• Journal of Convergence for Information Technology
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• v.10 no.8
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• pp.161-172
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• 2020

The purpose of this study is to compare students' perception shaped by two different university classrooms: Traditional Classroom and ALC(Active learning classroom). We conducted survey of 71 university students who were taught by an identical instructor using same pedagogy. The survey questionnaires asked respondents about their perceptions on teaching and learning and physical environments relations, teaching proficiency, social context, student satisfaction and immersion. The data was analyzed using Student's T-test. The results showed that ALC group, compared to the traditional classroom group, demonstrated statistically higher awareness on teaching and learning and physical environments relations, teaching proficiency, and instructor-student unofficial relations. Based on these findings, implications and limitations of this study were discussed.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.532-544
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• 2004

The purpose of this study is to analyze the concept concerned with Earth's rotation as passed by tenth graders whose interest in earth's rotation and learning styles were varied. To examine student's interest in the Earth's rotation, 4students (visual-verbal learning style student with much interest, visual learning style student with much interest, visual learning style student with little interest, and verbal learning style student with little interest) were chosen for study. Personal interview was used for this study. To probe students' conception in varied ways, they were allowed to make gesture and draw pictures through data collection process, except for interviews. And the data were analyzed one by one. The result of this study were as follows: First, the student with much interest was faster to answer the questions about Earth's rotation than the one with little interest. Also he comprehended better and was able to explain reasons coherently. Second, there was little difference according to student's learning style. Third, one of the repeated misconception was direction. For thinking that is the right side is the east side, students have misconception that the sun goes from right to left and stars in north sky move clock-wise.

• The Journal of Korean Association of Computer Education
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• v.3 no.2
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• pp.31-37
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• 2000

We developed a test bank system which dynamically adjusts to students' achievement levels. In order to dynamically calculate the student's achievement level, our system uses the question-response theory which is usually adopted to CAT. The system proposes appropriate questions depending on the students' achievement levels so that they can do self-directed and individualized learning. The system consists of pre-test, main learning, and review stages. In the pre-test stage, the intellectual level of the student is examined to determine the starting point in the main stage. In the main learning stage, individualized learning is performed. Finally, a review session is added to re-examine the questions that the student gave wrong answers. The output from the learning process of the system is not the usual test scores but the level of the student's intellectual ability which is produced through the question-response theory. The intellectual ability level index objectively measures the degree of improvement of the student's learning ability.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.400-410
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• 2022

This study was conducted to examine the effects of creativity on self-directed learning ability of nursing students and to verify the mediating effects of professors' autonomy support and instructor-student interaction in the process. A survey was done on 304 nursing students attending S university located in Kwangju. The analysis on mediating effect was processed through SPSS Process Macro 4 and Bootstrapping. The results of the study showed that the creativity, professors' autonomy support and instructor-student interaction had a significant positive effect on self-directed learning ability among nursing students. The professors' autonomy support and the instructor-student interaction had significant mediating effects on the relationship between creativity and self-directed learning ability. Based on such a result, the implications and limitations of this study were presented and the educational direction for improving self-directed learning ability of nursing students was discussed.

• Journal of the Korean Applied Science and Technology
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• v.40 no.5
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• pp.1033-1042
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• 2023

This study was conducted to investigate the effect of faculty-student interaction, Career commitment on Self-Directed Learning Ability in Later Learner's Students. The subjects of this study were 162 nursing students between the ages of 25 and 64 from 4 universities located in G metropolitan city and J province. The collected data were subjected to t-test, ANOVA, Pearson's correlation and multiple regression using SPSS 24.0 program. As a result of the study, the factors influencing self-directed learning ability were in the order of career commitment, faculty-student interaction, and motivation for university entrance among, and it was found that the variables explained 29.5% of the self-directed learning ability of older nursing students. Therefore, it is necessary to develop an intervention plan that can promote self-directed learning ability by improving the level of career commitment and faculty-student interaction of older nursing students.

• International Journal of Computer Science & Network Security
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• v.21 no.2
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• pp.188-192
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• 2021

In this paper, we apply data mining techniques and machine learning algorithms using R software, which is used to predict, here we applied a regression model to test some factor on the dataset for which we assumed that it effects student performance. Model was built on an existing dataset which contains many factors and the final grades. The factors tested are the attention to higher education, absences, study time, parent's education level, parent's jobs, and the number of failures in the past. The result shows that only study time and absences can affect the students' performance. Prediction of student academic performance helps instructors develop a good understanding of how well or how poorly the students in their classes will perform, so instructors can take proactive measures to improve student learning. This paper also focuses on how the prediction algorithm can be used to identify the most important attributes in a student's data.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.201-208
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• 2006

This study is to make in-depth and supplementary web-based courseware concerning each student's developed intelligence. The seventh elementary school social studies in-depth and supplementary curriculum is student-centered curriculum that concerns a student's learning ability, aptitude, concern, interesting. career and so on. But, present social science courseware does study without regard to learners's interest and aptitude So in this study, We have a target to build and develope web-based devise that helps student's in-depth and supplementary learning after evaluating multiple intelligence. That should be based on student's favorite intelligence in multiple intelligence theory. Considering Intrapersonal intelligence, Interpersonal intelligence, Musical intelligence, Bodily-kinesthetic intelligence, Logical-mathematical intelligence, Linguistic intelligence, Spatial intelligence, We expect student's effective in-depth and supplementary learning based on each student's interest and capability.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.4
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• pp.412-419
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• 2007

Purpose: This study was done to analyze core competencies affecting critical thinking ability of student nurses. Core competencies investigated in this study were problem solving ability, communication ability and self-directed learning ability. Method: Data were collected from a convenience sample of 322 student nurses in 2 provinces during the period from May 21 to June 8, 2007. Critical thinking, problem solving ability, communication ability and self-directed learning ability were measured using the Disposition towards Critical Thinking Scale by Park(1999-a) and the Core Competencies Scale by Lee(2003). Descriptive statistics and correlation coefficients with the SPSS WIN 12.0 program were used to analyze the data. Results: There were significant differences in the critical thinking according to grade, type of high school, experience with PBL, preference for lecture-based learning, preference for discussion and perceived logicality. The score for critical thinking showed significantly positive correlations with scores for problem solving ability(r=0.54, p=0.00), communication ability(r=0.56, p=0.00) and self-directed learning ability(r=0.54, p=0.00). Conclusion: The results of this study suggest that problem solving ability, communication ability and self-directed learning ability are significant factors affecting critical thinking in student nurses.

• International Journal of Contents
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• v.12 no.4
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• pp.62-68
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• 2016

This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.