• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.269-278
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• 2020

The purpose of this study is to verify the effectiveness of problem-based learning on self-directed learning ability and learning flow of junior college students. The study was conducted on 248 students from five departments who participated in the faculty learning community program, which was supported by the Center for Teaching and Learning Development at D University in Busan. The effectiveness of the survey conducted before and after the application of the problem-based learning method was examined to show statistically significant changes in both self-directed learning ability and learning flow. A survey on satisfaction with the problem-based learning method showed that 66.2% of all students were satisfied with their classes overall, and 64% of the respondents said that the problem-based learning method helped them understand the course, which allowed them to verify the effectiveness of the study method. This research is meaningful in that it can be used as a basic data for the search for learner-centered education methods required by the era of the fourth industrial revolution.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.6
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• pp.99-109
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• 2017

University learning for innovation places great importance on maximizing the creation of new opportunities. In other words, universities are carrying out a new meaning that entrepreneurship education should enable students to discover potential opportunities and play an important role in the development of new society and industry. However, current entrepreneurship education programs are being developed and are being developed from diverse perspectives on rapidly changing environments. However, there is a growing awareness of the necessity of developing more professional and systematic entrepreneurship education programs, and it is argued that the emphasis on necessity is not enough have. This study empirically analyzed the cognitive abilities that influence innovative behavior to create and realize innovative ideas and the usefulness of team-based learning that influences these factors. The results of empirical research showed that self-directed learning ability and problem solving ability had a positive effect on innovation behavior and problem solving ability had a positive effect on innovation behavior as a part of self-directed learning ability. Team-based learning in entrepreneurship education has been shown to be beneficial as a moderating effect on the relationship between problem-solving ability and self-directed learning ability and innovation behavior. In the case of four factors of team-based learning, Respectively. This study suggests the effectiveness and application of team-based learning method in entrepreneurship education.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.64-75
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• 2008

The purpose of the study was to verify reliability and validity of SDLRS instrument and to prove up possibility of usage as an evaluation method for evaluating life-long learning. Literature review and survey were used to accomplish objectives of the study. 218 students in department of mechanical engineering of A university at Gyunggi province were responded for SDLRS(Guglielmino, 1977) instrument. Data were analyzed using descriptive statistics, factor analysis, t-test, and ANOVA test. 58 items in original version instrument were converted to 23 items. There were 7 factors for assessing the self-directed learning readiness according to this measurement scale with a total variance of about 58%. The total reliability of the final 23 items was $\alpha$. The final 7 factors consisted of love for learning, openness for learning, self-perception, basic learning function and independence, acceptance of responsibility for learning, leadership and future directivity, and creativity and exploration. The result of SDLRS analysis according to individual background, there were significant statistically in the grade, period of employment in industry, entering graduate school or not, and GPA, but no significant statistically in sexual difference, employment in industry or not, final academic level of parent, and income level of the family. In the future, final instrument will be needed to check in the respect of correlation with another ability and skill influencing on life-long learning, and more study will be done for developing life-long learning.

• Journal of the Korean Society of Industry Convergence
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• v.25 no.4_2
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• pp.663-671
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• 2022

Practice through virtual reality can increase the educational effect regardless of time and place, and it is an educational method that is being pursued even in the situation of COVID-19. On the other hand, for VR-based education, related technology development and content development must be made, and experiential methods (flipped learning, blended learning, hybrid learning) must be provided in the educational process. The development scenario was developed with the contents of drone qualification test (ultra-light unmanned multicopter) and drone practice and the possibility of non-face-to-face self-directed learning (flipped learning, blended learning, hybrid learning). It is expected that the quality of vocational education related to drones and the effect of high education will be improved through the contents, and it is thought that it will be possible to suggest a direction for the development of various vocational education contents in non-face-to-face education.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.101-116
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• 2022

This study aims to apply the problem-based learning method to a college course on 'Consumer Studies' in a teacher education program. The participants of this study were 27 undergraduate students who were enrolled in the course. The PBL class was implemented for seven weeks using two problems: proposing special lectures on economic concepts and financial consulting. The effectiveness of PBL was analyzed through self-reflective journals, self-assessment, and a learning satisfaction survey of students. The result of this study was as follows. Students achieved the learning objectives and strengthened their collaboration and communication skills with team members during the PBL process. Moreover, students improved their self-directed learning and problem-solving ability through the PBL class. The results of self-assessment, in terms of learning task performance, active interaction, and self-directed learning were generally high at 4.63 points. In addition, the overall learning satisfaction level was very high, with a score of 4.75. The results will provide effective information on PBL classes to instructors and prospective teachers and will be used as data for learner-centered PBL classes.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.88-96
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• 2011

This paper aims to develop the learning contents of PBL based program and analyze the result of evaluation questionnaire to examine the students' thoughts concerning the effectiveness of PBL course and their satisfaction. 'Discussion' is one of the representative communicative types, especially requesting both communication competence and teamwork among team members. This study was conducted with 218 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various effects of PBL such as (1) self-directed learning, (2) cooperative learning, (3) problem solving skills, etc. Students pointed out also as merits of PBL course, (1) knowledge acquisition and information sharing among students, (2) improvement of communicative competence, (3) amelioration of teamwork, (4) progress of the problem solving skills. However, there have been several difficulties and problems during PBL process, implications for ameliorating PBL based were discussed and suggested in detail.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2007.10a
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• pp.687-690
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• 2007

Opening and participation, blog that mean public ownership, 2.0 series with UCC etc.. etc. is popularized to supply spread of latest web 2.0 technologies. While e-Learning was speaker initiative, lean much to elder brother knowledge last month and real condition that participation of learners is inactive in this running race meantime, e-Learning 2.0 that apply web 2.0 know-hows is offering environment that can spring this boundary. Because e-Learning applies well web 2.0, necessity of development of this running race 2.0 systems is risen with participation of learners and public ownership. e-Learning 2.0 may improve each other efficiency of study epochally exchanging studying method or know-how, information, summary notebook etc. with participation and public ownership.

• Korean Journal of Adult Nursing
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• v.20 no.5
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• pp.778-790
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• 2008

Purpose: This study was conducted to develop Web-based multimedia contents for supporting student nurses' clinical practice on critical care, and to evaluate learners' responses. Methods: Based on the steps of Assessment, Design, Development, Implementation, & Evaluation(ADDIE) model, a total of 13 self-directed learning modules including live lectures and real video clips were developed through faculty collaboration of nine nursing colleges in Gwangju and Chonnam province. The finally developed multimedia contents were published on the Web of the learning management system at a local e-learning center. Results: The Web contents were evaluated after self-learning by 81 junior college nursing students who were encouraged to study it at their own pace during their two-week clinical practice at a medical or surgical intensive care unit of a university hospital and two hospitals. The knowledge (t = -27.66, p < .001) and self-evaluated clinical performance level(t = 7.54, p < .001) were significantly increased after learning of the Web contents and clinical practice, and satisfaction level that measured post-test only was 4.0 out of 5 point. Conclusion: The use of Web contents for critical care need to be extended as a complimentary material in a class room lecture or clinical practice of students to increase their self-learning ability and understandings of clinical knowledge and situation.

• Cross-Cultural Studies
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• v.31
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• pp.263-286
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• 2013

The goal of this study is to explore the possibility of applying the podcasting in Korean education for foreign students. To achieve this goal, concepts and applicability of the podcasting is discussed. Previous studies on foreign language education are reviewed and the cases on Korean language education based on technology using mobile phones are investigated. Some of the outstanding merits of the podcasting are found to be its accessibility, mobility and variability along with its room for control by the learners. It also enables the learners to be motivated and to enhance their learning ability. In addition, the podcasting with the content-based instruction is applied for the foreign students majoring in business and its results and implications are discussed. Based on the above results of this study, more active discussions are expected on such issues as educational designs through the podcasting, related variables and the performance evaluation.

• Journal of Korean Academy of Nursing
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• v.17 no.1
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• pp.33-43
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• 1987

This study was to explore the level of self-actualization of the students in Korea Air and Correspondence University. The study subjects consisted of 507 students who visited the counseling center for taking advices to several psychosocial problems due to distance education through nursing counseling. The self actualization of the subjects evaluated by the self-actualization Inventory standardized by Kim and Lee in Korea. It consisted of 130 two-choice comparative value and behavior judgements. The items also consisted of two basic scales: one is inner directed scale (107 items) and the other is time competence (23 items) which included eight subscales, each of which measures a conceptually important element of self-actualization. Analysis of finding was as follows: 1) The self-actualization mean score of the total subjects was characterized by normal value within normal range of scale. The highest subscale score was NC scale: the lowest scale was EX scale. 2) The mean score of time competence scale of female student was higher than male student's time competence scale. 3) There was no significant differences in self aclualization among 4 groups in age. 4) There was also no significant differences in self-actualization between the group taken one time nursing counseling and the group taken two more times nursing counseling. 5) The problems of Job, learning, personality and further study, significantly had effects on the score of self-actualization level.