• Journal of the Korea Society of Computer and Information
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• v.25 no.4
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• pp.197-205
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• 2020

The purpose of this study is to examine the influence of social support perceived by multicultural youth on learning adaptation and to identify the indirect effects of self-esteem and achievement motivation in this relationship. In order to analyze these relationships through structural equation model analysis, panel data were used for the seventh year of multicultural youth (2017). As a result of the analysis, first, the social support, self-esteem and achievement motivation perceived by multicultural youth had a significant influence on learning adaptation. Second, self-esteem of multicultural youths had a significant effect on social support. Third, the influence of social support perceived by multicultural youth on learning adaptation was found to have indirect effects through self-esteem and achievement motivation as well as direct effects. Based on these findings, this study suggested practical intervention plans to improve social support and learning adaptation of multicultural youths.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.14 no.3
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• pp.85-95
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• 2019

The purpose of this study was to analyze the relationship between the service quality of entrepreneurship education, academic self - efficacy, and learning commitment in college students. The results of the study are summarized as follows. First, the difference of entrepreneurship education with professors of entrepreneurship education has a significant influence on the learning commitment, and the operation of entrepreneurship education has no significant influence. Second, the difference of entrepreneurship education and the operation of entrepreneurship education have a significant effect on academic self - efficacy, while the entrepreneurship professional instructor has no significant influence. Third, academic self - efficacy has a significant effect on learning commitment. Fourth, in the relationship between the service quality of entrepreneurship education and learning commitment, the academic self-efficiency was found to have a mediated effect.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.400-410
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• 2022

This study was conducted to examine the effects of creativity on self-directed learning ability of nursing students and to verify the mediating effects of professors' autonomy support and instructor-student interaction in the process. A survey was done on 304 nursing students attending S university located in Kwangju. The analysis on mediating effect was processed through SPSS Process Macro 4 and Bootstrapping. The results of the study showed that the creativity, professors' autonomy support and instructor-student interaction had a significant positive effect on self-directed learning ability among nursing students. The professors' autonomy support and the instructor-student interaction had significant mediating effects on the relationship between creativity and self-directed learning ability. Based on such a result, the implications and limitations of this study were presented and the educational direction for improving self-directed learning ability of nursing students was discussed.

• Journal of the Korean Applied Science and Technology
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• v.40 no.5
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• pp.1033-1042
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• 2023

This study was conducted to investigate the effect of faculty-student interaction, Career commitment on Self-Directed Learning Ability in Later Learner's Students. The subjects of this study were 162 nursing students between the ages of 25 and 64 from 4 universities located in G metropolitan city and J province. The collected data were subjected to t-test, ANOVA, Pearson's correlation and multiple regression using SPSS 24.0 program. As a result of the study, the factors influencing self-directed learning ability were in the order of career commitment, faculty-student interaction, and motivation for university entrance among, and it was found that the variables explained 29.5% of the self-directed learning ability of older nursing students. Therefore, it is necessary to develop an intervention plan that can promote self-directed learning ability by improving the level of career commitment and faculty-student interaction of older nursing students.

• 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.

• Journal of Engineering Education Research
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• v.13 no.5
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• pp.72-75
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• 2010

Design subjects have become popular in the engineering education. In these subjects, an active learning skill was introduced to students. Students have to decide a theme and the way how to study it and to find answers by themselves. This learning method was developed in the early year courses in the University of Tokushima. The common learning curriculum among whole university adopted this design subjects from 2005 of the school year and eleven more new subjects started. "Roots finding" is one of them and the objectives are to gain abilities of self-study through the research on a particular subject, and make report then presenting them. Self-learning ability, research ability and presentation skills were enhanced through this subject.

• The Proceedings of the Korean Institute of Illuminating and Electrical Installation Engineers
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• v.9 no.6
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• pp.71-77
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• 1995

This paper deals with design method of learning fuzzy controller for control of an unknown nonlinear plant using the self-tuning algorithm of fuzzy inference rules. In this method the fuzzy identification model obtained that the joined identification model of nonlinear part and linear identification model of linear part by fuzzy inference systems. This fuzzy identification model ordered self-tuning by Decent method so as to be servile to nonlinear plant. A the end, designed learning fuzzy controller of fuzzy identification model have learning structure to model reference adaptive system. The simulation results show that th suggested identification and learning control schemes are practically feasible and effective.

• Annual Conference of KIPS
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• 2005.11a
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• pp.827-830
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• 2005

e-learning 교육은 오프라인 교육의 다양한 제한적 문제를 해결할 수 있는 대안으로 많은 발전을 이루어 오고 있다. e-learning 교육의 표준화 작업으로 앞으로 더 많은 발전을 가져올 것이고 ITS (Intelligent Tutoring System)의 구현을 앞당길 것이다. 그러나 모든 교육이 능동적으로 문제를 해결해 나갈 수 있는 능력을 키우는 것 이라는 교육학적 입장에서 본 논문은 학습자의 개별적 특성을 수용하는 개별화된 학습방향을 선택할 수 있는 Self-learning 서비스를 제안한다. 이 서비스는 교수설계자에 의해 지정된 시퀀싱을 학습자가 재정렬 할 수 있다. 이 시스템은 SCORM 기반의 LMS 에 추가되는 서비스이다.

• Annual Conference of KIPS
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• 2024.10a
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• pp.539-542
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• 2024

Obstructive sleep apnea (OSA) is a common sleep disorder, causing disrupted sleep and reduced oxygen levels in the blood. Full-night polysomnography (PSG) and home sleep apnea tests (HSAT) may offer acceptable diagnosis results but have shown some limitations. In recent years, deep learning and data analysis methods are progressively employed on electronic health records, and various methods have been developed for OSA event detection. Self-supervised learning has shown some advantages over supervised training methods, by learning more generalized feature representation of data. Unlike text or image processing, the high information density in multivariate time-series data makes it more challenging to utilize self-supervised learning. In this research, based on the characteristics of sleep dataset, we propose a self-supervised approach with Masked Autoencoder, which masks portions of the input and attempting to reconstruct them. This enables the model to learn more generalized features from unlabeled data. We evaluate our proposed framework with three independent sleep datasets, which have shown significant improvement compared to supervised learning models.

• Korean Medical Education Review
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• v.19 no.2
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• pp.101-108
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• 2017

When participating in problem-based learning (PBL), it is important for medical students to generate claims and provide justifications for their claims in small group discussions. This study aimed to investigate the effect of argumentation instruction on medical student learning experiences with PBL. A total of one hundred first-year preclinical students from Inje University College of Medicine, who had attended argumentation instruction, participated in this study. All of the participants completed a 5-point Likert scale questionnaire regarding their learning experiences with PBL, before and after the argumentation instruction. The questionnaire comprised 22 items with eight subcategories: argumentation activity, reflection, integration of basic and clinical science, identification of lack of knowledge, logical thinking, self-directed study, communication, and attitude toward discussion. The collected data were analyzed through a paired-sample t-test. The results of this study found that the argumentation instruction promoted the preclinical students' experiences with argumentation activities, reflection, an integration of basic and clinical science, the identification of their lack of knowledge, logical thinking, and self-directed study, and it increased positive attitudes toward group discussion. The findings suggest argumentation instruction can enhance medical student group discussions and help students achieve the objectives of PBL, including acquisition of basic and clinical science knowledge and development of clinical reasoning and self-directed learning abilities, which can highlight the meaningful learning experiences students have with PBL.