• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.339-345
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• 2024

The Purpose of this study was to confirm the effect of Havruta-problem-making consisting of extracurricular activities in pathology classes on nursing students' learning attitude, learning commitment, and self-directed learning ability. Data collection was conducted from August 25 to December 23, 2023 for 84 nursing students in the M University. Paired t-test was conducted on the collected data using the SPSS/WIN 20 program. As a result of the study, learning attitudes (t=-2.00, p=.046), learning flow(t=-1.54, p=.124) and self-directed learning ability (t=-.63, p=.529) were statistically significantly improved by applying Harbuta-problem making. Since Havruta-problem making has been identified as an effective teaching method for nursing students, a study is suggested to confirm the difference between grades. In addition, there is a lack of research that measures the learning attitudes of college students, so repetitive research is needed.

• Journal of Korea Society of Digital Industry and Information Management
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• v.8 no.4
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• pp.19-24
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• 2012

Recently, universities have difficulties in operating the normal curriculum because fresher's basic academic ability is declined. It causes campus misfits so managing students become a rising issue. The education system that focuses only on college entrance exam is one of the reasons why this phenomenon occurred. So, several tries are enacted at university to improve this problem. One of the solutions is enforcing the activity with self-directed Learning Community students to know learning level themselves and execute systematic studying habit is essential for improving this problem. This activity can help students understanding and having interest in class and be motivated to study. But it had burdened tutors with submitting activity report in written form. In this paper, we suggest the Mobile Based Activity Report Submission System which can be the solution of the problem that the Self-directed Learning Community System has. This system reduces the emotional burden to write the reports and manages them efficiently.

• Journal of the Korean Society of Radiology
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• v.11 no.4
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• pp.279-287
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• 2017

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 74 in 2classes were surveyed at the end of semester. Compared to use smartphones one group and not use smartphones one group for study in a class. The research data was analyzed using SPSS also self directed learning, self learning efficacy, learning satisfaction analyzed t-test, general character was analyzed two group(one : Used smart learning other : not Used smart learning) ${\chi}^2-test$. First, Used smart learning group is more higher than not Used smart learning group in a self learning efficacy, self directed learning, learning satisfaction. Second, during the smart learning classes a students appeared a positive response. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

• Journal of Science Education
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• v.39 no.2
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• pp.165-179
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• 2015

In this study, the effects of writing a weekly report on the students' self-directed learning, the attitudes toward science, and the academic achievements were examined. Two hundred and three students, second graders of a high school participated. Experimental group performed writing a weekly report, while the comparative group performed regular science lessons. The results of this study are as follows: First, MSLQ test showed that there was statistically significant difference in the self-directed learning skills(p<.05). For sub-factors of motivation region, such as internal goals, extrinsic goals, learning beliefs, task value, and self-efficacy and for sub-factors of learning strategy region, such as meta-cognition, peer learning, time management, critical thinking, and demonstrations showed statistically significant results. Second, TOSRA test showed that there was no statistically significant difference in the attitudes toward science (p>.05). However, for sub-factors, such as scientific inquiry and joy to science class showed statistically significant results. Third, there was no statistically significant difference in the academic achievement in Chemistry I class (p>.05). However, top and low achievement level showed statistically significant results.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.443-452
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• 2016

Six preservice teachers who participated in the "2016 service of summer vacation daycare programs by university and college students" focused on the programs for the formation of art, music and physical education and recreation culture were selected as research participants. The meaning of the experience they had through the service process was qualitatively analyzed. The subjects accepted the purpose of the self-directed service in which they should themselves solve a series of the entire process, from planning a volunteer program through drawing up the budget and purchasing materials to practice, evaluation and expressed the intention of participation. A volunteer program was conducted including visiting a daycare program for lower graders of elementary school (1st and 2nd grades) with more than 40 class hours during vacation. As research materials, research participants' journals, transcripts of individual interviews and group interviews, transcripts of phone calls, e-mail messages, and self-evaluation records of each class hour were collected. To increase the reliability and validity of the study, triangulation, member check, advice and review of the experts were conducted. In the study results, the volunteering experience-related significance for the preservice teachers who participated in the self-directed service were broadly categorized into 'Becoming a capable professional teacher', that consists of 'Increasing the power of thinking', 'Realizing the importance of communication', 'Doing together itself is important' and 'Ability to apply information and resources is needed'. 'Increase the continuity between preschool and elementary education' was subdivided into 'Get to know the necessity of the continuity between preschool and elementary education' and 'Want to learn the continuity between preschool and elementary education.'

• Journal of the Korean Society of Radiology
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• v.16 no.5
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• pp.611-618
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• 2022

The purpose of this study was to confirm the degree of other behaviors among university students in the department of radiology(science) who experienced online classes in the COVID-19 situation and to investigate the effect of self-directed learning ability, flow and academic achievement on other behaviors. The research method was descriptive research. Data were 200 students collected from June 1 to 30 in 2022 using structured questionnaires as students in the Department of Radiology(science). Collected data were analyzed using descriptive statistics, t-test, ANOVA, Cronbach's pearson's correlation, multiple regression analysis with SPSS/WIN 21.0. The result of the study showed that the other behaviors were in the order of 'having s different thought, and 'sending text messages'. other behaviors was 1.75, self-directed learning ability was 3.60, flow was 3.23 and academic achievement was 4.29. There was a significant negative correlation between other behaviors and self-directed learning ability, flow, academic achievement. Factors influencing other behaviors were academic achievement, age, flow, self-directed learning ability in that order. As a result of the above research. it is expected that specific measures and various teaching methods to be flowed in the class are need as the way to lower the other behaviors of university students in the Department of Radiology(science) is to increase academic achievement.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.143-161
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• 2022

The aim of this study is to identify the learning performance of online classes using problem-based learning(PBL) for clothing and textiles majors in college with the increased use of online learning tools after the COVID-19 pandemic. In order to achieve this goal, the PBL was developed and applied to the 'Fashion Marketing and Merchandising' class conducted in real-time online at University in North Chungcheong Province, Korea for four weeks. After a four-week PBL class, a survey was conducted on 35 students in the 'Fashion Marketing and Merchandising' class and the 35 completed questionnaires were used for analysis. The measurement tools of this study were self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement regarded as an important learning effect in PBL class. In addition, students' self-reflective essays were also analyzed to examine the educational effect of PBL applying online classes. As a result of this study, bivariate correlations among the four variables, students' self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement were significantly positive. Furthermore, the results of multiple regression analysis showed that the three independent variables had significant effects on students' perceived learning achievement, in the order of cooperative learning ability, self-directed learning, and problem-solving ability. The students' self-reflective essays indicated that problem-based learning worksheet was helpful for identifying problems, and clarifying what they already and what they need to study more. Based on this study, it could be recommended that online class applying PBL could contribute to the improvement of student's learning performance.

• Convergence Security Journal
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• v.19 no.2
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• pp.105-111
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• 2019

Since the problem-based learning (PBL) shows the effectiveness of self-directed learning ability and internalization of learning motivation in the process of solving real problems, studies on PBL and application cases are actively pursued in the university education. This study analyzed the effects of PBL on the academic achievement and computational thinking in a non-SW major students' programming course. The programing course was divided into the PBL class and non-PBL class, and at the end of the classes, the scores of the exams and the results of questionnaires about the educational effectiveness and computational thinking were analyzed. As a result, the students in the PBL class, compared to those in the non-PBL class, showed significantly higher scores in the areas of the algorithm implementing skill, self-directed learning, problem solving ability, and continuous learning motivation.

• 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 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.