• 아동학회지
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• 제25권4호
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• pp.163-175
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• 2004

In this study, 63 university seniors majoring Child Studies were in an 8-week Web Based Instruction (WBI) program. Student characteristics of learning motivation, self-regulatory learning strategy, and learning style (Kolb, 1985) were the independent variables. Learning effects as dependent variables were measured by paper test and work assessment. Spearman's $\rho$ was calculated and tests of rank order difference were used for the data analysis. Results showed that learning motivation and self-regulatory learning strategy had meaningful positive relations with learning effects on the paper test score. Learning effects showed differences by learning style. These findings indicated that the learner's characteristics should be considered in the design and development of more effective WBI environments.

• 한국정보시스템학회지:정보시스템연구
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• 제18권2호
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• pp.111-126
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• 2009

A high-speed Internet has brought a rapid spread of Web Based Distance Learning(WBDL). Even though the WBDL was considered a new methodology to overcome the limitation of a traditional education, it evolves not as alternatives but as strategic augmenting tools for a traditional face-to-face education. The WBDL systems accommodate diverse services such as e-Learning, e-Mentoring, and Blended Learning in order to give satisfactions to learners and increase the learning effectiveness. This study suggested the WBDL system's and learner's characteristics as two major affecting factors, in which two independent variables were respectively selected. A mediating effect of learning motivation between the independent variables and learning achievement was empirically tested. The interactions between the WBDL sysrem and learners were also tested on the view points of the moderating effects between the learning motivation and the learning achievement. The results showed that the mediating effects of learning motivation and the moderating effects of the system interactions were statistically significant.

• 품질경영학회지
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• 제43권2호
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• pp.201-218
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• 2015

Purpose: This study surveyed the effects of instructors' verbal and nonverbal communication quality on students' learning flow and satisfaction. We divided the two types of communication into sub-factors - verbal communication into language, and nonverbal communication into kinesics, proxemics, paralanguage and physical appearance - to examine the causal relationship between learning flow and learning satisfaction. Methods: This study was conducted on the students (parents) of a paid early childhood education program run by "I" company located in Seoul, from November 12, 2014 to November 18, 2014. A total of 317 (90.5 %, effective) questionnaires were collected and analyzed using SPSS 18.0 and AMOS 18.0. Results: First, the verbal communication of the lecturers was found to have significantly positive (+) effects on learning satisfaction. Second, among the nonverbal communications, proxemics and physical appearance were found to have positive (+) effects on learning flow. Third, among the nonverbal communications, proxemics was found to have positive (+) effects on learning satisfaction. Fourth, the learning flow of students was found to have positive (+) effects on learning satisfaction. Conclusion: This study's findings can contribute to realizing desirable communication between instructors and students.

• 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.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.189-200
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• 2008

The purpose of this study is to find out the effects of learning that has applied instruction module utilizing ICT in project-based learning in elementary science classroom on improvement of the self-directed learning skills and the problem-solving skills. For this purpose, the project based learning instruction module utilizing ICT based was developed and conducted to 2 class consisting of 66 elementary students in the 6th grade to clarify the effects. As a result of the study, first, the instruction module utilizing ICT in project-based learning was effective in improving self-directed learning skills of students. As the subordinate effects of self-directed learning skills it showed improved effects in diagnosing desire to learn, setting goals, basic self-managing ability, selecting learning strategy, durability of practicing learning, making effort for result, and self-examination but it did not show improved effects in figuring out recognition of resources for Learning. Second, it was effective in improving the problem-solving skills of students. As the subordinate effects of problem-solving skills it showed improved effects in problem recognition, information gathering, analysis, thinking prior to dissemination, planning skill, and evaluation but it did not show effect on decision making, implementation & risk-taking and feedback.

• Educational Technology International
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• 제10권1호
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• pp.137-155
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• 2009

The purpose of this research is to develop Blended-TBL(Team Based Learning) model that emphasizes the active participation and teamwork of students in on-off blended learning environment, and apply it into the college course and explore whether self-regulated learning between one group pretest and posttest is different. For this, this research investigated the concept and the characteristics of Team Based Learning, and developed the Blended-TBL Model to apply it into the college course, and finally prove effects of Blended-TBL model on self-regulated learning using Motivated Strategies for Learning Questionnaire (MSLQ). The participants in this study were 57 college students. They participated in on-off blended-TBL course for 15weeks. Participants followed the content grounded and the problem solving steps in collaborative team-based learning. This research practiced a quantitative research to find out the statistical difference of the self-regulated learning between pretest and posttest using SPSS. The result revealed that Blended-TBL students improved self-regulated learning including motivation, cognitive, metacognitive, and resource management. Based on this result, this research discussed the effects of Blended-TBL on Self-Regulated Learning and suggested the further study.

• 한국멀티미디어학회논문지
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• 제21권12호
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• pp.1526-1533
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• 2018

This study aims to provide implications for mobile foreign language vocabulary learning app by analyzing the effects of mobile vocabulary learning app based on character animation. For this purpose, we applied the learning application designed with character animation and text, and the application designed with text only to two groups of learners, and analyzed the effect. As a result, we found that application designed with character animation and text was useful in recognition frequency and duration concerning learning. Regarding learning outcomes, we found that it is useful not only in memory but also in learning interest and motivation. This study provides implications for learning method and design development of mobile-based foreign language vocabulary learning application which actively using recently.

• 기본간호학회지
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• 제24권4호
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• pp.265-276
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• 2017

Purpose: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.

• 공학교육연구
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• 제20권5호
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• pp.34-42
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• 2017

This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.

• 한국과학교육학회지
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• 제41권3호
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• pp.221-235
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• 2021

본 연구는 초등학교 5~6 학년 학생을 대상으로 과학 학습 상황에서 과학상태호기심(Science State Curiosity; SSC) 및 과학상태불안(Science State Anxeity; SSA) 수준에 따른 학습효과를 구명하는데 목적이 있다. 이를 위해 과학 학습을 과학 문제 대면(I), 결과 확인(II), 과학 개념 학습(III)의 세 가지 상황으로 구분하여 각 학습 상황에서 SSC 및 SSA를 측정하여 분석하였다. SSC 및 SSA가 학습효과에 미치는 순 영향을 파악하기 위해 학습효과에 영향을 줄 것으로 예상되는 과학호기심, 인지욕구, 과학자아개념, 과학불안, 흥미를 통제하였다. 과학 문제 대면 상황에서의 SSC 및 SSA를 'SSCI' 및 'SSAI'으로, 결과 확인 상황에서의 SSC 및 SSA를 'SSCII' 및 'SSAII'로, 과학 개념 학습 상황에서의 SSC 및 SSA를 'SSCIII' 및 'SSAIII'로 정의하였다. 그리고 학습효과를 직후학습효과와 지연학습효과로 구분하여 사전검사 점수에 비하여 직후검사 또는 지연검사 점수가 향상된 정도를 산출하여 분석하였다. 분석결과, 직후학습효과는 SSCI·SSCII가 높을수록, SSAI·SSAII·SSAIII가 낮을수록 높았으며, 지연학습효과는 SSCI·SSCII가 높을수록, SSAIII가 낮을수록 높았다. SSC가 SSA보다 학습효과에 미치는 영향이 컸으며, 직후학습효과에는 SSCII가, 지연학습효과에는 SSCI이 가장 많은 영향을 미쳤다. 또한 SSCIII가 높을수록 추가적인 자발적 학습을 하는 경향이 나타났다. 본 연구의 결과는 과학 학습에서 학생의 정서적 상태에 대한 이해의 폭을 넓히고, 상태호기심 및 상태불안 연구에 대한 이론적 토대를 마련할 것으로 기대된다.