• Proceedings of the IEEK Conference
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• 2008.06a
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• pp.677-678
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• 2008

이 연구는 프로그래밍 교과의 수행평가에서 자기주도적 학습능력 촉진을 위하여 학업성취도를 분석 및 예측하는 시스템을 목적으로 하였다. 이 연구에서 학업성취도의 평가는 루브릭을 적용하여 프로그래밍 수행평가의 채점을 논리력, 문제해결력, 창의력으로 측정하였으며 학업성취도를 분석하기 위해 학습자별 학업성취도를 측정 준거 별로 그래프로 표현하며 이동평균법을 적용하여 향후 점수를 예측하였다. 이로 인해 학습자는 평가 결과 그래프로 현재 자신의 학습상태를 파악하고 예측 결과로 자신의 학습의 준거 별 장 단점을 분석하여 학습 방향 및 학습시간에 대한 자기 성찰에 도움을 주어 자기주도적 학습능력을 촉진시킬 수 있도록 하였다.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.3
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• pp.81-101
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• 2008

The purpose of this study is to develop a course with project-based teaming method for LIS education and to examine the effects of this method on improvement of problem solving and self-directed learning ability of LIS undergraduate students. The research design was one-group pretest-posttest design in quasi-experimental research. The data were collected from 23 LIS undergraduate students and analyzed by paired t-test with SPSS. The result demonstrated that project-based learning method has an significant effect on improvement of problem solving and self-directed learning ability of LIS undergraduate students.

• Journal of radiological science and technology
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• v.39 no.4
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• pp.661-667
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• 2016

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning, self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.467-473
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• 2021

The purpose of this study is to confirm the effect of health assessment classes applied with flip learning on self-directed learning ability, critical thinking disposition, and academic self-efficacy of nursing students. This is a comparative study before and after a single group, targeting sophomore students taking a health assessment by applying flip learning at a nursing college in K city, Gyeongsangbuk-do. The final analysis consisted of 104 subjects, and the pre-post difference was analyzed by a paired sample test. As a result, self-directed learning ability (t=-3.23, p<.01), critical thinking disposition (t=6.381, p<.001), and academic self-efficacy (t=-4.62, p<.001) were all statistically significantly increased. Based on the results of this study, it was confirmed that the flip-learning method is an effective program to enhance the self-directed learning ability, critical thinking ability, and academic self-efficacy of nursing students. In the long run, the application of the flipped learning learner will play a role in improving the educational environment and strengthening the abilities of students.

• 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.

• Journal of Convergence for Information Technology
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• v.10 no.9
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• pp.79-87
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• 2020

The purpose of this study was to investigate the effect of flipped learning in ASP(after school program) on self-directed learning ability and learning motivation. This study used a one group pre test-post test design. Data derived from 35 person nursing students enrolled in after-school program between 17 December 2018 and 18 January 2019 at D university. The learner's self-directed learning ability increased, statistically differed differences(t=-4.04, p<.001) but, motivation increased there were no statistically significant differences(t=-1.08, p=.288). The average of ASP satisfaction scores for the program was 3.49 ± 0.93. Therefore, it is suggested that educators and schools organize their flipped learning methods in the curriculum to improve learners' self-directed learning ability.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.49-58
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• 2020

This study was conducted to identify the changes in academic self-efficacy and self-directed learning ability after applying flipped learning using media convergence to the basic nursing practice courses. It is offering flipped learning to 22 students from the experimental group and 26 students from the control group. Data were collected from August 27 to December 3, 2019. The difference in academic self-efficacy before and after the flipped learning was no significant difference between the two groups. However, the difference in self-directed learning ability was 11.32 points in the experimental group and 0.23 points in the control group (t=2.32, p=.027). According to the results of this study, flipped learning using media convergence was found to be an effective teaching method to improve self-directed learning ability of students. Therefore, it is necessary to study the expanded application of flipped learning using media convergence to various nursing subjects.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.2
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• pp.93-114
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• 2023

In accordance with the educational paradigm that values self-directed creative education, school libraries and public libraries emphasize self-directed learning support through curriculum-linked programs as their main tasks. For self-directed learning, it is essential to provide learner-centered educational knowledge information, and there should be abundant textbook-linked references that can deepen and expand the curriculum reflected in textbooks. This study established KDC-linked information related to unit and cross-curricular learning topics through the analysis of elementary school textbooks and curriculum-linked books, restructured KDC system based on major subjects in the elementary school curriculum, and established a curriculum-linked subject information. Libraries can strengthen support for self-directed creative learning for elementary school students in an online environment by linking library content targeted for each user with elementary school education content focusing on learning topics in the curriculum.

• Journal of the Korean Society of Radiology
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• v.11 no.4
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• pp.279-287
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• 2017

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 74 in 2classes were surveyed at the end of semester. Compared to use smartphones one group and not use smartphones one group for study in a class. The research data was analyzed using SPSS also self directed learning, self learning efficacy, learning satisfaction analyzed t-test, general character was analyzed two group(one : Used smart learning other : not Used smart learning) ${\chi}^2-test$. First, Used smart learning group is more higher than not Used smart learning group in a self learning efficacy, self directed learning, learning satisfaction. Second, during the smart learning classes a students appeared a positive response. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.307-315
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• 2020

This study was conducted to test the effects of core note-based pre-learning on self-determination learning motivation, self-directed learning, and campus life adaptation for undergraduate nursing students. This study used a one group pre-post test design. The participants were 60 nursing students Universities located in C city. Data were collected on two separate occasions before and after the application of the program from August 2018 to November 2018. For data analysis, SPSS/WIN 23.0 program was utilized including pearson correlation coefficients & Paired t-test. This study showed a meaningful positive for self-determination(t=-.52, p<.001), self-directed learning(t=-.2.11, p=.039) and campus life adaptation(t=-2.90, p=.005). The findings suggest the necessity to develop core note-based pre-learning program of various major curriculum of nursing and various instructional strategies for vitalizing Pre-Learning Program.