• Journal of The Korean Society of Integrative Medicine
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• v.6 no.4
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• pp.63-73
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• 2018

Purpose : This study aims to verify the effects of flipped learning on self-directed learning and class satisfaction in a class of college physical therapy students. Methods : The subjects were 97 students in College A who had registered for musculoskeletal examination and assessment and practice at the second semester of 2017. All subjects were measured with the self-directed learning questionnaire for college student proposed by Lee et al., and the class satisfaction questionnaire proposed by Lee et al., before and after intervention. The collected data were processed using a computerized statistical program SPSS Win version 21.0. Mean, standard deviation, paired t-test and Cronbach's alpha coefficient were calculated. Results : The results showed significant differences in goal setting, identify resources for learning, effort attributed to results, self-reflection of self-directed learning and problem solving excellence, class methods and contents attention and understanding(p<.05), class interest of class satisfaction(p<.05). Conclusion : These results suggest that flipped learning improves learning motivation and attitudes. Therefore, follow-up study is necessary to investigate further the application of flipped learning in various students and teaching methods.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.267-278
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• 2024

This study was a descriptive research study targeting medical students to determine the impact of self-directed learning ability, self-regulated learning, and communication ability on self-efficacy in performing medical treatment. This study randomly selected medical students from Region J, located in Province G, as the approximate population, and a total of 125 copies were finally analyzed. Descriptive statistics were analyzed using t-test, ANOVA, correlation, and multiple regression analysis using IBM SPSS/25. Self-efficacy in performing medical treatment was related to self-directed learning ability (r=.61, p<.001), self-regulated learning (r=.50, p<.001), and communication ability (r=.33, p<.001). There was a positive correlation with all of them. As a result of analyzing the variables that affect the subject's self-efficacy in performing medical treatment using hierarchical multiple regression, self-directed learning ability was found to be the factor that best predicts self-efficacy in performing medical treatment, followed by self-regulated learning and communication ability. The total explanatory power was 46.6%. Acquiring specialized knowledge and becoming a doctor after graduation through clinical practice and acquiring the basic clinical practice skills necessary to successfully perform one's duties are important tasks that medical students must accomplish. Therefore, in order to improve medical students' self-efficacy in performing medical treatment, the importance of improving health care, major satisfaction, and life satisfaction must be recognized and managed. In addition, efforts to develop programs and improve systematic systems that can improve self-directed learning, self-regulated learning, and communication skills should also be supported.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.175-191
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• 2007

This study selected 113 gifted underachievers and 128 gifted achievers from 17 elementary schools to examine gifted children's personal characteristics(self-concept, locus of control, and learning habits) that have an effect on underachievement. Self-concept(general self-concept and academic self-concept), locus of control, and learning habits(endurance, learning strategy, and learning motivation) variables were analyzed to determine gifted underachievers' personal characteristics. (1) Comparison of personal characteristics of gifted achievers with gifted underachievers indicated gifted underachievers had low self-concept, external locus to control, and problems in learning habits. (2) The sub factors of habits of learning motivation and learning strategy had the greatest effect on underachievement of gifted children.

• School Mathematics
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• v.7 no.3
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• pp.253-268
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• 2005

It is important that students have the ability to prepare, practice, and reflect their mathematics learning. This study defines the self-directed learning ability based on Vygotsky. We consider the components of self-directed learning in aspects of motivation, learning strategy, and metacognition, and analyse 10 factors of self-directed learning ability Thus we develop the self-directed mathematics learning test, which is tested by factor analysis.

• East Asian mathematical journal
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• v.38 no.4
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• pp.533-547
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• 2022

This study investigated the Influence of self-regulation and self-efficacy on academic procrastination of middle school students. For this investigation, 384 middle school students who are in completed the questionnaires including self-regulation, self-efficacy, and academic procrastination in Math Learning. The results were as follows: First, self-regulation and self-efficacy had significant correlations with academic procrastination. Also as a result of hierarchical regression analysis, self-regulation moderated the mediation effect of self-regulation between self-efficacy and academic procrastination. Implications of these results were discussed.

• The Korean Journal of Applied Statistics
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• v.15 no.2
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• pp.251-267
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• 2002

Self Organizing Maps(SOM) by Kohonen is very fast algorithm in neural networks. But it doesn't show sure rules of training results. In this paper, we introduce to Bayesian Learning for Self Organizing Maps(BLSOM) which combines self organizing maps with Bayesian learning. So it supports explanatory power of models and improves prediction. BLSOM has global optima anywhere but SOM has not. This is proved by experiment in this paper.

• Journal for History of Mathematics
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• v.34 no.1
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• pp.21-37
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• 2021

The purpose of the present study is to compare the differences in levels per group of high school students regarding the self-regulated learning factors for mathematics. For this purpose, a self-regulated learning measurement tool was developed and surveys were conducted. And the statistical analysis was completed using the frequency analysis, Kolmogorov-Smirnov normality test, Mann-Whitney U test and the Kruskal-Wallis H test. As a result, it is found that self-efficacy is of statistically significant differences in self-regulated learning levels regardless of the group classifications but test anxiety does not show statistically significant differences in self-regulated learning levels regardless of the group classifications.

• Educational Technology International
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• v.13 no.2
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• pp.233-255
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• 2012

The purpose of this study is to examine the relationships among the factors that affect technology knowledge, learning strategies with technology, and academic self-efficacy of college students. Technology and its utilizing ability is a critical competency for the learners to acquire to live in the Digital Era of 21st century. However, little is known about how the competency involving technology affects academic self-efficacy. To address the aim of the study, a survey was conducted with 39 questions including technology knowledge, learning strategies with technology, and academic self-efficacy targeting 137 students in A university. The result of the structural equation modeling shows that the technology knowledge of college students indirectly influences the academic self-efficacy. The learning strategies with technology are mediating variable linking technology knowledge with academic self-efficacy. Technology knowledge explains 71% of variance in learning strategies with technology. Therefore, college students need to keep up with knowledge of technology and improve learning strategies with technology to activate academic self-efficacy.

• Journal of Digital Convergence
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• v.2 no.1
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• pp.43-56
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• 2004

The emergence of distance learning through Information and Communication Technologies(ICT) requires a lot of abilities from learners, and these become main features to a successful learning. Accordingly, a self-regulated learning is one of the key abilities required by the learners, Hence this study is aimed to develop Web-Based Instruction(WBI) systems that support this self-regulated learning. The self-regulated learning not only provides significant positive learning effects, but also appropriates to apply on the WBI because it has learning-structure of specified instruction process and each process requires separated spaces. Therefore, in this study, a model of self-regulated learning system on the web is developed.

• Asia pacific journal of information systems
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• v.12 no.3
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• pp.45-70
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• 2002

This paper examines the role of distance learning self-efficacy, belief in one's capabilities of using a system in the accomplishment of web-based distance learning, in predicting user intention to use and performance of distance learning system. It used self-efficacy theory and technology acceptance model(TAM) to build a model that predicts relationships between antecedents to students' distance learning self-efficacy assessments and their behavioral and attitudinal consequences. The model was tested using LISREL analysis on the sample of 250 students who have worked with the Distance Learning System. The results indicated partial support for the conceptual model. In accordance with TAM, perceived usefulness had strong direct effects on intention to use and performance, while perceived ease of use had both direct and indirect effects on intention to use, but not performance. Distance learning self-efficacy had only direct effect on perceived ease of use to use. Computer experience was found to have a strong positive effect on distance learning self-efficacy, and computer anxiety had a negative effect on distance learning self-efficacy. Implications of these findings are discussed for researchers and practitioners.