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• v.18 no.4
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• pp.1073-1079
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• 2007

The purpose of this study is to present the relationship between the computer learning and the paper and pencil learning through the math learning (simple computation and complex computation) and the cartoon learning and text learning. The canonical correlation and pairwise t-test of the SMR asymmetry brainwaves of the left and the right brain show the brainwaves with the respect to the manner in which they process information during the specified task by identifying the relative activity of the brainwaves of the left and the right brain. SMR brainwave which known as the scientific measure tool for the activity and the function of the neuronal cell were found to predict the level of the awakening to check the readiness of study preparation. Computer education as a medium of the individualized and the repetitive education shows the difference from the paper and the pencil test in the respect of the differences and the relationship of the SMR brainwave of the learning process.