• KSII Transactions on Internet and Information Systems (TIIS)
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• v.13 no.6
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• pp.2799-2823
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• 2019

With the help of learning analytics, MOOCs have wider potential to succeed in learning through promoting self-regulated learning (SRL). The current study aims to apply and validate visualization design guidelines for a MOOC dashboard to enhance such SRL capabilities based on learning analytics. To achieve the research objective, a MOOC dashboard prototype, LM-Dashboard, was designed and developed, reflecting the visualization design guidelines to promote SRL. Then, both expert and learner participants evaluated LM-Dashboard through iterations to validate the visualization design guidelines and perceived SRL effectiveness. The results of expert and learner evaluations indicated that most of the visualization design guidelines on LM-Dashboard were valid and some perceived SRL aspects such as monitoring a student's learning progress and assessing their achievements with time management were beneficial. However, some features on LM-Dashboard should be improved to enhance SRL aspects related to achieving their learning goals with persistence. The findings suggest that it is necessary to offer appropriate feedback or tips as well as to visualize learner behaviors and activities in an intuitive and efficient way for the successful cycle of SRL. Consequently, this study contributes to establishing a basis for the visual design of a MOOC dashboard for optimizing each learner's SRL.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.773-796
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• 2011

This study examined the thinking styles of scientifically gifted students on the basis of Sternberg's theory of mental self-government, and the relationship between thinking styles and self-regulated learning ability of the students and their scientific inquiry ability by the different types of thinking styles. 110 middle school students who belonging to the university science-gifted education center participated in this study. 13 thinking styles were postulated that fall along 5 dimensions which are functions, forms, levels, scopes and leanings of the mental self-government. Scientifically gifted students responded to the Thinking Style Inventory (TSI) that standardized Korean version, Self-regulated Ability Inventory and Test of Science Inquiry Skills Inventory (TSIS). The results indicated that scientifically gifted students prefer legislative, liberal, external, hierarchical and judical thinking styles, rather than conservative style. This result also showed that subscales of thinking styles were significantly correlated with self-regulated learning ability and scientific inquiry ability. The legislative style, hierarchical style, local style and liberal style were significant predictors of self-regulation learning ability. The legislative style was significant predictor, whereas oligarchic style was negative predictor of scientific inquiry ability. The results of k-means clustering analysis and MANOVA showed that the self-regulated learning ability and scientific inquiry ability were significantly correlated with the pattern and level of thinking style.

• Korean Journal of Human Ecology
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• v.24 no.6
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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.

• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.247-256
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• 2018

The purpose of this study is to examine effects of pre-learning and role learning using video on self-regulated learning of nursing students in fundamental nursing practice education. A nonequivalent control group was designed to conduct a pre-post test for this study. The participants were assigned to the experimental(n=84) or control group(n=76). Data was collected from March to June, 2016. The experimental group received education based on pre-learning and role learning using video for 13 weeks. On the other hand, the control group only received explanation-based education. Data was analyzed using ${\chi}^2-test$, independent t-test, and ANCOVA. There was a significant increase in rehearsal, metacognition, self-efficacy, and help seeking in the experimental group compared to those in the control group. Results of this study indicate that pre-learning and role learning using video were effective in enhancing students' ability in rehearsal, metacognition, self-efficacy, and help seeking sections.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.84-92
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• 2009

The purpose of this study was to investigate the level of self-regulated learning ability for engineering students. Self-regulated learning theory has been studied as the theoretical background and assessment framework explaining life-long ability. A survey was conducted to engineering students from an engineering-centered university, located in Seoul. The research findings were as follows. First, each mean of cognitive regulation, motivation regulation, and behavior regulation was 3.041, 3.051, and 2.996 respectively, indicating that the scores were not high. Second, there was no significant difference in the mean score of self-regulated learning ability between female and male students. Third, students in ABEEK accredited program scored meaningfully higher than students in non-accredited program on only 3 sub-components of organization strategy, metacognition, and task value. Fourth, senior students scored meaningfully higher than 1st year students on only 3 sub-components of metacognition, intrinsic motivation, learning environment management. The results revealed that instructional interventions should be provided for engineering students to develop self-regulated learning ability.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.681-692
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• 2010

The purpose of this study is to analyze the teaching-learning effect of using self-regulated learning strategy on experimental classes for the 'kinetics' unit of 10th grade science textbook. Six classes were chosen and classified into two groups: the first group, the control group, was taught with the regular laboratory activity and the other group, the experimental group, was taught with the teaching-learning method using self-regulated learning program. After the laboratory activity for the unit using self-regulated learning program, the mean values of the scientific inquiry, scientific attitudes, and performance assessment of the experimental group were larger than those of the control group. There were significant differences between the two groups in the post-test. With the results of the post-test for the experimental group, the self-regulated learning program has significant relationships on scientific inquiry, scientific attitudes, and scientific achievements.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.215-227
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• 2018

Research on ways to improve e-learning effectiveness has been actively conducted due to the increased numbers of web-based e-learning learners. Of many variables related to e-learning effectiveness, self-regulated learning strategy and presence have been reported as major factors that influences academic achievement in e-learning settings. The purpose of this study was to investigate the effect of self-regulated learning strategy and presence on academic achievement in web-based e-learning. In addition, this study tried to provide useful basic data for successful support and design of e-learning by verifying the mediating effect of these variables. As a result, it was verified that teaching presence and social presence have mediating effects in the relationship between self-regulated learning strategy and perceived achievement in web-based e-learning. Moreover, subjective perception of student's academic achievement played a mediating role between learners' perceived presence and academic achievement. Through this study, it is verified that it is necessary to search for ways to improve the level of learners' teaching presence and social presence in web-based e-learning design in order to eventually improve academic achievement.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.75-84
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• 2001

The purpose of this research is to promote the academic achievement motivation and improve problem solving ability in Mathematics. In addition I hope to explore a new teaching method and facilitate students interest in mathmatics. If the teachers utilize an Internet Web Page and exchang information, the interaction activities will allow them to collect and analyse a variety of data. As this teaching method assists students motivation to get the effects of self-regulated learning strategies of students using the internet and their academic achievements and learning attitudes can be explored. The information will be gathered after the students participate in classes which were taught through the Edunet Homepage and the Department of Mathematics Homepage of KongJu National University. The Internet pages focused on the "Function" chapter of the first grade text for students attending middle school. The students were divided into two groups, experimental and comparative. Each group is composed of three levels, high, middle, and low. In the post experimental phase, two tests were administered which measured achievement ability and the learning attitude of the students. The results of the tests were then compared and analyzed. The results were as follows: First, the study demonstrated that self-regulated Learning Starategies towards Academic Achievements and Learning Attitudes were more effective than traditional teaching methods. These methods were significantly effective in the middle level and low level groups. The study demonstrated little to no improvement in the high level groups

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.728-735
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• 2005

In this study, relationships between student the cognitive affective characteristics and conceptual understanding from individual computer-assisted instruction were investigated. Tests regarding field dependence-independence, learning strategy, self-regulated ability, visual learning preference, goal orientation, self-efficacy on ability, and computer attitude were administered. After having been taught by means of a CAl program, a conception test on molecular motion was administered. It was found that student conceptual understanding was significantly related to field independence, learning strategy, self-regulated ability among the cognitive characteristics and visual learning preference, goal orientation, self-efficacy on ability among the affective characteristics. Multiple regression analysis of the cognitive characteristics on conceptual understanding found that field dependence-independence was the most significant predictor. Self-regulated ability and a deep learning strategy were also found to have predictive power. Lastly, analysis of the affective characteristics, visual learning preference and self-efficacy on ability exposed them to be significant predictors of student conceptual understanding.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.457-476
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• 2009

The research aimed to investigate characteristics of middle school students in a biology class as science gifted education in terms of self-regulated learning abilities, personality traits and learning preferences. The twenty subject in the study responded to questionnaires of a self-regulated learning ability instrument, a personality trait tool, and a learning preference survey in March, 2009. It was found that the research subjects showed higher levels of cognitive strategies, meta-cognition, and motivation than those students in a previous study(Jung et. al., 2004), while environment was opposite. The level of cognitive strategies was significantly correlated with meta-cognition(r=.610, p=.004) and motivation (r=.538, p=.014) and meta-cognition with environment(r=.717, p=.000). Those students who showed highest levels of self-regulated learning ability displayed various personality traits. One male student with the highest level of self-regulated learning ability showed a personality of hardworking, tender-minded, and conscientious traits and wanted to be a medical doctor. The female student with the second highest level of self-regulated learning ability presented a personality as creative, abstract and divergent thinker and she showed a strong aspiration to be a world-famous biologist with breakthrough contribution. The five students with highest levels of self-regulated learning ability showed a common preference in science learning: they dislike memory-oriented and theory-centered lecture with note-taking from teacher's writings on chalkboard; they prefer science learning with inquiry-oriented laboratory work, discussion among students as well as teachers. However, reasons to prefer discussion were diverse as one student wants to listen other students' opinions while the other student want to present his opinion to other students. The most favorable science teachers appeared to be who ask questions frequently, increase student interests, behave friendly with students, and is a active person. In conclusion, science teaching for the gifted should employ individualized teaching strategies appropriate for individual personality and preferred learning styles as well as meeting with individual interests in science themes.