• Proceedings of the Korea Contents Association Conference
• /
• 2016.05a
• /
• pp.451-452
• /
• 2016

본 연구는 핵심기본간호술 학습경험과 중요도인식, 학습 자기효능감이 수행자신감에 미치는 영향을 파악하여 핵심기본간호술 수행능력 향상을 위한 학습전략 마련의 기초자료로 활용하고자 D지역 소재 일개대학 간호학과에 재학중인 학생 231명을 대상으로 실시하였다. 본 연구결과 학습경험은 학년에 따라, 학습 자기효능감과 수행자신감은 전공만족도와 실습만족도에 따라 유의한 차이가 있었다. 핵심기본간호술 학습경험과 수행자신감, 학습 자기효능감과 수행자신감에서 긍정적 상관관계, 수행자신감에 영향을 미치는 요인은 학습 자기효능감과 학습경험순으로 나타났다. 따라서 핵심기본간호술 수행자신감을 향상시키기 위한 교육전략 수립 시 학습 자기효능감을 강화시키고, 학습경험을 증가시키는 방안이 필요하다.

• Journal of The Korean Association For Science Education
• /
• v.41 no.2
• /
• pp.133-144
• /
• 2021

The purpose of this study is to explore the teaching and learning experiences to improve the positive experiences about science (PES) of scientifically-gifted elementary school students. For this study, 36 students in grades 5~6 at a gifted science education institutes in Seoul were selected and conducted pre-test and post-test for 'Test for Indicators of Positive Experiences about Science (TIPES).' After the weekly science classes of the institutions were over, individual in-depth interviews were also conducted with some students to explore the teaching and learning experiences for improving their PES. The analysis of the results reveals that the science classes for scientifically-gifted students have been shown to improve PES of scientifically-gifted elementary school students. The teaching and learning experiences to improve their PES included eight teaching and learning experiences that appeared in general elementary school students of previous study such as 'practice-centered exploratory activities,' 'student-led class,' 'positive and professional feedback,' 'construction of knowledge through exploration,' 'class considering student's interest and aptitude,' 'use of materials related to real life,' 'smooth communication and collaboration in group activities,' and 'appropriate difficulty in learning content.' There were also six teaching and learning experiences that newly emerged from science-gifted students: 'Learning experience through the strategies for improving scientific creativity,' 'inquiry experience as a little scientist,' 'advanced or accelerated learning experience,' 'learning experience with excellent students,' 'experience helping other students,' and 'experience with high or low achievement'. Based on these results, the practical implications for improving the student's PES are suggested.

• Journal of the Korea Society of Computer and Information
• /
• v.17 no.2
• /
• pp.69-76
• /
• 2012

The purpose of the study is to identify the relationship among the variables related learner's satisfaction, flow experience and self-directedness and verify the path model of causal relationship among those variables in web based computer e-learning. Based on the theoretical rationale, we hypothesized the path model including learner's satisfaction as outcome variable, flow experience and self-directedness as causal and mediating variables. A total of 193 students were participated in this study and the main results showed as follows: 1. Learner's self-directedness showed significant (p<.01), indirect effect on learner's satisfaction mediated by flow experience and the flow experience showed significant (p<.01), direct effect on learner's satisfaction; 2. Among 7 constructs of self-directedness, 'creative approach', 'love of learning', 'self-confidence as a learner' showed significant (p<.01), indirect effects on learner's satisfaction mediated by 'clear goals' construct among flow experience.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.6
• /
• pp.45-52
• /
• 2016

The purpose of this study was to investigate the meaning of conflict experience in cooperative learning activities of pre-service early childhood teachers. The subjects were 85 pre-service early childhood teachers in W university. The data were collected through unstructured interviews and journal writings of the participants. The study results were as follow. First, pre-service early childhood teacher's conflict experiences in cooperative activity are team meeting, fair participation and evaluation, and conflict of the personal relations. Second, pre-service early childhood teacher's conflict resolution experiences in cooperative activity are autonomy of the team meeting time, reflective thinking, sentimental support, recognition of others, and solving problems by the time spending together. Third, the meanings of conflict experience in cooperative activity are formation of felt responsibility, self-growth through consideration of others, reciprocity, and recognition of the meaning of cooperation.

• The Journal of the Korea Contents Association
• /
• v.16 no.12
• /
• pp.446-457
• /
• 2016

The purpose of the study was to understand the various aspects of learning experiences of Korean university students on K-MOOC. Analyses on the major motivation of the enrollment in a certain MOOC class, the actual learning experiences in the class and the perception of the achievement of the class were the three main foci of the current study. The study employed inductive content analysis as a major analysis tool. Reflective journals from 94 students who enrolled in K-MOOC classes were collected and analyzed at the end of the semester. The result of this study indicated that most of students selected the specific K-MOOC classes based on their general interests on the topics the class offered. Other factors such as intellectual curiosity, practical reasons for their study or work and popularity were also influential on the selection of MOOC classes. Watching videos, taking quizzes and taking tests were the three major sources of the students' satisfaction. Most students felt that K-MOOC is technically satisfactory. However, some students reported on simple errors and absence of advanced functions in the platform. Students perceived positively on their academic achievements of obtaining knowledge(remembering and understanding), attitudes (receiving), and skills through K-MOOC. This study ultimately showed a new awareness of learning experiences around K-MOOC from the perspective of the students. Future research is needed to understand the relationships between the students' learning experience and the students' performance in MOOC classes.

• The Journal of the Korea Contents Association
• /
• v.17 no.7
• /
• pp.101-112
• /
• 2017

The purpose of this study is to find out what kind of experience and effect the learner - centered team - based learning (tbl)method has on pre - nursing learner's nursing English course. Participants were 12 preliminary nursing learner, it was analyzed through learning result recording, study observation, learning satisfaction, learner's report, peer evaluation. And described the meaning of the learning experience, individual and team scores were analyzed using frequency analysis, paired-t test. The results showed that the score of each team was higher than the score of individual in both. The tbl experience has been a form of intimacy with colleagues, a motivation for learning, self-study, easy to learn the medical terminology felt through repeated learning, to improve their score by having them secondary group test and they remembered it as a pleasant learning time.

• Journal of KIISE:Software and Applications
• /
• v.37 no.10
• /
• pp.723-735
• /
• 2010

Evaluating the level of achievement and providing the knowledge which is appropriate at the evaluated level have great influence in studying of the human beings. This shows the importance of the order of training and the training order should be considered in machine learning. In this research, to assess the influence of the order of training, we propose a method of controlling the order of training samples utilizing the experience of supervisor in the training of MLP. The supervisor finds out the current state of MLP using teaching experience and student evaluation, and then selects the most instructive sample for MLP in that state. We use CRF to represent and utilize the experience of supervisor. While the proposed method is similar to active learning in selecting samples, it is basically different in that selection is not to reduce the number of samples to be used but to assist the learning progress. The result from classification problem shows that the method is usually effective in terms of time taken in training in contrast to random selection.

• The Journal of the Convergence on Culture Technology
• /
• v.5 no.1
• /
• pp.281-286
• /
• 2019

The purpose of the present study was to investigate pre-service early childhood teachers experiences in major-associated service-learning. The participants were eight sophomores in I University and participated in major-associated service-learning during the Spring semester, 2018. They were asked to write journals about their experiences before, during, and after service-learning activities. As results, pre-service early childhood teachers reported that they realized the value of service-learning, learned the importance of concrete preparation and professional operation of activities, and experienced the enhancement of teaching efficacy.

• Journal of Digital Convergence
• /
• v.10 no.1
• /
• pp.293-300
• /
• 2012

This study investigates the causal relationships among flow experience, self-directed learning readiness, internet addiction and academic achievement in web-based computer education. The gender differences in path models were also examined. The results indicated that, self-directed learning readiness has positive and direct influence on flow experience and academic achievement. And self-directed learning readiness has a negative and direct influence on internet addiction. For female students, academic achievement was positively and directly influenced by flow experience and indirectly by self-directed learning readiness. However, the mediating effect of flow experience and indirect effect of self-directed learning readiness were not significant for male students.

• Journal of the Korea Convergence Society
• /
• v.10 no.10
• /
• pp.215-222
• /
• 2019

The purpose of this study is to investigate the change of students' perceptions by comparing factors affecting e-learning intention before and after e-learning experience based on longitudinal data. For this purpose, a research study was conducted targeting university students at Y and K universities in Gyeongsangbuk-do. As a result, first, the convenience of learning time, the ease of learning process, and the usefulness of e-learning had an effect on e-learning intention regardless of the learning experience. Second, the convenience of the learning space was different in the perception before and after the learning experience, and it was found to affect the intention to use after the e-learning experience. Third, college students who have experienced e-learning have shown that the ease of learning process has the most influence on their intention to use. The results of this study can provide an effective direction of e-learning activation and provide basic data for longitudinal research on e-learning learners.