• Journal of Engineering Education Research
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• v.13 no.6
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• pp.3-13
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• 2010

The purpose of this study was to investigate between learning styles and communication apprehension of Engineering students. Participants were 405 first-year Engineering cohort. Following were the results: First, 80 percent were classified as Reflective learners, 61 percent were classified as Sensing learners, 73.1 percent were classified as Visual learners, and 66.7 percent were classified as Global learners. Second, the result showed that there was a significant difference in learning style by gender. Most female learners were Reflective, while most male learners were Active. Lastly, the finding revealed that there were significant differences in communication apprehension on Perception and Processing dimension. Sensing students demonstrated higher level of communication apprehension than Intuitive students and Reflective students shown higher level of communication apprehension than Active students. For the program developing Engineering students' communication skills, implications for reducing students' communication apprehension based on the type of learning styles were discussed.

• Korean Medical Education Review
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• v.16 no.1
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• pp.42-49
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• 2014

The purposes of this study were to identify and analyze students' attitudes and satisfaction to the portfolio process and assessment for the Introduction to Clinical Medicine course at Ewha Womans University School of Medicine in Seoul, Korea. The subjects consisted of 64 medical school students. Questionnaires consisting of 20 5-point Likert-type items were developed, including three question domains: 1) orientation, 2) portfolios in general, 3) individualized feedback. The mean and median were found and frequency analysis was performed to identify the common characteristics of the participants. A major finding was that 54.7% of the respondents felt that the self-reflection involved in building the portfolio was a valuable learning experience. Plus, the majority of respondents perceived that the individualized feedback had a positive tone and its contents were specific, practical, and constructive. The students perceived that building and writing portfolios heightened their understanding of exit learning outcomes and enhanced their reflective thinking and self-directed learning skills. Meanwhile, some students perceived that there was too much paperwork in the portfolio process and that the process was time consuming. Furthermore, 32.8% of the respondents said that they had difficulty establishing their learning strategies by themselves and self-directing their learning during the portfolio process. In conclusion, it is expected that building a portfolio can help students not only to enhance their ability to accumulate and use their personal learning resources but also to develop the professional qualities required by doctors, such as self-directed learning, self-reflection, lifelong learning, team work, organizational skills, time management and prioritization, and professional thinking and behavior.

• Korean Journal of Clinical Pharmacy
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• v.24 no.2
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• pp.90-97
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• 2014

Learning portfolio is a collection of evidence that learning has taken place. It has gained its reputation as a useful assessment tool in the education of health professionals. The purpose of this study is to describe the pharmacy students' experiences and perceptions upon the introduction of a learning portfolio into the Introductory Pharmacy Practice Experience course. Methods: Fifty five students from one pharmacy school who used a learning portfolio to document their progress in the IPPE course participated in 16-item questionnaire exploring opinions and experiences of learning portfolio preparation, assessment, and personal and professional development and reflection. Results: Most students agree that a learning portfolio is a valuable tool in promoting self-directed and reflective learning. However most of them (46/55) also feel developing a portfolio is time-consuming, and when compared to their effort, an appropriate reward has not been given. Conclusion: To make the use of learning portfolios successful students should receive clear guidelines on their purpose, content and structure. Also the assessment criteria should be provided before the introduction of learning portfolio and their effort in developing learning portfolio should be rewarded.

• Korean Journal of Child Studies
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• v.20 no.4
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• pp.119-139
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• 1999

The present study developed teaching-learning activities to improve personal intelligences and to investigate their effectiveness. Significant differences were found in both interpersonal and intrapersonal intelligence. Positive effects appeared in cooperative attitudes, capacity to care for and understand others, and in reflective thinking abilities. The results suggest the importance of a balanced educational curriculum in order to enhance human affective aspects, self-esteem, cooperative classroom climate formation and the moral and character development of students. Consistent and systematic investigation is needed on multiple intelligences theory, development of teaching-learning activities, their longitudinal effects, and a fair assessment instrument.

• Journal of The Korean Association of Information Education
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• v.12 no.4
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• pp.385-393
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• 2008

The purpose of this research is to suggest the direction of using blog in e-PBL. In this research we used blog for supporting individual self-regulated learning activity. We distributed space for individual learning and collaborative learning by using blog and community. 39 students participated during the 16 weeks, which includes 8 weeks of traditional e-PBL and 8 weeks of Blog based e-PBL. We conducted questionnaires and interviews, and analyzed learners' reflection notes. Data show learners feel comfortable with using blog in their independent learning activity. And blog activated learners' reflective activity and motivated their self-regulated learning.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.11-19
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• 2011

The purpose of this study was to identify learning strategies by learning style of first-year engineering students in order to find implications for teaching and learning strategies in engineering education. This study was conducted with 273 first-year students in two universities in Korea. Following were the results: First, there were Sensing learners(72.2%), Visual learners(84.6%), Reflective learners(64.8%), and Sequential learners(58.2%) and the level of learning strategies was 3.28(SD=0.38). Secondly, the finding revealed that there was only significant difference in learning strategies on Information processing dimension and Active students demonstrated higher level of learning strategies than Reflective students. To be more specific, there were significant differences in cognitive, meta-cognitive, and internal and external management. For engineering education, implications for teaching strategies in classroom and self-regulated learning strategies were discussed.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.565-587
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• 2014

Self-Regulated Learning Strategy is a kind of learning strategy that learners could choose and apply metacognitive, cognitive, motivational, and behavioral strategy autonomically and could take an active part in the classes. The purpose of the study was to identify aspects of self-regulated learning strategy with mathematical journal writing. Mathematical journal was composed of 13 questions and each of factor had 1~2 questions. The results of the study have revealed that metacognitive strategies were identified as setting up learning goals, seeking problem solving strategies, reflective thinking and providing examples. Cognitive strategy was identified as understanding the structure among ideas, sequential ranking and key ideas. Motivational strategy was identified as satisfaction and anxiety for studies, confidence and frustration for next studies. There are implications for mathematics education that self-regulated learning strategy can be improved with mathematical journal writing and help students to study mathematics efficiently and successfully.

• Educational Technology International
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• v.24 no.1
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• pp.81-114
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• 2023

The study aimed to qualitatively examine middle school students' engagement in distance instruction during the COVID-19 pandemic. The participants comprised 119 students from a girls' middle school in Seoul, South Korea. To gain an in-depth understanding of the students' experiences, we collected their reflective journals, which included structured items about their learning engagement at three timepoints in 2020: April, July, and December. The following are the results: 10 themes and 18 concepts were derived, and they were integrated into causal conditions (sudden transition due to COVID-19), contextual condition (technology readiness, school education context), central phenomena (high level of behavioral engagement, low emotional engagement), interventional conditions (recognizing the potential of online learning, situational awareness about COVID-19 and online learning), action/interaction phenomena (development and use of self-regulated learning strategies), and consequences (changes in practices and perception towards online learning). Based on the findings, engagement patterns of the participants were classified into five types: proactive, conservative, receptive, reactive, passive learners. The present study demonstrated important findings that are essential for the improvement and development of engaging online learning strategies in the future.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.137-147
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• 2018

The purpose of this study was to develop and examine the effects of flipped learning in ancient Mesopotamian costume history. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned the socio-cultural background of Mesopotamia by watching videos online and Mesopotamian costume with PPT. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, the instructor had a supplementary mini-lecture. Then the advanced learning was progressed with the team project(Mesopotamian costume analysis) by online Louvre Museum. Students made a team presentation and the instructor provided feedback. After-class: The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students actively participated in flipped learning and the class was rated appropriate. Students were satisfied with the overall quality of the flipped learning class. The Effect of Flip Learning Classes in reflective journals were shown as 'related flipped learning style,' 'related online Louvre museum project,' 'understanding of cooperative learning,' and 'contents of the class'. In conclusion, the flipped learning applied to Mesopotamian costume history was positive as a learner-centered education.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.118-130
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• 2017

Purpose: The purpose of this study was to identify the relationship between the satisfaction with clinical practice and clinical performance ability by types of self-directed learning ability of nursing students. Methods: This was a triangular study that was conducted to understand clinical performance ability. The subjects were 260 junior and senior students from a university in P city. The data were collected from April 22 to December 30, 2015. Data were collected by Q-card, Q-block an assessment tool, a structured self-reporting survey and a questionnaire. Results: We classified the self-directed learning abilities into four types: Type 1: a self-reflective person; Type 2: a person who prepares for the future; Type 3: a person with a sense of responsibility and obligation; and Type 4: an enthusiastic learner. We found that clinical performance ability was higher for Type 4 than Type 3. We found that clinical performance satisfaction with clinical practice was also higher for the Type 4 individual than a Type 3 person. Conclusion: To improve students' clinical performance ability, we need plans and support to lead students toward becoming an 'enthusiastic learner' type of person with self-directed learning ability. It is necessary to increase students' satisfaction with clinical practice.