• Title/Summary/Keyword: learning engagement

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Mediating Effect of Need of Cognition on Learning Engagement in Distance Education (원격교육에서 학습참여에 대한 인지욕구의 매개효과)

  • Oh, Eun-Young
    • Journal of Convergence for Information Technology
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    • v.12 no.5
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    • pp.51-61
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    • 2022
  • The purpose of this study was to identify whether need of cognition have a mediating effect on media multitasking on learning engagement in online education. The subjects were 168 university students who had received online education for more than one semester, and data were collected using questionnaires on media multitasking, need of cognition, and learning engagement. For data analysis, correlation, hierarchical regression and Sobel test were performed using SPSS WIN 20.0 program. As a result of the study, there was a significant positive correlation between media multitasking and learning engagement (r=.52, p<.001), and a between need of cognition and learning engagement(r=.39, p<.001). Media multitasking had a significant effect on learning participation (β=.52, p<.001), and explanatory power was 27%. When need of cognition was input, the effect of media multitasking on learning engagement decreased (β=.52 ⟶ .44), so it was found that need of cognition had a partial mediating effect in the effect of media multitasking on learning engagement(Z=2.77). p<.01). Therefore, it is suggested to use online contents with learning to organizing a g a lesson syllabus for distance education, and to organize activities promoting media multitasking activities. Also, it is proposed to develop and apply various teaching strategies to promoting the need of cognition in the distance education.

Effects of Self-Regulation, Teaching Presence, Learning Engagement on Computational Thinking in Online SW Liberal Education (온라인 SW교양교육에서 자기조절, 교수실재감, 학습몰입이 컴퓨팅사고력에 미치는 영향)

  • Ha, Seukyoung;Park, Juyeon;Bae, Yoonju;Lee, Jeongmin
    • Journal of The Korean Association of Information Education
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    • v.25 no.3
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    • pp.579-590
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    • 2021
  • This study examined the mediating effect of learning engagement in the relationship between self-regulation, teaching presence and computational thinking in online SW education. To verify the research problem, a blended learning model adopted SW liberal course at A Women's University located in Seoul, which 94 students were enrolled in, was selected. The results of this study and the implications are as follows: First, it was found that learning engagement mediated the relationship between self-regulation and computational thinking. Second, it was found that learning engagement mediated the relationship between teaching presence and computational thinking. This study suggested a plan to improve learners' active engagement and self-regulation strategy in online SW education. In addition, it is significant that this study considered a method for learners to perceive teaching presence in online learning environment.

The Mediating Effects of Positive Psychological Capital on the Relationship between Small Business Enterpreneur's Learning Goal Orientation and Work Engagement (소상공인의 학습목표지향성과 업무열의 관계에서 긍정심리자본의 매개효과)

  • Lee, Hyung Woo;Kim, Man Soo;Kim, Jung Won
    • Journal of Convergence for Information Technology
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    • v.11 no.8
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    • pp.151-159
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    • 2021
  • The purpose of this study was to examine the mediating effects of Positive Psychological Capital on the relationship between Small Business Enterpreneur's Learning Goal Orientation and Work Engagement. In order to achieve the purpose of research, the survey results of 300 small business Enterpreneurs who participated in the K-BIZ's Small Business Enterpreneurs Support Program were used for analysis. The collected data were analyzed using frequency analysis, reliability analysis, confirmatory factor analysis, descriptive statistical analysis, correlation analysis and structural equation model. The results of this study were as follows: First, learning goal orientation of small business enterpreneurs had positive effect on positive psychological capital. Second, positive psychological capital of small business enterpreneurs had positive effect on work engagement. Third, positive psychological capital of small business enterpreneurs had full mediating effect on the relationship between learning goal orientation and work engagement. Based upon these results, several suggestions were suggested to promote small business enterpreneurs' learning goal orientation, work engagement, and positive psychological capital.

A Study on Video Length in Pre-class Homework for Effective Application of Flipped Learning (효과적인 플립러닝 적용을 위한 사전 학습 영상 길이에 관한 연구)

  • Park, Jun Hyun
    • Journal of Engineering Education Research
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    • v.26 no.6
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    • pp.79-86
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    • 2023
  • In our research, we delved into the impact of video length assigned for pre-class assignments on students' level of engagement. What we discovered is that as the length of the video increases, student engagement tends to decrease and the time allocated for homework preparation does not significantly influence engagement, as many students tend to complete their assignments just before the due date. Interestingly, the well-known "6-minute rule" often advocated for online educational videos does not align with the dynamics of real university settings. Whether in traditional lecture-based classes or flipped learning environments, students exhibit a high degree of self-responsibility when it comes to video consumption. Our findings strongly suggest that, in the context of flipped learning, it is advisable to create videos that are shorter than 15 minutes in length.

The Effect of Academic Engagement on Self-esteem in Adolescents: The Mediating Effect of Learning (학업열의가 자아존중감에 미치는 영향: 학습시간의 매개효과)

  • Eun-Kyeong Kwon
    • Journal of Industrial Convergence
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    • v.20 no.12
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    • pp.125-133
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    • 2022
  • This study attempted to find out whether learning time has a mediating effect according to the gender, region, and grade of middle school students in the relationship between academic engagement and self-esteem. To this end, a survey of 1,045 middle school students in Gyeongsangnam-do was conducted on academic engagement, learning time, and self-esteem. Difference verification was conducted to determine the difference in academic engagement, learning time, and self-esteem according to the general characteristics of the study subjects, correlation analysis was conducted to determine the correlation between major variables, and regression analysis was conducted to verify the mediating effect of learning time. As a result of the analysis, first, there was no difference in the academic engagement of middle school students by group. In the learning time, middle school students in the city area were significantly higher than those in the township area, male students had higher self-esteem than female students, and students in the city area had significantly higher self-esteem as the grade went up. Second, as a result of correlation analysis, learning time, academic engagement, and self-esteem showed a positive correlation. Third, in the entire group not divided by group, both the direct path through which academic engagement reaches self-esteem and the partial mediating model from learning time to self-esteem showed significant effects. In the analysis by gender, only female students excluding male students showed a partial mediating effect, and the analysis results by region showed a partial mediating effect only on students in the city. The analysis results by grade showed a partial mediating effect only for second-year middle school students. In order to improve the self-esteem of middle school students, education and counseling should be conducted in consideration of not only individual differences by gender and grade, but also the region in which they live.

Influence of Task Value and Academic Self-efficacy on Learning Engagement in Nursing Education using Smart Learning (스마트 러닝을 활용한 간호교육에서 과제가치와 학업적 자기효능감이 학습참여에 미치는 영향)

  • Kim, Eun-Jung;Seo, Dong-Hee;Ki, Eun-Jung
    • Journal of Digital Convergence
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    • v.18 no.7
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    • pp.229-236
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    • 2020
  • This study aimed to analyze the effects of nursing students' select task value and academic self-efficacy on learner's learning engagement. The subjects of this study consisted of 186 nursing students who completed the major course with Smart Learning of a university in G city. Data were collected from September 1 to November 30. 2018. This study was designed as a research study and multiple regression analysis was conducted to analyze the effects of task value and academic self-efficacy on learning engagement. The results showed that the degree of influence on learning engagement was in order of academic self-efficacy(β=.515) and task value(β=.244). It was found that both task value (r=.52, p<.001)and academic self-efficacy(r=.64, p<.001) had a significant positive effect on learning engagement. Based on the results of this study, we proposed teaching and learning strategies and suggestions for strengthening learner's learning engagement in smart learning which has recently been applied to increase the effectiveness of education.

Effects of learner-centered mathematical instruction perceived by middle school students on math self-efficacy and class engagement: Multi-group analysis based on achievement level (중학생이 인식한 학습자 중심 수학수업이 수학자기효능감과 수업참여에 미치는 영향: 성취수준에 따른 다집단 분석)

  • Song, Hyo Seob;Jung, Hee Sun
    • The Mathematical Education
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    • v.60 no.4
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    • pp.493-508
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    • 2021
  • This study aims to examine the effects of learner-centered mathematical instruction perceived by middle school students such as discussion learning, self-directed learning, and cooperative learning on their math self-efficacy and engagement in mathematics class. Moreover, it attempts to verify if there are differences in the mean of latent variables and effect among groups divided based on achievement level. Research results are as follows. First, discussion learning did not have a direct effect on students' engagement in mathematics class, but still created an indirect effect on it through math self-efficacy. Self-directed learning and cooperative learning created a direct effect on engagement in mathematics class as well as an indirect effect through self-efficacy on mathematics. Second, high-achievement group had a higher perception of discussion learning, self-directed learning, and cooperative learning than a low-achievement group, and showed a higher level of math self-efficacy and engagement in mathematics class. Third, there were significant differences among groups, in the effect of discussion learning on self-efficacy in mathematics, effect of self-directed learning on self-efficacy in mathematics, and effect of math self-efficacy on engagement in mathematics class. Thus, this study offers meaningful implications for the role of math teachers as assistants in learning for learner-centered math classes.

A Review of Cross-Cultural Design to Improve User Engagement for Learning Management System

  • Farhan Hanis Muhmad Asri;Dalbir Singh;Zulkefli Mansor;Helmi Norman
    • KSII Transactions on Internet and Information Systems (TIIS)
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    • v.18 no.2
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    • pp.397-419
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    • 2024
  • Online learning has become a widespread practice for students and teachers in acquiring and delivering knowledge. Education platforms have become prominent in the 21st century with the evolution of technology and the accessibility to online learning. As a result, various learning management systems (LMSs) have been introduced to facilitate online interaction between users. For instance, communication between students and teachers at school. However, there is a need to emphasise user engagement in LMS to enhance the online learning experience amongst students since the design of LMS affects user engagement. This study utilised a systematic literature review (SLR) that examined 74 articles published between 2014 and 2023, focusing on cross-cultural design (CCD), user-centred design (UCD), and usability in LMS design. This study aimed to review CCD and its association with UCD, user interfaces (UI), and user experience (UX) in the context of LMS. CCD has been introduced as an approach to design that embraces different cultures, languages, and social contexts, while UCD plays a significant role in defining user engagement for LMS. All elements in CCD and UCD help create a better user experience for LMS. Besides, this study reviewed the usability of selected LMS to give insights to developers in creating a positive user engagement. An insight into cultural factors that influence the usability of LMS has revealed their value for LMS design, such as the UI/UX elements. Initially, this study may guide future researchers in improving education quality by emphasising CCD and LMS usability, which can enhance user engagement.

Variables Affecting on Learners' Satisfaction and Effects of EMI (전공 영어강의 만족도 및 학습효과 인식에 영향을 미치는 변인에 관한 연구)

  • Jin, Sung-Hee;Kim, Hakil
    • Journal of Engineering Education Research
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    • v.16 no.3
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    • pp.10-19
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    • 2013
  • Recently, Korean universities have increased the number of English Medium Instruction (EMI) lectures in order to allow students to gain both specialized knowledge and enhanced English ability. Previous researches on effective EMI lectures have focused on exploring the effects of learners' cognitive and affective characteristics on learning outcomes. Whereas the input variables of learning have been investigated as predicting variables of effects in EMI lectures, there has been a few research for investigating process variables to yield learning outcomes. The purpose of this study is to analyze the structural relationships among variables affecting on learner satisfaction and effects. The participants are 209 engineering students from various majors. Independent variables are defined as English motivation, English competency, and English confidence, a mediated variable is Cognitive engagement, and dependent variables are Learning satisfaction and Educational effect perception. The results show that the relationships are statistically significant: learners' English competency & English confidence ${\rightarrow}$ Cognitive engagement ${\rightarrow}$ Learning satisfaction ${\rightarrow}$ Educational effect perception. Especially, the structural model confirms that the effect of learners' English confidence on Learning satisfaction and Educational effect perception is mediated by the level of learners' Cognitive engagement. Further, the implication for effective EMI lectures is discussed based on the observed research results.

Analyzing students' engagement factors in flipped mathematics class (반전학습(flipped learning)을 적용한 수학 수업에서 학생들의 참여 요인 탐색)

  • Yoon, Jungeun;Cho, Hyungmi;Kwon, Oh Nam
    • The Mathematical Education
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    • v.55 no.3
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    • pp.299-316
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    • 2016
  • The abilities for 21st learners have recently changed and learners' engagement is emphasized. In flipped classroom, students learn the prerequisite concepts of the lecture online in advance and perform various types of activities based on interaction and engagement. As students in flipped classroom construct knowledge actively, students' engagement is very important. Therefore, I conducted a research of flipped mathematics class to help teachers to better understand students' engagement in flipped mathematics class. The flipped mathematics class was conducted for about 3 weeks with 29 middle school students and one teacher. Video and audio recordings, completed student worksheets and interview data were collected and analyzed using the qualitative method. The results of this study showed that students' engagement is influenced by diverse factors. Engagement factors were categorized by teacher factors, community factors, material factors, tasks and strategy factors, classroom culture factors. Each factor facilitates or suppresses behavioral, emotional, cognitive, agentic engagements, and sometimes several factors are related. The results of this study increase understanding of engagement through the example of a case study on flipped mathematics class.