• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.184-190
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• 2005

Purpose: The purpose of this study was to examine the effect of PBL on self-directed learning and critical thinking disposition. Method: The research design was a nonequivalent control group pretest-posttest design using two groups of first-year students from two nursing schools in Gwangju, South Korea. PBL was conducted for one semester. Result: Significant difference was found in self-directed learning between the two groups after PBL (p<0.05). but, not in critical thinking disposition. Conclusion: The findings indicate that there is a need for paradigm shift in nursing education from the traditional teacher-centered methods to a more learner-centered approach. PBL program will facilitate the development of abilities to become self-directed in learning.

• Educational Technology International
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• v.18 no.2
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• pp.249-263
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• 2017

The purpose of this study was to examine whether respondents showed gender differences in life- learning competency, self-directed learning ability, problem-solving ability, and academic achievement and to identify relationships among variables of university students in the context of higher education. To address those goal, the data set was analyzed that nationally collected from Korea Youth Competency Measurement and International Comparative Research III by National Youth Policy Institute in South Korea. 680 samples were used in the study that were 343 males and 337 females of university students. As results, statistically significant difference was showed in the participants' gender. Male university students were higher score than female university students in All variables. Also, learning agility in life-learning competency was strongly related to self-directed learning ability and problem-solving. Thinking skills in life-learning competency was strongly related to academic achievement in university students in higher education. In terms of learning strategy in the context of higher education, some suggestions have been made for university students.

• Journal of Science Education
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• v.35 no.2
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• pp.295-306
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• 2011

Self-directed learning ability is more important than before. It is well-known that traditional teacher-directed lecture class, seminar-like oral presentation class, and even discussion/debate class have not been enough to enforce self-directed learning ability for students. To resolve the problem, a new dynamic complex instruction model (DCIM) was developed for undergraduate and graduate students and a basic frame of DCIM was published by Oh (2010). Here, it is examined if the application of DCIM to a biology class of graduate school can cause improvement of self-directed learning ability. For this, the self-directed learning readiness scale (West & Bentley, 1990) translated by Ryu (1997) and motivation scale (Hayamizu. 1997) translated by Oh (2001) were employed, and then measurements performed with the translated scales were done in the beginning and the last of two DCIM-adapted graduate biology classes at K university, Daegu, South Korea in the first semester of the year 2010. The results show that self-directed learning ability could be significantly improved through the DCIM-adapted class, compared to the result of a teacher-directed lecture class as a control group. With respect to the motivation, there was not found any statistically significant difference between control and experiment groups of graduate students. The present study seems to be meaningful in that it is the first work proving the effect of improvement of self-directed learning ability of graduate students through the DCIM-adapted classes.

• Journal of Engineering Education Research
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• v.16 no.1
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• pp.54-63
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• 2013

This study aims to investigate relationships among self-directed learning readiness [SDLR], prerequisite mathematics test score and achievement level in college mathematics. For this purpose, the adjusted SDLRS (self-directed learning readiness scale) of Guglielmino's model, the score of mathematics diagnostic assesment and first semester college mathematics score among 424 freshmen students of engineering department of D university in 2011 were used and analyzed. Research results are as follows: Firstly, freshmen of engineering department had average level of SDLR, though they showed relative low level of self-direction, passion and time control ability. Secondly, considering SDLR with the mathematics diagnostic assesment score (3 groups: high, middle, low), there were no statistically significant differences. Thirdly, concerning SDLR according to the achievement level in college mathematics, a group which acquired good achievement showed higher level of SDLR compared with middle or lowachievement group. Differences among three groups were statistically significant. Lastly, there were affirmative relationships between SDLR, mathematics diagnostic assesment score and achievement in college mathematics. Furthermore, mathematics diagnostic assesment score and achievement level in college mathematics were found to be the most closely related. Based on the results, we suggest strategies to elevate SDLR of engineering department students and improve their achievement in college mathematics.

• Journal of Digital Convergence
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• v.16 no.9
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• pp.29-37
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• 2018

The purpose of this study was to investigate factors affecting self-directed learning of workers. For this purpose, 335 workers were surveyed in two cities in the northwestern part of Chungcheongnamdo. The research was carried out by difference test to identify the diffrence of self-directed learning according to general characteristics and by correlation analysis of main variables. Also in order to identify the effect of hope and growth mindset on self-directed learning, hierarchical regression analysis was conducted by diving the group into employee-level and higher employee-level. The main results are as follows. First, Self-directed learning differed by gender. Second, correlation analysis revealed that hope, growth mindset and self-directed learning were positively correlated. Third, regression analysis showed that the pathway thinking of hope and the intelligence of the growth mindset influenced self-directed learning of employee-level workers. And it showed that the pathway thinking of hope influenced self-directed learning of higher employee-level workers. Finally, we discussed policies to enhance workers' self-directed learning based on positions.

• Journal of Engineering Education Research
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• v.18 no.1
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• pp.54-60
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• 2015

The purposes of the study are to investigate the effects on academic of the self-directed learning and in-depth interviewing program in engineering underachieved students. 17 students participated in program and the grade points average(GPA) of participants are less than 2.5. First, we focus on the change of academic achievement after the self-directed learning and in-depth interviewing program. According to results, it is very effective not only in improving academic achievement of the participation subject but also in increasing GPA. Second, the pre-survey and the post-survey were conducted to the participants. We found some facts from the difference between the pre and post surveys. The expectation and satisfaction about learning have improved after self-directed learning, and the participants' recognition showed the meaningful change in important factors about learning.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.111-118
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• 2012

Purpose: This study investigated the effects of simulation-based nursing education (for the care of congestive heart failure patients) on self-directed learning competency, clinical knowledge and problem-solving ability among nursing students. Methods: A one-group, pre-post design was utilized with 87 nursing students as the subjects. The scenario of simulation-based nursing education was created using a high-fidelity patient stimulator, and consisted of four states ((1) assessment, (2) reviewing laboratory data and administering medications and treatments, (3) managing increased dyspnea and decreased urine output, and (4) handling the "getting better" state). The simulation-based nursing education included orientation, team-based learning, team-based practice, and debriefing. The data were analyzed using descriptive statistics, Pearson's correlation coefficients and paired t-tests. Results: The scores on the factors for self-directed learning competency (t=-2.57, p= .011), clinical knowledge (t=-6.85, p<.001), and problem-solving ability (t=-3.01, p= .003) increased significantly after the education intervention. Conclusion: Simulation-based nursing education is useful in improving self-directed learning competency, clinical knowledge, and problem-solving ability in nursing students.

• Educational Technology International
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• v.22 no.1
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• pp.57-85
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• 2021

The purpose of this study was to identify learners' perception of teaching activities in online classes that were forcibly switched due to COVID-19, and to compare and analyze differences in importance and performance of online teaching activities according to the level of self-directed learning in university students. To address these goals, 31 university students who took courses operated as online classes at university participated in this study, and the collected data were analyzed according to IPA procedures and methods. As a result, for online teaching activities, class attendance check and encouragement, clarity of class objectives, the ability to deliver the content of learning, and the ability of the instructor to deliver lectures were identified as factors to be constantly emphasized. Depending on the level of self-directed learning, there were significant differences between importance and performance in high level learners' interaction strategy with instructor, interaction strategy with learner, and timely provision of instructor's feedback. On the other hand, there was no significant difference between the importance and performance of online teaching activities for learners with a low level of self-directed learning. Based on these research results, several implications for the design of effective online teaching activities in future university education were proposed.

• Korean Medical Education Review
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• v.17 no.2
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• pp.57-59
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• 2015

Student research has been proposed as an educational strategy to fulfill the current requirements in basic medical education (BME) and to compatible with the self-directed development of professionalism. It is commonly accepted that the goals of student research are to develop the competencies of critical, reflective, and self-directed thinking; problem-solving; and creativity; as well as to acquire the skills necessary to search for information and analyze the literature; to cultivate the talent of mastering a specialized field through deeply intensified learning; and to establish close relationships between students and supervisors. To successfully implement student research, authorities on BME should to plan the procedure for the student research projects and allocate personal and material resources adequately in order to provide the opportunity for self-evaluation and reflection through the completion of daily records, to develop the habit of consistently evaluating one's own study, and to maintain a collegial relationship between students and supervisors by offering the proper feedbacks in a timely and consistent manner. In conclusion, despite several obstacles and difficulties in the establishment of successful student research projects, student research could provide students the motivation to develop themselves into expert academic researchers, and play a role in educating students to help solve patients' problems based on scientific evidence in the future.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.397-408
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• 2005

This research developed self-directed teaming program for students who learn mathematics to improve their abilities for learning mathematics. A small-group cooperative teaming model was based on the self-directed loaming program which this research developed. The main target of this program was the second grade students of middle school. The program was consisted with three developing parts. The part 1 of program developing was consisted with analyzing and reconstructing mathematics curriculum, devising small-group cooperative learning program, and structuring teaching and teaming plans. The part 2 included the management of small-group cooperative Loaming and how to use the materials which this research developed. The part 3 provided various cooperative learning opportunities for students to improve their abilities for loaming mathematics.