• Title/Summary/Keyword: 자기주도

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Web-based E-learning System Supporting an Effective Self-directed Learning Environment (효과적인 자기주도적 학습 환경을 지원하는 웹 기반 이-러닝 시스템)

  • Kim, Mi-Hye
    • The Journal of the Korea Contents Association
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    • v.11 no.9
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    • pp.524-535
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    • 2011
  • For success in E-learning, support from a learning environment that enables learners to perform self-directed learning more effectively is assumed. However, most existing e-learning systems do not maximize the improvement in learners' self-regulated learning ability because they only partially accommodate factors that can facilitate self-directed learning. In this paper, a web-based e-learning system is designed and proposed that enables support of an enhanced self-directed learning environment by providing various learning methods, evaluation methods, learning content levels, and strategies for learning motivation in various conditions, and synthetically reflecting them. To validate the effectiveness of the proposed system, it was applied to the subject of data structures in a university course, and an online survey was conducted with the students. The results indicated that the proposed system can support a learning environment in which students can perform more effective self-directed learning, enhancing their learning ability.

Comparative Study between Mathematically Gifted Elementary Students and Non-Gifted Students in Communication Skills and Self-Directed Learning Ability (초등수학영재와 일반학생의 의사소통 능력 및 자기주도적 학습능력 비교)

  • Lee, Hye Ryeong;Choi, Jae Ho
    • School Mathematics
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    • v.15 no.3
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    • pp.585-601
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    • 2013
  • The purpose of this study is to investigate the relationship of communication skills and self-directed learning ability between mathematically gifted elementary students and non-gifted students. The subjects include 126 mathematically gifted elementary students from gifted education centers and gifted classes in elementary schools in D Metropolitan City and 124 non-gifted students that were non categorized as gifted students or special children in the same city. Employed in the study were the tests of communication skills and self-directed learning ability. Through this study, there are notable differences in communication skills and self-directed learning ability between mathematically gifted students and non-gifted students. Thus, those communication skills and self-directed learning ability should be taken into account when organizing and running a curriculum. In addition, developing a program for mathematically gifted students, as well as in teaching and learning communication skills and self-directed learning ability sufficient to consider the interrelationships between.

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Effect of Hypertext Structure and Self-Direction on Learning Performance (하이퍼텍스트 유형과 자기주도성이 학업성취에 미치는 효과)

  • Park, Jung-Hwan;Yang, Eun-Young
    • The Journal of Korean Association of Computer Education
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    • v.6 no.4
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    • pp.181-193
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    • 2003
  • The purpose of this study was to find effects of hypertext structure and self-direction on learning performance. To reach the goal, we got 69 H highschool students and tested self-direction we treat hypertext program to them. The results found were that hypertext style(non-structure, structure) didn't effect on academic achievement but did effect 1earner's self direction. Also, we found interactive effect of hypertext structure and self-direction on academic achievement. Following studies have limits verified learning effect, because this studies are carried out in short-term research. Further studies need the study of effect of hypertext structure and self-direction on academic achievement for a long-term research. Also, further studies should accomplish the study considering learner characteristics besides self-direction and will need succeeding studies including various learning contents besides computer general curriculum.

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The Effect of Emotional Intelligence and Career Preparation Behavior by High School Girls on Self-directed Learning (여고생의 정서지능과 진로준비행동이 자기주도학습능력에 미치는 영향)

  • Lee, Gyoung Wan;Lee, Myung In
    • Journal of Digital Convergence
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    • v.18 no.7
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    • pp.265-277
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    • 2020
  • The purpose of the study was to investigate the effect of emotional intelligence and career preparation behavior on self-directed learning ability in high school girls. Data were collected by self-reporting questionnaires from 231 high school girls in May, 2019. Collected data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and multiple regression using SPSS/WIN 23.0 program. The result showed that self-directed learning ability was positively correlated with emotional intelligence(r=.560, p<.001) and career preparation behavior(r=.232, p<.001). Enter multiple regression revealed emotional intelligence(β=.515, p<.001), grade 'average'(β=.376, p<.001), grade 'good'(β=.274, p<.001) and career preparation behavior(β=.128, p<.05) to be significant predictors of self-directed learning ability. These variables accounted for 44.0% of self-directed learning ability. The result of this study suggest that emotional intelligence and career preparation behavior be considered when developing strategies to increase self-directed learning ability in high school girls.

A Study on the relation between SDLR and Mathematical Inclination - A Case Study on Engineering Freshmen in D University - (자기주도학습준비도와 수학적성향 사이의 관계 연구 - D대학교 공과대학 신입생을 중심으로 -)

  • Lee, Jung-Rye;Lee, Gyeoung-Hee
    • Communications of Mathematical Education
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    • v.26 no.1
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    • pp.15-28
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    • 2012
  • In order to study the relation between self-directed learning readiness and mathematical inclination, we survey the adjusted SDLRS(self-directed learning readiness scale) of Guglielmino's model and the mathematical inclination, the recognition of mathematics for 2011 year engineering freshmen in D university. Research results are as follows: First of all, middle level engineering freshmen showed average level of self-directed learning readiness, and they had lower level of motivation, passion and time management skill. The relation of SDLR and the mathematical inclination was strong. Furthermore, SDLR and the recognition of mathematics in engineering freshmen was found to be the most closely related. Based on the results of the study, we suggest to study of strategies to elevate SDLR of engineering students and improve their achievement in college mathematics. Especially, we suggest that college mathematics for engineering freshmen must be focused on the improvement of SDLR.

Effect of Learning Motivation on Learning Immersion of Nursing College Students Who Have Experienced Non-face-to-face Major Classes: The Mediating Effect of Self-directed Learning (비대면 전공수업을 경험한 간호대학생의 학습동기와 학습몰입과의 관계: 학습관련 자기주도성의 매개효과)

  • Lee, Joo-Yeon;Oh, Jae-Woo
    • Journal of Industrial Convergence
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    • v.20 no.6
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    • pp.73-81
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    • 2022
  • This study is a descriptive research study to analyze the relationship between learning motivation, learning immersion, and self-directed learning. For this study, data were collected from August 1 to 30, 2021. The collected data were analyzed using the IBM SPSS/WIN 22.0 program. The learning motivation was positively correlated with learning immersion and self-directed learning. In analysis results, the factors affecting learning immersion are learning motivation and self-directed learning. And it was confirmed that self-direction was a partial mediating factor in the relationship between learning motivation and learning immersion. Learning motivation is an important factor for nursing students' learning immersion and self-directed learning. Therefore, specific measures to improve self-directed learning should be prepared for learning immersion. Therefore, nursing students' self-directed learning is an important factor for learning motivation and learning immersion, and specific measures to improve that should be prepared.

A Study on Evaluation Method of Self-Directed Learning by Using Fuzzy Theory (퍼지 이론을 이용한 자기 주도적 학습 평가에 관한 연구)

  • 김태경;백인호;김광백
    • 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.

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Mediating effect of Self-Directed Learning in relationship between Self-Leadership and Academic Self-Efficacy of Beauty Major Chinese Students (미용전공 중국유학생의 셀프리더십과 학업적 자기효능감의 관계에서 자기주도학습의 매개효과)

  • Wang, Zhi-run;Kim, Hyun-joo
    • Journal of Convergence for Information Technology
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    • v.11 no.7
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    • pp.242-252
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    • 2021
  • This study examines the mediating effect of self-directed learning between the self-leadership and academic self-efficacy of beauty major Chinese(CN) students and examines the variables affecting the academic-self-efficacy of CN students. The study aims to obtain basic data to help improve college life in foreign countries. A survey was conducted upon 440 beauty major CN students in universities across Seoul. The results of the study showed differences in self-directed learning according to the number of semesters they have been in Korea and in academic self-efficacy according to their TOPIK levels. Self-directed learning was found to have a partial mediating effect between self-leadership and academic self-efficacy of CN students. These results showed that self-leadership and self-directed learning are major predictors of the academic self-efficacy, which is further reinforced when self-leadership and self-directed learning are promoted together. These results imply that there should be preceding efforts to promote both self-leadership and self-directed learning to increase the self-efficacy of CN students majoring in beauty.

Influence of Self Efficacy, Learning Motivation, and Self-Directed Learning on Problem-Solving Ability in Nursing Students (간호학생의 학업적 자기효능감, 학습동기 및 자기주도적 학습태도가 문제해결능력에 미치는 영향)

  • Sim, Mi-Jung;Oh, Hyo-Sook
    • 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.

Effect of Flow Experience, Self-directed Learning Readiness and Internet Addiction on Academic Achievement in Web-based Computer Education (몰입경험, 자기주도학습 준비도, 인터넷 중독이 웹기반 컴퓨터교육의 학업 성취도에 미치는 영향)

  • Jang, Phil-Sik
    • 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.