• Journal of Science Education
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• v.35 no.2
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• pp.295-306
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• 2011

Self-directed learning ability is more important than before. It is well-known that traditional teacher-directed lecture class, seminar-like oral presentation class, and even discussion/debate class have not been enough to enforce self-directed learning ability for students. To resolve the problem, a new dynamic complex instruction model (DCIM) was developed for undergraduate and graduate students and a basic frame of DCIM was published by Oh (2010). Here, it is examined if the application of DCIM to a biology class of graduate school can cause improvement of self-directed learning ability. For this, the self-directed learning readiness scale (West & Bentley, 1990) translated by Ryu (1997) and motivation scale (Hayamizu. 1997) translated by Oh (2001) were employed, and then measurements performed with the translated scales were done in the beginning and the last of two DCIM-adapted graduate biology classes at K university, Daegu, South Korea in the first semester of the year 2010. The results show that self-directed learning ability could be significantly improved through the DCIM-adapted class, compared to the result of a teacher-directed lecture class as a control group. With respect to the motivation, there was not found any statistically significant difference between control and experiment groups of graduate students. The present study seems to be meaningful in that it is the first work proving the effect of improvement of self-directed learning ability of graduate students through the DCIM-adapted classes.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.171-180
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• 2021

This study was conducted to check critical thinking disposition, academic self-efficacy, and self-directed learning ability, and to understand the effect on self-directed learning ability for nursing students. Data were collected from 268 nursing students in the 3rd and 4th grades of two universities. As a result of the study, it was found that there was a significant positive correlation between critical thinking disposition, academic self-efficacy, and self-directed learning ability of nursing students. The factors affecting the self-directed learning ability of nursing students were critical thinking disposition, academic self-efficacy, major satisfaction, and personality disposition, which accounted for 68% of self-directed learning ability. Therefore, in order to improve self-directed learning ability, it will be improved if the critical thinking disposition can be improved through the curriculum, and academic self-efficacy and major satisfaction are increased by applying various teaching and learning methods and programs.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1077-1098
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• 2013

Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2002.11a
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• pp.523-528
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• 2002

기존의 자기 주도적 학습 평가들은 대부분의 선다형 또는 단답형 문항에 대해서 학습평가가 시험 점수로 제공되고, 학습 평가의 정도를 객관적으로 평가 할 수 얼어 학습의 효율성에 대해서 부정적인 시각도 있다. 본 논문에서는 학습자 스스로가 학습 능력 평가를 객관적으로 평가하기 위해 퍼지 이론의 삼각형 타입 소속 함수를 이용한 자기 주도적 학습 평가 방법을 제안한다. 제안된 자기 주도적 학습 평가 방법은 학습에 대해 시험 결과를 세 개의 퍼지 등급으로 분류하여 소속도를 계산하고 퍼지 등급표를 적용하여 최종 퍼지 등급도에 따라 시험 결과를 평가하는 방법을 제시한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.8
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• pp.3486-3491
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• 2011

This study aims to identify the effect of neurofeedback training by observing the pre and post brainwave measurement results of about 60(experimental group 30, control group 30) subjects who have shown self directed learning ability. The study took place at neuro-training center B, in between the months of Jan. 2010 and Jul. 2010. As the brainwaves are adjusted by timeseries linear analysis. The result confirmed the differences of both self regulation quotient, training protocol, and questionnaire. The result of the study suggest neurofeedback technique's possibility in positively affecting the subjects' self directed learning ability.

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

• 한국벤처창업학회:학술대회논문집
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• 2019.11a
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• pp.107-112
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• 2019

21세기 4차 산업혁명 시대에 급변하는 산업과 기술 발전으로 인해 기존의 직업과 일자리의 위협과 변화가 커짐에 따라 청소년의 진로에 대한 준비는 더욱 절실해졌다. 청소년들은 급격한 기술 발전과 시장의 변화로 인한 기존 직업 소멸, 일생에서의 직업 활동기간의 비약적인 증가가 맞물려서 평생 한 번은 창직이나 창업을 해야만 하는 시대를 살고 있다. 이에 대비하기 위해 진로 및 직업활동에 대한 기회를 발견하고, 급변하는 시대와 시장의 다양한 문제들을 창의적으로 해결하고, 남들과 다르게 자신만의 방법으로 다방면의 경험과 지식을 쌓기 위한 자기주도적 학습력이 필수가 되었다. 본 연구는 그동안 다루어지지 않았던 청소년의 기회발견, 창의성 역량, 자기주도 학습력이 진로결정 자기효능감에 미치는 영향에 대해 청소년 진로교육 사례를 중심의 연구이다. 청소년에게 기회발견, 창의성 역량, 자기주도 학습력이 기업가정신의 매개로 하여 진로결정 자기효능감에 어떠한 영향을 미치는지에 대한 것이 주요 연구목적이다. 분석결과, 첫째로 기회발견, 창의성 역량, 자기주도 학습력은 진로결정 자기효능감에 유의한 영향을 미치는 것으로 나타났다. 둘째, 기업가정신의 향상 정도에 따라 진로결정 자기효능감에 매개 역할을 부분적으로 하고 있음이 확인되었다. 이와 같은 결과는 앞으로 청소년의 진로 및 기업가정신 교육에 중요한 자료가 될 것이며, 향후 청소년 진로 및 기업가정신 교육 프로그램의 연구개발을 위해 관련 연구가 확대 되어야 할 것이다.

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.95-102
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• 2018

Recently, according to the arrival of the knowledge-based society, the self-directed learning is necessary for the workers. Especially, the person with strong hopes showed strong self-directed learning, and the psychological characteristics and beliefs such as growth mindset and Grit would play a mediating role. The purpose of this study was to investigate the mediating effects of growth mindset and grit in relation to hope and self-directed learning. The subjects of this study were selected from than 32 workplace in cities of Seoul, Daejeon, Chungbuk, Chungnam, and consisted of 368 workers selected by purposive sampling. And data analysis was performed by frequency analysis, correlation analysis, and structural equation modeling. The major results were as follow. First, there were positively significant correlations among hope, growth mindset, grit, self-directed learning. Second, as a result of SEM, hope showed direct impact on self-directed learning. Third, hope had indirect effect through growth mindset and grit. Lastly, the limitations of this study and policy implications to increase self-directed learning of workers through hope, growth mindset and grit.

• The Journal of the Korea Contents Association
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• v.12 no.6
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• pp.328-337
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• 2012

This study was conducted to investigate academic self-efficacy, learning motivation, and self-directed learning which influence problem-solving ability in nursing students. A total of 217 third year students were recruited from two nursing colleges in Gwangju. Structured questionnaire was self-administered from March 2 to 31, 2012. In academic self-efficacy, there were significant differences in gender, high school type, character. Problem-solving ability showed statistically significant differences in curriculum usability after graduation. In multiple regression analysis, self-efficacy, learning motivation and self-directed learning were significant factors of problem-solving ability explaining 37.3% of the variables. In conclusion, self-efficacy, learning motivation, and self-directed learning had a positive effect on problem-solving ability in nursing students. To enhance problem-solving ability for nursing students, it is necessary to develop teaching program and curriculum for increasing academic self-efficacy, learning motivation, and self-directed learning.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.21-27
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• 2022

Purpose: The purpose of this study is to investigate the structural relationship between self-directed learning, online class environment, and learning satisfaction of general high school students. 219 12th grade students in Sejong B High School responded to the survey questionnaire. For data analysis, correlation analysis and structural equation models were implemented. Results are as follows. First, there was a moderate or higher correlation between self-directed learning, online class environment, and learning satisfaction. Second, the model fit of the structural model among variables was good. Self-directed learning had an effect on the online class environment, and the online class environment had a positive effect on learning satisfaction. However, self-directed learning had no statistically significant effect on learning satisfaction. The researcher found the implication that learners' online class satisfaction showed a synergistic effect when students' self-directed learning ability and educators' excellent class environment are created. Also, the researcher proposed to analyze online learning satisfaction by comprehensively considering the individual, family, and school factors of various learners.