• 한국융합학회논문지
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• 제9권11호
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• pp.509-517
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• 2018

본 연구는 블렌디드 러닝 학습방법이 간호대학생의 자기주도학습능력과 학습만족도에 미치는 효과를 확인하기 위한 융합연구이다. 연구설계는 비동등성 대조군 전후 설계의 유사실험 연구이다. 연구대상은 J도 소재 간호학과 3학년 학생으로 실험군 70명, 대조군 68명 총 138명이었다. 자료분석 방법은 ${\chi}^2$-test, independent t-tset, ANCOVA를 사용하였다. 본 연구결과 성인간호학 전공 교과목에서 블렌디드 러닝을 적용한 학습을 받은 실험군은 기존 면대면 강의식 수업을 받은 대조군보다 자기주도학습능력(F=4.122, p=.044)과 학습만족도(F=4.714, p=.032)가 통계적으로 유의하게 높았다. 즉, 교수중심 강의에서 벗어나 학생 스스로 주어진 과제를 학습하도록 설계된 블렌디드 러닝 학습법이 간호대학생의 학습역량을 함양할 수 있다는 것이 본 연구결과에서 확인되었다. 본 연구의 결과를 바탕으로 추후 다양한 교과목에서 블렌디드 러닝을 적용한 반복 연구가 필요하며, 학습자들의 자기주도학습능력과 학습만족도를 고려한 콘텐츠 개발이 필요하다.

• 한국생활과학회지
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• 제24권6호
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• pp.755-768
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• 2015

The purpose of this study was to verify the mediating effects on self-regulated learning ability and sense of community in the relationship between parents' neglect and children's academic achievement. The subjects used in this study were 2,218 6th grade elementary school students from the third wave sample of the 2012 Korean Children and Youth Panel Survey (KCYPS). For data analysis, the three-step mediated regression analysis by Baron and Kenny (1986) was performed and the Sobel test was carried out in order to verify the effectiveness of mediation effects. The main results of the present study were as follows. First, the self-regulated learning ability and sub-component factors of achievement value, mastery goal orientation, behavioral control, academic time-management revealed to have a partial mediation effect in the relationship between parents' neglect and children's academic achievement. Second, the sense of community also showed to have a partial mediation effect on the relationship between parents' neglect and children's academic achievement. The findings of this study provide a viewpoint to deeply observe the problem of parents' neglect in connection with children's self-regulated learning ability and sense of community, and can be used as practical data to develop various programs for the benefit of improving children's academic achievement.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.181-192
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• 2017

In this study, the effects of the small group collaborative learning on students' achievement, the retention of the achievement, communication anxiety, and science learning motivation were investigated. The aptitude-treatment interaction between the level of students' self-directed learning ability and the intervention was also examined. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. A self-directed learning ability test, a communication anxiety test, and a science learning motivation test were administered as pretests. The intervention lasted for 8 class periods. After instruction, an achievement test, the communication anxiety test, and the science learning motivation test were administered. An achievement retention test were also administered after four weeks. The results indicated that there were significant treatmentaptitude interaction effects in the achievement test scores and the achievement retention test scores. In the communication anxiety and the science learning motivation, however, any significant difference was not found between the scores of the treatment group and the control group. Educational implications are discussed.

• 한국산학기술학회논문지
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• 제19권12호
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• pp.383-392
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• 2018

본 연구는 메타인지 교수학습프로그램이 간호대학생의 셀프리더십, 협력적 성향 및 문제해결능력에 미치는 효과를 알아보고자 시도하였다. 연구방법은 비동등성 대조군 전후설계의 유사 실험연구이며, 자료수집 기간은 2018년 3월 5일에서 5월 30일까지이다. 연구대상자는 D시 소재의 D대학 간호학과 2학년 재학생이며, 연구 참여를 희망하고 동의한 실험군 36명과 대조군 38명으로 총 74명이다. 메타인지 교수학습프로그램은 메타인지 하위전략을 활용하여 총 10회기로 구성되어 개별 및 소집단 학습법이 병행되어 진행되었다. 자료 분석 방법은 SPSS/WIN 21.0 program을 이용하여 기술통계, t-test, ${\chi}^2$ test와 paired t-test로 분석하였다. 연구결과는 메타인지 교수학습프로그램 적용 전후 두 집단 간 차이를 분석한 결과, 셀프리더십(t=4.79, p<.001)은 통계적으로 유의한 차이가 있었으며, 협력적 성향(t=5.07, p<.001)도 통계적으로 유의한 차이가 나타났다. 또한 문제해결능력(t=6.48, p<.001)도 통계적으로 유의미한 차이가 있었다. 따라서 본 연구에서 적용한 메타인지 교수학습프로그램은 간호대학생의 셀프리더십과 협력적 성향 및 문제해결능력을 향상시키는데 효과적임을 알 수 있었다. 본 연구결과를 토대로 간호대학생들의 셀프리더십과 협력적 성향을 증진하고 문제해결능력을 향상하기 위한 기초자료로 활용되기를 기대한다.

• 한국초등과학교육학회지:초등과학교육
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• 제19권1호
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• pp.29-39
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• 2000

The purpose of this study was to investigate the effect of cooperative skill training on elementary school students' science achievement and self-esteem. Three different groups were used in this study. For the two treatment groups, cooperative loaming strategies were used and the one control group, traditional instruction was used. One of the treatment group was trained cooperative skills before the instruction. A total of 120 children sampled from 5th graders of a elementary school. All groups were taught about the change of the weather and structure of the plants. After the instruction a researcher made science achievement test and questionnaire of self-esteem were administered. The data analysis consisted of a 3(instructional strategies)×3(learning ability level) ANCOVA on the score of the achievement and self-esteem. The ANCOVA results revealed that there were significant main effect in the scores of achievement and also significant interaction effect between the instructional strategies and learning ability. The performance of high-level students in two treatment groups was higher than that of students in the control group, but the performance of high-level students with cooperative skill training was not higher than that of students without cooperative skill training. However, the performance of medium and low-level students with cooperative skill training was higher than that of students without cooperative skill training. The significant main effect was also found in the self-esteem but there were no significant interactions between the instructional strategies and learning ability. The academic self and social self of students with cooperative skill training was higher than that of students without cooperative skill training.

• 아동학회지
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• 제27권5호
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• pp.123-141
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• 2006

The phonemic awareness program included construction of 45 activities emphasizing various sounds in speech and letter names using a storybook. The subjects were thirty 1st and 2nd grade low-income(15 experimental and 15 control group) children attending an after-school program in Seoul. Pre- and post-tests assessed children's reading, self-concept, and learning motivation. The experimental group children had rich opportunity to deal with and discuss sounds, syllables, phonemes, and the Korean alphabet names during storybook reading, games, and play over a 12 week period, while the control group children were provided with worksheets, subject tutoring, and homework guidance. Results showed that the phonemic activities were an effective and useful way to enhance children's reading ability, self-concept, and learning motivation.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 2004년도 ICCAS
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• pp.640-645
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• 2004

This paper proposes a direct adaptive control method using self-recurrent wavelet neural network (SRWNN) for stable path tracking of mobile robots. The architecture of the SRWNN is a modified model of the wavelet neural network (WNN). Unlike the WNN, since a mother wavelet layer of the SRWNN is composed of self-feedback neurons, the SRWNN has the ability to store the past information of the wavelet. For this ability of the SRWNN, the SRWNN is used as a controller with simpler structure than the WNN in our on-line control process. The gradient-descent method with adaptive learning rates (ALR) is applied to train the parameters of the SRWNN. The ALR are derived from discrete Lyapunov stability theorem, which are used to guarantee the stable path tracking of mobile robots. Finally, through computer simulations, we demonstrate the effectiveness and stability of the proposed controller.

• 기본간호학회지
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• 제22권4호
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• pp.406-415
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• 2015

Purpose: This study was conducted to investigate the effects on problem solving ability and learning satisfaction in nursing students using a teaching method with a standardized patient (SP) receiving blood transfusion. Method: The research design was a quasi-experimental pre-and-post-test control and experimental group for the methodological comparison study. Participants were 43 (Exp.=22, Cont.=21) nursing students in G city. The experimental group participated in the teaching class using SP. The control group received conventional education using a simple model. Data were collected between June 5 and July 15, 2015, through self-report structured questionnaires and data were analyzed using the SPSS/WIN 21.0 program. Results: There were significant differences in the level of problem solving ability (t=-2.75, p=.009), and learning satisfaction (t=-2.53, p=.016) between the experimental and control groups. Conclusion: The research findings indicate that, the teaching method using an SP is more effective in improving nursing students' problem solving ability and learning satisfaction compared to conventional education using a simple model. In the future it is necessary to develop scenarios of various cases and content, and to test their effectiveness.

• 한국융합학회논문지
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• 제9권5호
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• pp.247-256
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• 2018

본 연구는 동영상을 활용한 사전학습과 역할학습이 간호대학생의 자기조절학습에 미치는 효과를 확인하고자 수행되었다. 연구설계는 비동등성 대조군 전후 설계에 의한 유사실험 연구이다. 연구대상은 G군 소재 간호학과 2학년 학생으로 실험군 84명, 대조군 76명으로 총 160명이었다. 자료수집 기간은 2016년 3월 2일부터 6월 20일까지였다. 실험군에게는 동영상을 활용한 사전학습과 역할학습을 진행하고 대조군에게는 교수시범의 전통적 방법을 진행한 후 자기조절학습의 변화를 측정하였다. 자료분석 방법은 ${\chi}^2-test$, independent t-test, ANCOVA를 사용하였다. 연구결과 자기조절학습의 인지적 구성 요소인 시연, 초인지에서, 동기적 구성요소인 자기효능감에서, 자원관리 구성요소인 도움구하기에서 유의한 차이가 나타났다. 본 연구는 간호학생들의 자기조절학습을 도모하고 효과적인 실습 교육을 운영하는데 기초자료를 제공하였다.

• 대한간호학회지
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• 제46권1호
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• pp.90-99
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• 2016

Purpose: This study was conducted to examine effects of a learning portfolio by identifying the learning of nursing students taking a learning portfolio-utilized nursing management class. Methods: A non-equivalent control group pretest-posttest design was used. Participants were 83 senior students taking the nursing management course in one of the Departments of Nursing at 2 Universities. Experimental group (n=42) received a learning portfolio-utilized nursing management class 15 times over 15 weeks (3 hours weekly). Self-directed learning abilities, approaches to learning and learning flow of the participants were examined with self-report structured questionnaires. Data were collected between September 2 and December 16, 2014, and were analyzed using chi-square test, Fisher's exact test, independent t-test and ANCOVA with SPSS/PC version 21.0. Results: After the intervention the experimental group showed significant increases in self-directed learning abilities, deep approaches to learning and learning flow compared to the control group. However, no significant difference was found between groups for surface approaches to learning. Conclusion: Learning activities using the learning portfolios could be effective in cultivating the learning competency for growth of knowledge, technology and professionalism by increasing personal concentration and organization ability of the nursing students so that they can react to the rapidly changing environment.