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http://dx.doi.org/10.14400/JDC.2020.18.8.055

Effects of CELL curriculum participation on college students' learning flow, learning motivation, academic self-efficacy, and self-directed learning ability  

Yang, Jae-Hoon (School of Economics, Finance & Logistics, Kyungsung University)
Cho, Bo-Ram (Education Innovation Promotion Center, Kyungsung University)
Hwang, In-Seob (College of Future Convergence, Kyungsung University)
Publication Information
Journal of Digital Convergence / v.18, no.8, 2020 , pp. 55-67 More about this Journal
Abstract
The purpose of this study was to investigate the effects of CELL curriculum participation on learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. To this end, in the first semester of 2020, 386 students from K University conducted a pre-post survey and analyzed using SPSS. The main research results are as follows. First, participation in the CELL curriculum showed statistically significant improvement in the student's learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. Second, the analysis by gender showed significant improvement in learning flow, academic self-efficacy, and self-directed learning ability only for female students. Third, in the analysis by grade level, the sophomore showed significant improvement in learning flow and self-directed learning ability, the junior in all variables, and the senior in academic self-efficacy and self-directed learning ability. Fourth, participation impressions and improvements were summarized through interviews of participating students. This study is significant in that it examines the effectiveness of the CELL curriculum and suggests practical measures for systematic operation and support.
Keywords
Learning flow; Learning motivation; Academic self-efficacy; Self-directed learning ability; College students;
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