• Journal of the Korea Convergence Society
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• v.12 no.10
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• pp.333-342
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• 2021

The purpose of this study is to compare the differences in transfer motivation and learning self-efficacy before and after applying virtual simulation for nursing in psychiatric nursing practice, and to provide them as basic data for effective psychiatric practical education. This study was conducted from October to December 2020. The subjects were 41 people who were enrolled in the third year of a located in U city, and who had received psychiatric nursing practice education using virtual simulation for nursing. Data were analyzed by paired t-test and pearson's correlation coefficient. After practice compared to before psychiatric nursing practice with virtual simulation nursing applied, transfer motivation was significantly increased and learner self-efficacy increased, but it was not statistically significant. Therefore, It was confirmed that psychiatric nursing practice education using virtual simulation for nursing is partly an effective practice strategy.

• Informatization Policy
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• v.29 no.4
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• pp.26-42
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• 2022

In order to evaluate the usefulness of metaverse learning from the learner's point of view, this study 1) evaluated whether the expectancy-value of the class was satisfied before and after the learner used the metaverse learning platform and 2) verified factors affecting metaverse learning satisfaction with regard to the self-efficacy and expectancy-value of learners. Expectancy-value was evaluated by the learning effect, communication, class involvement, and learning attitude, whereas self-efficacy was evaluated by preference for task difficulty, self-regulation efficacy, and self-confidence. As a result of a study targeting 70 college students who applied for a few courses using the metaverse platform at a university in the northeastern part of Seoul, learners were found to have high expectations and values for learning before using the metaverse platform, but both were not statistically satisfied after use. In addition, the higher the self-efficacy of the learner, the higher the satisfaction with the metaverse learning, and statistically significant results were found in the task-difficulty preference and self-regulatory efficacy among the sub-factors of self-efficacy. There is a negative causal relationship between expectancy-value factors and satisfaction with metaverse learning. This study implies that it is a learner-centered evaluation of metaverse learning, revealing the expectancy-value effect and factors influencing the satisfaction with metaverse learning.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.335-342
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• 2023

This study was attempted to confirm the effects of learning flow, academic stress, and resilience on self-efficacy in college students. This study targeted 304 university students in B and G cities. Data analysis was analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression analysis using the SPSS 22.0 program. The average self-efficacy of the subjects was 3.14±0.62 points, and the difference in self-efficacy according to general characteristics was significant in gender(t=-2.533, p=.012) and satisfaction with major(F=5.687, p=.004). Self-efficacy of the subjects was positive correlation with learning flow(r=.574, p<.001), resilience(r=.525, p<.001), and negative correlation with academic stress(r=-.262, p<.001). Resilience of the subjects showed positive correlation with learning flow(r=.325, p<.001) and negative correlation with academic stress(r=-.291, p<.001). Learning flow showed negative correlation with academic stress(r=-.211, p<.001). Factors influencing the self-efficacy of the subjects were identified as academic commitment (β=.442, p<.001) and resilience (β=.363, p<.001) and the explanatory power was 45.6%. Therefore, in order to improve college students' self-efficacy, it is necessary to develop and apply education and programs that can improve learning flow and resilience.

• Journal of the Korea Convergence Society
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• v.10 no.7
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• pp.39-45
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• 2019

The aim of this research is to find out how convergent operation of the learning coaching and compensation system affects the academic self-efficiency and learning performance of university students. In the second semester, a compensation system was prepared based on learning coaching and learning outcomes, made a notice in advance, and conducted a survey before and after operation to measure the academic self-efficacy. In addition, the MLST-II Learning Strategy Diagnosis Examination was conducted on G university students to diagnose the learning tendency. As a result, although G University students felt a reluctance by coaching the learning community and expected negative results during the course of participation in the learning community due to low motivation and low expectation of results, they showed a significant improvement in academic self-efficiency and learning outcomes. Therefore, even students with negative learning tendency will need to consider how to operate these programs in the educational field, as the expert's learning coaching and compensation systems produce positive results for students' academic self-efficiency and learning outcomes rather than leaving them to autonomy.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.33-41
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• 2016

This study was convergence study conducted to examine the effects of problem-based learning(PBL) on self-directed learning ability, problem solving skills, academic self-efficacy, motivation toward learning in adult nursing care. This study was one-group pretest-posttest design. 51 students in the second year were recruited. After the PBL education, The participants showed much improvement in two areas of problem solving skills(t=3.30, p=.002) and Motivation toward Learning(t=3.004, p= .004). In the case of self-directed learning ability(t=1.451, p= .153) and academic self-efficacy(t=-1.04, p= .304), these have not showed a statistically significant change. The results indicate that the PBL education is effective in improving some areas of students' learning competency. Further study is needed to develop PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 1998.10a
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• pp.171-178
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• 1998

최근 정보기술을 기반으로 하는 원격교육에 대한 관심이 집중되는 것은 무엇보다 교육의 저비용.고효율 구조를 실현할 수 있는 대안교육의 하나이기 때문이다. 그러나 정보기술을 매개로 하는 원격교육의 효과에 대해서는 누구도 장담할 수 없는 입장이다. 정보기술의 활용이 필수적인 원격교육 환경에서 학습자들이 정보기술 자체에 대한 두려움으로 인해 수업에 대한 거부감을 나타낸다. "시작이 곧 그 절반이다" 라는 속담처럼, 원격교？ㄱ의 기본 도구인 정보기술에 대한 첫인상은 교육의 성과에 대해 큰 영향을 미칠 것이다. 정보기수의 수용과 사용에 있어서 개인적인 차이를 설명할 수 있는 중요한 개념중의 하나가 정보기술 자기효용감(IT Self-efficacy) 자신의 정보기술 사용능력에 대한 믿음 또는 자신감이다. 교수자가 정보기술 자기효능감의 중요성을 인식하고 이에 영향을 미치는 변인들을 파악할 수 있다면 학습자의 정보기술 자기효능감을 개발시키고 고무시킬 수 있는 훨씬 나은 교수설계를 할 수 있을것이고 효과적인 수업이 가능할 것이다. 따라서 본 연구에서는 자기 효능감이론(Self-Efficiency Theory)에 근거하여 정보기술 자기효능감이라는 개념을 소개함과 동시에 정보기술을 매개로 이루어지는 원격교육 환경하에서 그 역할을 조명해봄으로써 효과적인 교수설계를 위한 틀을 제시하고자한다.을 제시하고자한다.

• Journal of Engineering Education Research
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• v.13 no.3
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• pp.78-86
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• 2010

This study deals with the effect of academic self-efficacy in the online discussion instruction. Based on these research results, it was suggested academic self-efficacy should be utilized in order to enhance the discussion participation and satisfaction quality of online discussion instruction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.665-674
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• 2020

This study determined the relationship between grit and self-regulated learning in South Korean teens in order to gain an understanding of grit, which is still at the beginning stage of the research, and to obtain implications for Korean learners' self-directed learning. This study also clarified the process by which learners are involved in selecting effective goals for self-directed learning and to provide cognitive efficacy for learners to encourage efforts to achieve their goals. This study was conducted over the period of 4 weeks, and was mainly targeted at the middle-school and high-school boys and girls in Daejeon, Sejong and Cheonan by using 376 collected survey questionnaires. Confirmatory factor analysis, reliability analysis, correlation analysis, structural equation, and Sobel-tests were performed using SPSS 23.0 and AMOS 23.0 for the data analysis. The hypothesis test results of this study are as follows. First, the grit of teens had a positive influence on their academic self-efficacy. Second, the grit of teens had a positive influence on their self-directed learning. Third, academic self-efficacy of teens was found to have a positive effect on their self-directed learning. Fourth, academic self-efficacy of the teens had a mediating effect in the relationship between the teens' grit and self-directed learning.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.229-236
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• 2020

This study aimed to analyze the effects of nursing students' select task value and academic self-efficacy on learner's learning engagement. The subjects of this study consisted of 186 nursing students who completed the major course with Smart Learning of a university in G city. Data were collected from September 1 to November 30. 2018. This study was designed as a research study and multiple regression analysis was conducted to analyze the effects of task value and academic self-efficacy on learning engagement. The results showed that the degree of influence on learning engagement was in order of academic self-efficacy(β=.515) and task value(β=.244). It was found that both task value (r=.52, p<.001)and academic self-efficacy(r=.64, p<.001) had a significant positive effect on learning engagement. Based on the results of this study, we proposed teaching and learning strategies and suggestions for strengthening learner's learning engagement in smart learning which has recently been applied to increase the effectiveness of education.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.455-462
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• 2022

This study is a descriptive research study to confirm the effect of learning flow and self-efficacy on self-leadership of nursing students who experienced non-face-to-face learning in the context of COVID-19. Data were collected from November 19 to December 31, 2021 for 237 nursing students, and t-test, ANOVA, correlation analysis, and regression analysis were performed for data analysis. As a result of analyzing the correlation between the subject's learning flow, self-efficacy and self-leadership. Self-leadership was showed a significant positive correlation between learning flow(r=.512, 𝜌<.001) and self-efficacy(r=.664, 𝜌<.001). On a result of regression analysis, significant variables were 24 years of age or older(𝛽=0.16, 𝜌=.001), learning flow(𝛽=0.19, 𝜌=<.001), and self-efficacy(𝛽=0.39, 𝜌=<.001). and explanatory power was 49.8%(F=40.01, 𝜌<.001). According to this study, it is necessary to develop and apply various programs that can enhance learning flow and self-efficacy in order to improve self-leadership.