• Journal of Korean Physical Therapy Science
• /
• v.30 no.4
• /
• pp.63-70
• /
• 2023

Background: The purpose of this study was to comparison of learning attitude, class satisfaction, and self-regulated learning ability of face-to-face and non-face-to-face classes in college physical therapy students to improve the educational effect and quality of non-face-to-face classes when face-to-face classes such as COVID-19 become inevitable in the future. Design: Cross-section study. Methods: This study was conducted with 91 college students, 3rd year students of physical therapy department at a community college in 'A' region, Gyeongsangbuk-do, who took face-to-face classes in the first semester of 2022 and non-face-to-face classes in 2021 of the previous semester. Results: Class attitude was higher in face-to-face classes than in non-face-to-face classes. There was a significant difference in class satisfaction between face-to-face and non-face-to-face classes, In self-regulated learning ability, face-to-face classes had a more positive effect on self-regulated learning ability than non-face-to-face classes. Conclusion: This study serves as empirical basic data on the actual condition of non-face-to-face classes compared to face-to-face classes for college physical therapy students, suggests the direction of future research, and improves the quality of non-face-to-face classes in the field of physical therapy, which requires a lot of practice. and hope it will be used for development.

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

• Korean Educational Research Journal
• /
• v.40 no.1
• /
• pp.1-16
• /
• 2019

The purpose of this study is to explore the relationship between parental attitudes, teachers' autonomy support as perceived by high school students, and the self-directed learning abilities of high school students. A total of 341 high school students from South Korea participated in the study. A survey instrument was used to measure parental attitudes, teacher autonomy support, and students' self-directed learning ability. The results of the study are as follows. First, the rearing attitudes of parents were perceived by the participants as oriented more toward being attainable and relatively less self-directed. There were no significant differences between male and female students, though male students were more likely to perceive their parents' attitudes as more attainable-oriented. The results also show that, in terms of self-directed learning skills among high school students, the more goal-oriented, compassionate, and autonomous the parental attitudes are, the likelier are students to have developed self-directed learning skills. Second, the male students were more aware of the autonomy support of teachers than were the female students. This shows that the results have significant predictive power over the self-directed learning ability among high school students. Accordingly, the perception of autonomy support by teachers affects the development of self-directed learning among students. We can therefore conclude that self-directed learning skills develop most effectively in students who are supported by their teachers.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.15 no.3
• /
• pp.1458-1464
• /
• 2014

The purpose of this study were to identify the effect of thesis-writing activity based project method on the ability of girl's middle school student's self directed learning(SDL) and learning attitude. To achieve above study purpose, the subject of this study were selected 60 from second-grade students of reading club(thesis-writing activities participants 30, non-participants 30), applied a program based project method to experimental group, to carry out a pre-post examined targeting two-group with early making a SDL ability and learning attitude inventory, and the results of the data were analyzed by t-test using the SPSS(Ver. 18). The results were as follows: In the aspect of SDL ability development by thesis-writing activity, the student participant showed somewhat significant differences compared to the non-participants. First, a openess, inner-motivation, autonomy, self-conception of SDL ability was significantly higher than those non-participants. Second, confidence, success expert, attention, effectiveness, affection of learning attitude was significantly higher than those non-participants. These results represent that various programs, which can develop SDL ability and learning attitude, can be provided for youth when they join any thesis-writing activity based project method in general and those programs are also very effective in developing SDL ability and learning attitude of juveniles. Furthermore, It is suggested that thesis-writing activity based project method are a necessary element at the school education fields.

• International Journal of Advanced Culture Technology
• /
• v.12 no.1
• /
• pp.20-25
• /
• 2024

The qualitative effect of class is influenced by the instructor's class design and operation method, but it comes from motivating students to actively participate in class and utilizing potential qualities that lead to student-centered learning. Students' activities and the quality development of class participation can be utilized in presentation-based classes. This could be confirmed through the presentation classes in English language curriculum applied to English major students in Korea. In other words, with presentations conducted in language-theoretic classes such as phonetics/phonology, and syntax, it turned out that immersion in learning, concentration on class, and motivation for learning can be improved, developing systematic self-directed learning ability and cooperative mutual communication ability. Instructors need to lead the direction and design of the classes, but the actual educational effect depends on how students accept the academic tasks, how well they understand the learning contents, and how well they can systematically transmit them to others. In this respect, this study aims to investigate that learner-centered presentation classes contribute to making learners develop their competencies in class design, data utilization, imparting knowledge, and communication, which would bring about the improvement of learning quality and educational effects.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.21 no.3
• /
• pp.393-405
• /
• 2015

Purpose: This study was conducted to plan and apply simulation-based practice for raising the achievement of program outcomes (POs) in nursing students. Methods: Using convenience sampling, 95 nursing students participated in this descriptive study. A self-reported questionnaire was used to measure the achievement of POs (self-directed learning, problem-solving ability, critical thinking) and usefulness of curriculum in addition to observing tracheal suction skills using a checklist. Results: A scenario with a pneumonia patient was developed to observe tracheal suction skills during simulation-based practices. Self-directed learning, problem-solving ability, and critical thinking were then scored. The mean scores of performance skill, self-directed learning, problem-solving ability, critical thinking were $37.82{\pm}6.03$. $3.61{\pm}0.38$, $3.61{\pm}0.33$, and $3.73{\pm}0.32$, respectively. All students passed the simulation-based practice in terms of performance ability and met the required achievement level for the POs at this university. Students with good suction skills showed significant differences in problem identification (p=.044) and alternative development (p=.019), which are components of problem-solving ability, compared to students with only fair skills. Conclusion: These findings indicate that simulation-based practice related to an adult nursing respiratory course was useful for evaluating the achievement of POs in nursing students. Further study is needed to develop a universal method of outcome measurement.

• Journal of Digital Convergence
• /
• v.19 no.8
• /
• pp.185-193
• /
• 2021

In order to increase corporate competitiveness in the fourth industrial revolution environment, it is most important to secure and nurture talented people with digital capabilities. In particular, because the knowledge and skills required in the IT sector are newly created or added, enhancing expertise through upskilling and reskilling of IT company members is essential. Thus, this study proposed theoretical discussions and practical implications for strengthening the competitiveness of IT company in terms of human resource development by analyzing the mediating effects of subordinates' self-directed learning ability in the relationship between managers' authentic leadership and subordinates' work engagement. The results of this study were as follows: First, authentic leadership of IT company manager had positive effect on subordinates' work engagement. Second, self-directed learning ability of subordinates' had partial mediating effect on the relationship between IT company manager's authentic leadership and subordinates' work engagement.

• Journal of the Korean earth science society
• /
• v.23 no.8
• /
• pp.666-675
• /
• 2002

The purpose of this study was to develop the level-defferentiated Web Based Instruction(WBI) program, to examine its effects on the science achievement self-directed learning characteristics, and the students’ perceptions on the WBI learning. For this purpose, the advanced and complementary WBI program of level-differentiated curriculum was developed to adapt to class fields and examine instruction facilitating efficiency. Designed and developed the WBI program make it possible to teach students according to the level-differentiated learning for the chapter, ‘weather and climate’ in high school science curriculum. The results of this study are as follows: First, level-differentiated WBI was effective to encourage self-concept, learning eagerness, future-oriented self-apprehension, creativity, self-assessment of the student’s self-directed teaming characteristics. There was no interaction effect of treatment and students’ learning ability at the self-directed learning characteristics. Second, the scores of science achievement of WBI group were significantly higher than those of conventional lecture group. There was interaction effect of treatment and students’ learning ability. However level-differentiated WBI has no effect on openness, initiative, responsibility of the student’s self-directed learning characteristics. There was interaction effect of treatment and students’ learning ability at the science achievement, Third, in the perception questionnaire of WBI teaming, many students showed the WBI teaming was good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• International Journal of Advanced Culture Technology
• /
• v.9 no.1
• /
• pp.168-176
• /
• 2021

This study developed and evaluated a learning model to improve collaborative problem-solving skills for nursing students taking physiology courses. This one-group pretest-posttest design used the jigsaw cooperative learning method on 30 nursing students from one local university. We analyzed the effect of a cooperative problem- solving learning model using SPSS 21.0 to compare changes in the students' collaborative self-efficacy, problem-solving abilities, and team-member exchange. As a result, the participants showed significant increases in collaborative self-efficacy, problem-solving ability, and team-member exchange after experiencing cooperative problem- solving learning model. Therefore, we will help nursing students improve their communication skills by enhancing their collaborative self-efficacy and help them solve problems effectively in conflict situations.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.29 no.3
• /
• pp.89-109
• /
• 2018

This study investigates the influence of project-based learning method on the self-directed learning and problem-solving abilities of students taking the 'Media Center Management' course in Library Information Science (LIS). During this study, two tests measuring students' self-directed learning and problem-solving abilities were conducted, containing 48 items divided into 8 categories and 30 items divided into 5 steps of problem-solving processes, respectively. By utilizing the correspondence sample T-test during this study, statistically significant results were found in all categories of self-directed learning, excluding the 'self-understanding' category. In addition, significant differences were found in the 5 steps problem-solving processes as well. Subsequently, an in-depth interview was conducted, inquiring into the students' perspectives on the difficulty of attending classes, the content of lectures, the appropriateness of assignments, the validity of the evaluation method, the relationship with their team members, and the benefits acquired from completing the assignments. Finally, suggestions for future research were presented.