• 한국간호교육학회지
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• 제30권2호
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• pp.113-123
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• 2024

Purpose: This study aimed to examine the mediating effect of learning immersion in clinical simulations on the relationship between nursing student learning motivation and achievement in clinical simulation. Methods: This study was conducted using a cross-sectional survey with 184 nursing students from two universities who participated in clinical simulation between September and December 2022. The participants completed a self-administered questionnaire, and the collected data were analyzed using independent an independent t-test, Mann-Whitney U-test, one-way ANOVA, Pearson's correlation coefficient, and multiple regression analysis to identify the mediating effects of learning immersion on the relationship between nursing student learning motivation and achievement. Results: Among the subvariables of nursing student learning motivation, task value and self-efficacy for learning and performance had a significant effect on learning immersion (respectively, β=.36, p=.001; β=.31, p<.001) and learning achievement (respectively, β=.48, p<.001; β=.38, p<.001). With the input of learning motivation variables, the direct effect of learning immersion on learning achievement was significant (β=.20, p=.003), and the effects of learning motivation and task value and self-efficacy on learning achievement was reduced after controlling for learning immersion, which is a mediating variable (respectively, β=.41, p<.001; β=.32, p<.001). The bootstrapping test to confirm the mediating effect of learning immersion was also significant (task value 95% confidence interval [95% CI], 0.02~0.20; self-efficacy 95% CI, 0.01~0.12). Conclusion: The results of this study suggest that simulation educators should consider learners' motivation and immersion when organizing and operating clinical simulations.

• The Journal of Asian Finance, Economics and Business
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• 제8권4호
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• pp.993-1001
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• 2021

This study aims to determine the factors influencing student performance using the teaching and learning process through e-learning based on the unified theory of acceptance and use technology (UTAUT). This study also sets out to propose additional variables to expand the UTAUT model to be more suitable to use in higher education. This research conducted a literature review, expert interviews, and a self-administered survey involving 200 students at tertiary institutions in Riau province, Indonesia. The questionnaire data were analyzed using SmartPLS 2. This study shows that UTAUT constructs, namely, social influence, facility conditions, and effort expectancy have a significant influence on student behavior and performance, while the performance expectancy variable shows no significant effect. The additional variables, including lecturer characteristics, external motivation, and organizational structure, directly affect student performance. However, concerning student behavior, motivation and environment are the only variables with a significant effect. The results of this study suggest the behavior deteminant such as lecturer characteristics, motivation and environment, and organizational structure improve student performance. This study investigates factors affecting the performance of university students through the learning employing e-learning by developing the UTAUT constructs to include the lecturer characteristics, motivation and environment, and organizational structure in improving student performance.

• 실천공학교육논문지
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• 제13권2호
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• pp.405-419
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• 2021

본 연구는 공학계열 대학생을 대상으로 학습민첩성과 취업준비행동의 관계에서 학습몰입과 교수-학생 간 상호작용의 조절된 조절효과를 확인하는 것을 목적으로 한다. 이를 위해 2년제 P대학 2학년 재학생 206명으로부터 수집한 데이터를 바탕으로 Process v3.5.3 for SPSS를 활용하여 연구 모델의 조건부 효과(직접효과 및 조절된 조절효과) 분석을 실시하였다. 연구결과 첫째, 공학계열 대학생의 학습민첩성은 취업준비행동에 유의한 정적 영향을 미치는 것으로 나타났다. 둘째, 학습민첩성과 취업준비행동의 관계에서 학습몰입은 유의한 부적 조절효과가 존재하는 것으로 나타났다. 셋째, 학습민첩성과 취업준비행동 관계에서 학습몰입의 조절효과는 교수-학생 간 상호작용 빈도에 의해 조절되고, 그 영향은 통계적으로 유의하고 정적인 것으로 나타났다. 연구결과를 바탕으로 학문적·실무적 논의와 시사점을 제시하였다.

• 한국치위생학회지
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• 제10권5호
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• pp.797-805
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• 2010

Objectives : This study was application problem-based learning(PBL) of performance oral health manage in dental hygiene education. and evaluate on learning effect - learning attitude, student assessment(good or bed). Methods : For this study, we sampled 31 dental hygiene students composed of PBL group, Dept of Dental Hygiene, A college. The period of this study was 1 semester(from september, 2008 to December, 2008). To identify the effect of PBL on learning attitudes, student assessment, we used a t-test and compared pre & post effects of PBL using a paired t-test and General Linear Model(GLM), McNemar test. Results : The results of this study that problem based learning(PBL) for dental hygiene students education was more effective in learning process and effect of PBL rather than direct instruction. students assessment results that problem based learning improves their medicine knowledge and communication. Conclusions : This study suggest that PBL contribute to enhancing learning attitudes, learning effect and solve the real problems through self-directed learning.

• 컴퓨터교육학회논문지
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• 제7권2호
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• pp.47-56
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• 2004

이 연구는 정보통신기술을 활용한 교수 학습 환경에서 학습자 특성이 학업성취도에 미치는 영향을 알아보기 위해 수행되었다. 연구 대상은 대전광역시 교육청 관내 중학교 2학년 140명이었다. 학습자들에게 ICT를 활용한 교수 학습 활동을 전개하였다. 이 연구에 사용된 측정도구는 학습양식검사, 자아개념검사, 인지양식검사, 학업성취도검사가 사용되었다. 자료분석은 SPSS Ver. 11.0 통계패키지를 이용하여 연구문제에 따라 피어슨의 적률상관분석, 중다회귀분석, t검증을 실시하였다. 연구결과로는 첫째, ICT 교수 학습 환경에서 학습자의 인지양식 중 정서적 사회적요인과 학업성취도는 관계가 있었다. 둘째, ICT 교수 학습 환경에서 학습자의 학업적 자아개념과 학성성취도와는 관계가 있었다. 셋째, ICT 교수-학습 환경에서 학습자의 인지양식에 따라 학업성취도는 차이가 있었다.

• 한국과학교육학회지
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• 제15권2호
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• pp.223-232
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• 1995

The purpose of this study is to investigate the effect of concept mapping strategies on the learner's achievement and their attitude change in science learning. The subject was 159 male students in a middle school in Seoul. Three experimental groups were instructed with different kinds of teaching methods about the unit of photosynthesis and digestive organs. Group I was instructed with traditional teaching method, GroupII was instructed with guided concept mapping strategy, GroupIII was instructed with student-centered concept mapping strategy. The major findings of this study are as follows. 1. Student-centered concept mapping strategy was observed effective at 0.05 significance level in achievement and retention. 2. Only student-centered concept mapping strategy changed students' attitude toward science learning positively. 3. It was observed that there was very significant correlation between the learning ability and science achievement (p<0.01). 4. Student-centered concept mapping strategy was found effective in upper learning-ability group, and guided concept mapping strategy in middle learning-ability group(p < 0.05). 5. Student-centered concept mapping strategy was effective to the groups of upper and middle learning-ability in changing students' attitude toward science learning(p < 0.05).

• 한국항공운항학회지
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• 제28권3호
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• pp.41-51
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• 2020

This research is accomplished to verify objectively how flight instructor's transformative leadership affects student pilot's psychological stabilities and learning satisfactions. Flight instructor's transformative leadership factor divided into individual consideration, intellectual stimulus and charisma from exploring factor analysis. Psychological stability factor subdivided into happiness, concentration and satisfaction. Learning satisfaction factor subdivided into participation, recommendation, persistence, accomplishment and relationship. According to the analysis of flight instructor's transformative leadership effect on psychological stability, it showed that it has statistical significance on happiness, concentration and satisfaction. It also has positive influence on happiness and concentration. The result from regression analysis showed that individual consideration and charisma affected happiness and concentration in order. However, satisfaction from individual consideration, intellectual stimulus and charisma didn't show statistical significance to student pilot's satisfaction. Analysis of flight instructor's transformative leadership on student pilot's learning satisfaction showed statistical significance between them. Intellectual stimulus and charisma had positive influence on student pilot's learning satisfaction. Regression analysis showed charisma and intellectual affect student pilot's learning satisfaction in order.

• Educational Technology International
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• 제22권2호
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

• Educational Technology International
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• 제15권2호
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• pp.143-170
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• 2014

As it was argued that students' cognitive engagement can be, at least in part, modified by individual or learning environmental factors, prior studies have attempted to identify the factors explaining the variability of students' cognitive engagement. This literature review has shown that students' cognitive engagement can be altered by various elements in the learning environment design such as factors related students' perceptions of teaching quality, characteristics of tasks and learning activities, teachers' behaviors during instruction, classroom goal structures, the integration of student oriented learning, action learning, problem-based learning, and constructivist learning, and academic disciplines. Based on the review, this study suggests that more studies are required to focus on understandings how the integration of instructional design principles into courses and the levels of student cognitive engagement in these courses are related. Also, an investigation of direct and indirect effect of learning environments taking into account students' personal factors would provide a more accurate picture of the relationship between learning environmental factors and students' cognitive engagement.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권3호
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.