• Journal of Digital Convergence
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• v.16 no.3
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• pp.113-119
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• 2018

The problem of poor learning has been a subject that has been constantly raised in the educational field since the mid 20th century. Therefore, this study classified the components of self - regulated learning into cognitive - control, motive - control, and behavior - control strategies, and examined the effects of self - regulated learning on internal value, self - efficacy, curiosity, and self - confidence. The study was conducted on university students who participated in the program for the study of depression in A university in Changwon city. The results showed that self - regulated learning factors had a positive effect on learning motivation. Second, the learning adjustment factors have a positive effect on self - efficacy. Finally, learning control factors have a positive effect on curiosity and self - confidence. Through this study, we confirmed that a comprehensive guidance system considering interaction is needed because various factors act integrally in the learning process. As a concrete method, it is imperative to develop a learning counseling program that can enhance the motivation level by referring to cognitive, synchronous, and behavioral factors.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.257-259
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• 2011

본 연구는 웹기반 신용교육에서 학습자의 몰입과 학습효과간의 관계를 분석하여 이를 기반으로 프로그램의 기획, 설계에 있어 시사점을 제공하기 위한 연구이다. 기존 연구 결과에 기초하여 웹기반 신용교육에서 몰입에 영향을 미치는 영향요인들을 학습자의 자기효능감, 상호작용성, 프로그램 유용성으로 정리하고, 몰입수준, 학습효과간에 어떠한 인과적 관계가 있는지 규명하였다. 분석결과 첫째, 상호작용성과 프로그램 유용성이 몰입수준, 학업만족도, 학습전이도 등과 상관관계가 높은 것으로 나타났다. 둘째, 몰입 영향요인으로 정리된 자기효능감, 상호작용성, 프로그램 유용성은 모두 몰입수준에 유의한 영향을 주는 것으로 나타났다. 셋째, 몰입 영향요인 중 상호작용성과 프로그램 유용성은 몰입수준 촉진을 매개로 하여 학습효과에 긍정적인 영향을 미치는 것으로 밝혀졌다.

• Proceedings of the Korea Association of Information Systems Conference
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• 1998.10a
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• pp.56-63
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• 1998

정보화사회가 도래함에 따라 교육분야에서도 다양한 교수와 학습활동을 실현할 수 있는 방법으로 컴퓨터의 활용이 중요성을 지니게 되었는데 그 중 중요한 방법 중의 하나가 강의실 수업의 연장으로써, 보조학습수단으로써 인터넷 서비스 중 웹(WWW)상의 교사 홈페 이지를 이용한 학습은 전통적 교수-학습 형태에서 볼 수 있었던 폐해를 극복하고 정보화시 대가 요구하는 창조적이고 능동적인 인간성을 길러내는데 일조하게 될 인터넷에 올려진 교 사 홈페이지를 이용한 교수-학습시스템인 것이다. 본 연구의 목적은 현재 몇몇 학교에서 실 시하고 있는 인터넷을 통한 교사 홈페이지를 이용한 교수-학습시스템의 구체적인 성과를 알아보고, 이에 영향을 미치는 요인들과의 관계를 밝혀 교사 홈페이지를 이용한 교수-학습 시스템의 좀 더 적극적으로 활용되었으면 하는 것이다. 시스템활용의 편이성과 시스템의 활 용도 그리고 학생의 학습 태도 등을 성과변수로 설정하고 학생의 시스템 활용능력과 교사의 홈페이지 구성내용 그리고 학교측의 지원 등을 주요 요인으로 설정하여 설문조사를 통하여 분석한 결과, 설정된 성과인 시스템활용의 편이성과 시스템의 활용도 그리고 학생의 학습 태도에는 긍정적인 측면을 나타냈고 이들에 영향을 미치는 요인들로는 공히 학생의 시스템 활용능력과 학교측의 지원으로 나타난 바, 이러한 시스템의 도입은 상당히 긍정적이며 앞으 로도 다각적인 연구의 필요가 충분히 있다.

• Journal of Internet Computing and Services
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• v.15 no.6
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• pp.77-84
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• 2014

The purpose of this study is to explore factors affecting the effect of e-learning, and to find out the casual relationship among these factors. Subjects are 2,091 students who have participated in e-learning based class during the period of second semester in 2013. Those of them, 1,732 students response to the survey questions. After gathering data, they are analyzed by using Confirmative Factor Analysis and Structural Equation Modeling. From the result of Confirmative Factor analysis, data have reduced four factors, and are named as four latent variables likes e-learning effect, contents satisfaction, managing assistant factor, and system functional factor. From the result of Structural Equation Modeling, it is known as the relation and impact among factors: (a) "managing assistant factor" affects to "contents satisfaction" directly. (b) "contents satisfaction" affects to "e-learning effect" directly. (c) "system function factor" affects directly to "contents satisfaction", but does not affect directly to "e-learning effect". (d) both "managing assistant factor" and "system function factor" have an indirect effect on "e-learning effect" via "contents satisfaction".

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.265-268
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• 2011

이 연구는 초등교육에서 사이버가정학습의 참여를 저해하는 요인을 도출하고, 그 요인 중 가장 영향을 많이 미치는 요인을 찾음으로써 참여율을 제고하는데 목적이 있다. 연구목적을 달성하기 위해 선행연구 분석을 통해 8가지 잠정적 저해요인(학습동기 및 태도의 문제, 컴퓨터에 대한 부담감, 컴퓨터 사용의 어려움, 새로운 학습방법의 어려움, 학습설계의 문제, 상호작용의 어려움, 화면설계의 문제, 환경상의 문제)를 도출하였다. 이에 따라 33문항으로 구성된 설문지를 제작하여 사이버가정학습을 실시하고 있는 초등학교(3학년~6학년 학생 429명)을 대상으로 설문조사를 실시하였다. 로지스틱 회귀분석을 통해 분석한 결과, 초등교육에서 사이버가정학습 참여 저해에 영향을 주는 요인은 학습동기 및 태도의 문제, 컴퓨터 사용의 어려움, 컴퓨터에 대한 부담감, 새로운 학습방법의 어려움, 학습설계의 문제 이었다. 이중에서 참여 저해에 대한 영향력은 컴퓨터에 대한 부담감, 새로운 학습방법에 대한 어려움, 컴퓨터 사용의 어려움, 학습설계의 문제 순으로 4가지였다. 즉, 컴퓨터에 대한 부담감, 새로운 학습방법에 대한 어려움, 컴퓨터 사용의 어려움, 학습설계의 문제가 적을수록 지속할 가능성이 더 큰 것으로 나타났다. 연구결과를 토대로 초등교육에서 사이버가정학습 참여율을 제고하기 위해서 다음과 같은 결론을 내릴 수 있다. 첫째, 초등학생을 대상으로 한 사이버가정학습 운영 시 컴퓨터에 대한 부담감이나 새로운 학습방법에 대한 어려움, 컴퓨터 사용의 어려움이 있는지 고려해 초등학생에 맞는 적절한 학습설계를 구축하는 것이 중요하다. 둘째, 초등교육에서 사이버가정학습의 참여 저해요인에 가장 큰 영향을 미치는 컴퓨터에 대한 부담감을 줄이기 위해 학습자가 컴퓨터에 대한 두려움을 없애주고 컴퓨터가 학습에 유용하다고 느낄 수 있도록 초등학생을 위한 맞춤형 교수설계 및 콘텐츠 개발로 컴퓨터에 쉽게 접근하고 즐거움을 느낄 수 있도록 유도해야 한다.

• Journal of Digital Convergence
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• v.12 no.3
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• pp.105-115
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• 2014

This paper aims to examine the mediating effects of psychological capital on the relationships between learning organization and innovative behavior. 310 sheets of questionnaires were gathered from the organizational members of the companies in 5 cities, including Seoul and Pohang and analysed using structural equation modelling technique. The results show followings: First, the human factor of learning organization has a significant influence to the innovative behavior and the psychological capital. Second, structural factor of learning organization has a significant influence to the psychological capital but does not have a significant influence to the innovative behavior. Third, the mediating effect of psychological capital has a significant partial effect between human factor of learning organization and innovative behavior, and full effect between structural factor of learning organization and innovative behavior. The results of this study implies that some guideline could be used in promoting learning organization and making implementing strategy.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.247-248
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• 2018

본 연구의 목적은 온라인 학습자들의 학습효과를 높힐 수 있는 교수 학습환경을 마련하기 위한 기초자료를 제공하기 위함이다. 본 연구에서는 온라인 학습자들의 학습성취와 학습만족에 미치는 학습자 개인요인- 건강, 가족지원 정도, 컴퓨터 능력, 취업여부, 자기조절학습능력- 에 초점을 두어 분석하였다. 본 연구는 서울사이버대학교 사회복지학부 재학생을 대상으로 수집된 총 226개 설문지를 회귀분석방법으로 분석하였다. 연구결과 학습성취에는 학습자 개인의 건강, 자기조절학습능력이 유의미한 영향을 보였고, 학습만족에는 가족들의 지원 정도와 자기조절학습능력이 영향을 나타냈다.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.429-438
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• 2012

This study was conducted to identify the factors which influenced the learners' satisfaction in Cyber Home Learning System 2.0 and to propose the suggestions for design and implementation. 870 elementary school students and 153 middle school students were surveyed and factors which influenced learners' perceptions and satisfactions were analyzed. According to the results, four common factors on the perceptions about Cyber Home Learning System 2.0 were excluded according to the levels of schools. Based on the factor analysis results, multiple regression analysis was conducted to find out the influences on Cyber Home Learning System 2.0, for elementary school students, instruction specialty, usefulness of the contents, accessibility of system, and learning mood affected satisfactions significantly in the order. For middle school students, usefulness of the contents and the learning mood affected satisfactions significantly in the order.

• Information Systems Review
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• v.12 no.3
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• pp.19-48
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• 2010

This study focused on characterizing various factors in order for learners to maintain their interests in learning and to maximize learning effects as the top priority purpose of university e-Learning, on the basis of results of conceptual studies on existing e-Learning and practical studies, and then on examining them practically. It also analyzed which factors would have greater influence on learning effects of e-Learning in general. Moreover, in comparison with existing numerous studies which examined only factor such as learning effects of e-Learning, it analyzed such things in detail according to division into three items such as learning satisfaction, learning transfer and learning recommendation. To achieve such purposes of the study, it characterized and set 3 factors such as learning contents, instructional design and user convenience on the assumption that such factors have a significant influence on learning effects of e-Learning. Moreover, the factor of learning contents includes 3 detailed elements, i.e., learning issue and objective, knowledge information, and consistency and propriety, and the factor of instructional design includes 4 detailed elements, i.e., interest and sympathy, interaction, contents presentation and explanatory strategy. Lastly, the factor of user convenience includes 2 detailed elements such as screen configuration, and check-up of contents and teaching schedule. According to analytical results, it showed all 3 factors such as learning contents, instructional design and user convenience have a significant influence on learning effects of e-Learning(i.e., learning satisfaction, learning transfer and learning recommendation). In more detail, it showed the learning issue and objective from the factor of learning contents have the greatest influence on learning satisfaction of e-Learning. Then, it is the most important to set the learning issue and objective with given priority to learners and set the learning objective estimable, in order to raise the learning satisfaction. It showed the contents presentation from the factor of instructional design on the learning transfer. Therefore, it is the most important to structuralize mutual relation and presentation orders to promote learning systematically and to let learners access to such things, for the purpose of raising the learning transfer. Moreover, it showed the interest and sympathy from the factor of instructional design has the greatest influence on the learning recommendation. Thus, it is the most important to promote learners' interests to the maximum using well-timed media, and to give a lecture enough to arouse learners' sympathy.

• The Journal of Korean Association of Computer Education
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• v.15 no.5
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• pp.11-22
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• 2012

This study aimed to analyze applying TAM model the process that flow factors such as 'harmony of challenge and technology' exert effects on learners' attitudes of keeping learning in STEAM class employing robots. For the study, the 'Energy and Tools' chapter of the science textbook for the 6th grade's second semester was re-arranged, and applied for 189 students, and among them, only the 174 usable data were used for the analysis. As a result of analysis, students' learning immersion factor(factor of harmony of challenge and technology) had deeper effects on the factor of ease of learning than usefulness of learning and this in turn, had an effect on their intention to keep learning ultimately through the factor of value of learning as the study found. As a result of research, it was found that for indications identified, in order to use robots in STEAM class, for the students' intention to keep learning, it's essential for learners to have proper and active attitudes towards learning and basic knowledge of robots, and aspects of values should be considered that based on this, robot can assist in learning and affect results of learning in STEAM class. On the other hand, the factors of ease of learning and the combination of the challenge and technology do not gives direct (+) effect on the intention to continue learning and the value for learning, respectively. However, each of the two factor has indirect influence on each of the dependent variable within the significant range, which is the reason the author includes the result of the analysis.