• 공학교육연구
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• 제16권6호
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• pp.11-18
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• 2013

The purpose of this study is to verify the effects of self-respect, academic self-efficacy, and career maturity on student adaptation to college and learning persistence. For this study, a web survey was conducted on the students who were in college of engineering at D college in Seoul. A total of 702 samples were analyzed for this research. The major findings of this study are as follows. First, all variables (self-respect, academic self-efficacy, career maturity) had positive effects on student adaptation to college significantly. Secondly, self-respect and academic self-efficacy had positive effects on learning persistence except career maturity. Thridly, the mediation analyses revealed that the relations between learning persistence and self-respect, academic self-efficacy, and career maturity were partially mediated by student adaptation to college. Finally, student adaptation to college had also positive effects on learning persistence. The results indicate a need to enhance student adaptation to college and design programs that support learning persistence for university students.

• 대한치과기공학회지
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• 제39권3호
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• pp.171-177
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• 2017

Purpose: The purpose of the study is to analyze the effects that Flipped Learning Method has on a college student's self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction, and determine its effectiveness as a new pedagogical approach. Methods: The survey was conducted on dental technology students. The collected data was analyzed by the statistical program SPSS 21.0. The results were analyzed by reliability, frequency, t-test. To test for significance on each item, p<0.05 has been decided as a standard. Results: According to the analysis, the student who attended a class that utilized Flipped Learning Method was found to have higher levels of self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction than a student who attended a class that did not utilize such a method. Conclusion: The study results show that, in order to enhance students' self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction and to improve the quality of class instruction, it may be necessary that Flipped Learning Method be adopted more widely and recommended more strongly. Such changes will promote a long term improvement in educational environments and play a major role in strengthening students' abilities.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권3호
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• pp.223-240
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• 2015

This study qualitatively investigates the nature of the challenges that a student who is highly successful in mathematics faces in learning college-level elementary statistics. The study draws on the constructs of eagerness, flexibility and willingness to characterize the necessary disposition for critical thinking that is essential in learning statistics. The case study is based on data collected through a survey assessment and a follow-up interview with a mathematics major enrolled in an elementary college statistics course at the time of the study. The qualitative analysis relies on the student's verbal descriptions of the challenges he was experiencing in the course. The findings suggest that while his strong inclination towards inquisitive learning and strong understanding of mathematical concepts supported this student's mathematics learning, the same characteristics might have been causing him difficulties in learning college-level elementary statistics.

• 의학교육논단
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• 제23권1호
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• pp.11-22
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• 2021

This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students' personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students' leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.

• 동서간호학연구지
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• 제23권2호
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• pp.107-114
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• 2017

Purpose: The purpose of this study is to investigate the influencing factors of self-leadership, academic self-efficacy and instructor-student interaction on self-directed learning in nursing college students. Methods: This study used a descriptive survey design. Participants were 190 nursing college students at three universities in Jeollanam-do and Gyeongsangnam-do. Data were collected from May 10 to June 12, 2016 using self-report questionnaires. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS 19.0. Results: The results showed that the self-leadership of the nursing students was 3.49, academic self-efficacy, 3.17, instructor-student interaction, 3.71, and self-directed learning, 3.43, respectively. Self-directed learning of nursing college students was positively associated with self-leadership(r=.65, p<.001), academic self-efficacy(r=.61, p<.001) and instructor-student interaction (r=.36, p<.001). 001). Self-leadership, academic self - efficacy, major satisfaction, GPA 4.0 or above explained 65% of the total variance in self-directed learning among nursing college students. Conclusions: The findings of this study indicated that nursing interventions for increasing self-leadership, academic self-efficacy and major satisfaction should be developed to improve self-directed learning of nursing students. Additional studies for changes in the overall teaching and learning environment to promote the self-directed learning environment in nursing education should be conducted.

• 한국산학기술학회논문지
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• 제18권6호
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• pp.547-557
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• 2017

본 연구는 전문대학생들의 학습참여에 관한 학습과정 수준이 성별, 수업연한, 계열, 학점에 따라 어떠한 차이가 있는지를 비교 분석하였다. 연구대상은 G시 소재 K전문대학 정규교육과정 재학생들 중 2015학년도 2학기 학습과정 설문조사 참여에 응답한 재학생 총 684명이었다. 측정도구는 전문대학 학습과정 분석 척도를 수정 및 보완하여 사용하였다. 연구방법은 빈도분석과 성별, 수업연한, 계열, 학점에 따라 전문대학생들의 학습과정 수준 차이를 살펴보기 위하여 일원배치 분산분석과 사후검증을 실시하였다. 연구결과는 첫째, 성별에 따른 전문대학생의 학습과정은 하위요인 중 수업 외 학습활동, 수업 중 학습활동, 학습성과, 대학시설서비스에서 유의한 차이가 있었다. 둘째, 수업연한에 따른 전문대학생의 학습과정은 하위요인 중 수업 외 학습활동, 수업 중 학습활동, 수업만족도, 대학시설서비스에서 유의한 차이가 있었다. 셋째, 계열에 따른 전문대학생의 학습과정은 하위요인 중 수업 외 학습활동, 수업 중 학습활동, 학습 상호작용, 학습성과에서 유의한 차이가 있었다. 넷째, 학점에 따른 전문대학생의 학습과정은 학습과정과 전체 하위요인(수업 외 학습활동, 수업 중 학습활동, 수업만족도, 학습 상호작용, 학습성과, 대학 시설 서비스)에서 유의한 차이가 있었다. 마지막으로 본 연구결과에 대한 논의 및 함의를 기술하였다.

• 한국산학기술학회논문지
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• 제17권12호
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• pp.81-90
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• 2016

본 연구의 목적은 대학생을 대상으로 플립러닝을 적용한 교육방법의 효과를 알아보고자 하는 것이다. 플립러닝을 적용하기 전과 후의 자기주도학습 준비도, 핵심역량을 파악하고, 플립러닝을 적용한 후 교수-학생 상호작용, 학습만족도, 학습동기를 파악하여, 플립러닝 적용 후 각 변수의 상관관계를 살펴보고, 학습동기에 미치는 영향을 알아보고자 하였다. 단일군 전후 비교 연구로 대상자는 경기도 S시 일개 간호대학에서 플립러닝을 활용하여 건강사정 및 실습을 수강하는 2학년 학생을 대상으로 하였다. 최종 분석은 68명을 대상으로 하였고, 사전 사후의 차이는 paired t-test로, 각 변수간 상관관계는 Pearson's correlation coefficient로 분석하였으며, 종속변수인 학습동기에 미치는 영향은 단계적 다중회귀방법을 사용하였다. 그 결과 자기주도학습 준비도는 사전 사후 통계적으로 유의하게 증가하였고, 핵심역량은 그 차이가 유의하지 않았다. 플립러닝교육 후 학습동기는 자기주도학습 준비도(r=0.33, p=.006), 대학생 핵심역량(r=0.51, p<.001), 교수-학생 상호작용(r=0.72, p<.001), 학습만족도(r=0.79, p<.001)와 유의한 정적 상관관계를 보였고, 모든 다른 변수들 간에도 정적으로 유의한 상관관계를 보였다. 학습동기에 영향을 미치는 요인은 학습만족도와 교수-학생 상호작용이었으며, 이 2개 변수로 구축된 회귀모형의 학습동기에 대한 설명력은 71.3% (F=80.66, p<.001)였다. 따라서 플립러닝 교육을 적용하였을 때 학습동기를 증진시키기 위해서는 학습만족도를 증진시키고, 교수-학생 상호작용을 활발히 하는 전략의 마련이 필요하겠다.

• 공학교육연구
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• 제15권6호
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• pp.80-85
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• 2012

This study investigates significant factors regarding college freshman engineering students and analyses each factors influence on student satisfaction in the College of Engineering core curriculum. We carried out a survey targeting 505 students who completed their fundamental education for major course learning in the 2011 academic year while attending one college in Gwangju and ruled out inadequate respondents. A total sample size 437 students were analyzed. The seven independent variables are academic fees, academic term period, academic environment of the classroom, learning material content, time of lecture, student sincerity and student need for the program. The dependent variable is fundamental education satisfaction level. As a result of multiple regression analysis, the following factors were found to be significant in the following order: learning material content, time of lecture, student sincerity, student need for the program, academic fees and academic environment of the classroom. On the other side academic term period was not significant. For improving fundamental education satisfaction, there is a need for prudent consideration regarding learning material development and lecture times. Also further investigation should take place for policies necessary for increasing learner motivation and sincerity, and expand appropriate conditions for learners to become self-aware of the education they need within their major.

• 한국임상보건과학회지
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• 제4권2호
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• pp.571-581
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• 2016

Purpose. This study was to identify the relationship between self-directed learning and nursing student's satisfaction of clinical practice. Methods. This study was designed to measure the level of satisfaction according to the contents, guidance, environment, time, and the evaluation of clinical practice. Two hundred thirty-one nursing student from baccalaureate program in H-gun was sampled. A scale consisting of 75 questions, developed by the researcher, was used to gather data from September 14 through 27, 2012. The data was analyzed by descriptive statistics, paired t-test, pearson correlation, and multiple linear regression using the SPSS WIN 18.0 program. Results. The results were summarized : Self-directed learning didn't show a significant different by grade(t=0.83, p=.934). Nursing student's satisfaction of clinical practice didn't show a significant different by grade(t=0.26, p=.798). The relationship between self-directed learning correlated with the degree of nursing student's satisfaction in clinical practice(r=.44, p<.001). The factors of self-directed learning described nursing student's satisfaction of clinical practice as $R^2$=.215(F=9.858, p<.001). Conclusions. It was found that a higher degree of satisfaction in clinical practice depends on a higher degree of self-directed learning. Therefore, nursing faculty should plan intervention to improve satisfaction level of clinical practice by fostering self-directed learning.

• 기본간호학회지
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• 제8권2호
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• pp.244-258
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• 2001

Purpose: The purpose of this study was to develop and apply a conceptualized PBL module for Fundamentals of Nursing. Method: A case study method was used to describe and explore the Process of developing and implementing the PBL module. Result: This module included three PBL packages that were designed to deal with more complexed and indepth concepts as the packages proceeded. In order to achieved that, all the contents of Fundamentals of Nursing II and III were reorganized and integrated into three main concepts, hygiene, infection and dehydration. This module was implemented for first year college student nurses in the second semester of year 2000. The student self-evaluation results showed that they were generally satisfied with their achievement in learning, both final outcome and process. Also, the results indicated that they were more satisfied with the subject management, the lecturer and their peers after implementing PBL. Conclusion : This study demonstrated the potentiality for the application of a partially integrated PBL module within an existing subject. However, when student learning needs were beyond the extent of Fundamentals of Nursing, the lecturer had to set boundaries on learning content and this may have reduced the effects of learning. Therefore, the researchers emphasize the importance of developing an integrated PBL curriculum to maximize student learning outcomes.