• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.175-178
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• 2012

이 연구에서는 학습전략 게임 활용 학습에서 자기조절학습능력의 효과를 분석하였다. 그리고 학습전략 게임 활용 학습이 학습자의 학습전략 수준에 따라 자기조절학습능력 신장에 주는 효과성을 검증하여 효과적인 게임 활용 학습 환경 설계에 시사점을 제공하고자 하였다. 연구대상으로서 103명의 초등학생에게 학습전략의 수준을 측정하고 4주간 10차시에 걸쳐 학습전략 게임 활용학습을 실시한 후 자기조절학습능력의 효과를 분석하였다. 연구결과 첫째, 학습전략 게임 활용 학습은 실험집단과 통제집단의 자기조절학습능력에 있어서 통계적으로 유의한 차이가 있었으며 특히 인지조절, 동기조절에서 유의한 차이가 있었다. 둘째, 학습전략 게임 활용 학습은 학습전략 수준별 상, 중, 하 집단의 자기조절학습능력의 향상 차원에서 통계적으로 유의한 차이를 보였으며 특히 중 집단에서 유의한 차이가 있었다.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.93-102
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• 2007

The present study is to investigate the elements of e-learning strategies affecting the levels of participation, achievement and satisfaction for learners who participated in the university blended learning environment. For this, 58 subjects were recruited who participated in the blended learning class at K university. E-learning strategies, achievement and satisfaction levels were measured for data collection, and the level of participation was measured by analyzing the LMS log-in database. For data analysis, first, means and standard deviation were computed to find the level of e-learning strategies of the subjects. Second, linear regression analysis was conducted to find the e-learning strategies that could estimate the levels of achievement, participation and satisfaction. As a result, variables to estimate the achievement level included time management strategy and overload management strategy. Variables to estimate the participation level included self-directed strategy, time management strategy and overload management strategy. Finally, variables to estimate the satisfaction level included multiple discussion management strategy, asynchronous management strategy and sociality. Based on these estimated variables, the author suggested some ideas to increase the educational effectiveness.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.423-432
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• 2009

This study aims to analyze strategy, one of the predictor variables that have influence on the effectiveness of learning in e-learning environment and to define the factors of e-learning strategies of elementary school students. Preceding studies on face-to-face strategy and e-learning strategy, and existing face-to-face and e-learning strategy test sheets were analyzed. Questions are developed based on the results to make clear the area of leaning strategies used by elementary school students in e-learning environment and to analyze the e-learning strategies of elementary school students. The results from this study are, the e-learning strategies of elementary school students are shown in five areas including strategy for learning activity, strategy for learning attitude, resource use strategy, planning strategy, and overload management strategy. It was found that five strategy areas have explanatory power in the order of strategy for learning activity, strategy for learning attitude, resource use strategy, planning strategy, and overload management strategy.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.321-353
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• 2018

The purpose of this study was to investigate Korean undergraduate students' metacognitive awareness and preference of effective learning strategies. To achieve this goal, a scenario-based survey was conducted focusing on the metacognitive awareness, preference, and use of seven effective learning strategies (modality effect, static-media presentations, absence of extraneous details, testing, distributed learning, interleaved learning, generation) that were empirically supported. This study also aimed to explore the relationships between grade point average (GPA), metacognitive self-regulation, and the aforementioned variables to investigate which students know about, prefer, and use effective learning strategies. The majority of students were unknowledgeable about four of the seven strategies (modality effect, static-media presentations, absence of extraneous details, interleaved learning). Only half of the students were correctly aware of effectiveness of the two strategies (testing, generation). Moreover, students showed low preference for effective learning strategies. GPA did not show a significant correlation with metacognitive awareness and preference of effective learning strategies; however, it showed a significant positive correlation with the use of effective learning strategies. Only for a few learning strategies, metacognitive self-regulation showed a positive correlation with metacognitive awareness, preference, and/or their use. This study suggests that it is important to teach effective learning strategies to undergraduates with a specific direction of instruction. In addition, this study distinguishes metacognitive awareness from preference, suggesting that these two may reflect different constructs.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.115-127
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• 2008

This study was to examine the effects of the learning strategy educational program using rubrics on engineering students' study strategies and academic achievements. To examine the effects of treatment, 58 engineering undergraduates were used as subjects. Two instruments were employed in the study, learning strategies rubrics and self-reported GPA. Repeated Measure MANOVA, ANCOVA were conducted to analyze the effects of the treatment. The summary of results showed that the program using rubrics is significantly effective regarding the improvement of the engineering students' learning strategies and academic achievement.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.153-157
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• 2012

이 연구는 자기조절학습전략 활용 과제기반언어학습을 영어수업에 적용한 후 학업성취도와 영어 학습태도 차원에서 그 효과성을 규명하고자 하였다. 먼저 학습자의 능동적인 학습과정을 도울 수 있는 자기조절학습전략 활용 과제기반언어 교수 학습 모형을 도출하였다. 이어서 초등영어 5학년 정규교육과정운영 틀에서 자기조절학습전략 활용 과제기반언어학습 수업을 설계하고 실제 적용하였다. 연구결과 첫째, 자기조절학습전략 활용 과제기반언어학습은 학업성취 상위, 중위, 하위 집단에 따른 학업성취도 변화에 대한 분석 결과 학업성취 상위집단과 하위집단 간에 유의미한 차이를 보였다. 둘째, 자기조절학습전략 활용 과제기반언 어학습은 영어에 대한 자아개념, 영어에 대한 태도, 영어에 대한 학습 습관으로 정의된 영어 학습태도의 모든 영역에서 유의미한 차이가 있었다. 자기조절학습전략 활용 과제기반언어학습은 학습자 중심 교육이라는 초등영어교육 추세를 고려할 때 교육현장에 유용하므로 자기조절학습력과 실제적 의사소통능력에 초점을 둔 보다 다양한 교수설계 연구가 요청된다.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.11-19
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• 2011

The purpose of this study was to identify learning strategies by learning style of first-year engineering students in order to find implications for teaching and learning strategies in engineering education. This study was conducted with 273 first-year students in two universities in Korea. Following were the results: First, there were Sensing learners(72.2%), Visual learners(84.6%), Reflective learners(64.8%), and Sequential learners(58.2%) and the level of learning strategies was 3.28(SD=0.38). Secondly, the finding revealed that there was only significant difference in learning strategies on Information processing dimension and Active students demonstrated higher level of learning strategies than Reflective students. To be more specific, there were significant differences in cognitive, meta-cognitive, and internal and external management. For engineering education, implications for teaching strategies in classroom and self-regulated learning strategies were discussed.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.435-444
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• 2014

As vocabulary acquisition has become one of the emerging key issues in the foreign language education field, interest in vocabulary learning strategies (VLS) has also increased. However, little has been done to investigate the vocabulary learning strategies of young learners. Therefore, this study attempts to investigate VLS use in elementary school English language textbooks. A total of three fifth grade English textbooks and teachers' guidebooks were chosen and analyzed with the vocabulary learning strategies taxonomy suggested by Scbmitt (1997). The researcher identified there were only a limited number of vocabulary learning strategies in the textbooks and most of them were consolidation strategies. It was concluded that a variety of VLS should be introduced in multiple ways in consideration of learner preference, styles, culture and level of English proficiency. Some implications for the teaching and learning of vocabulary for EFL instruction amongst young learners are discussed.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.565-587
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• 2014

Self-Regulated Learning Strategy is a kind of learning strategy that learners could choose and apply metacognitive, cognitive, motivational, and behavioral strategy autonomically and could take an active part in the classes. The purpose of the study was to identify aspects of self-regulated learning strategy with mathematical journal writing. Mathematical journal was composed of 13 questions and each of factor had 1~2 questions. The results of the study have revealed that metacognitive strategies were identified as setting up learning goals, seeking problem solving strategies, reflective thinking and providing examples. Cognitive strategy was identified as understanding the structure among ideas, sequential ranking and key ideas. Motivational strategy was identified as satisfaction and anxiety for studies, confidence and frustration for next studies. There are implications for mathematics education that self-regulated learning strategy can be improved with mathematical journal writing and help students to study mathematics efficiently and successfully.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.3
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• pp.11-21
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• 2018

Objective : The purpose of this study is to investigate correlation of sensory processing patterns, learning styles and learning strategies for university students. Methods : Participants of this study are 115 students from K university in Busan, South Korea. Measurements are Adolescent/Adult Sensory Profile (AASP) for sensory processing patterns, the Study Process Questionnaire (SPQ) for learning styles, and the Motivated Strategies for Learning Questionnaire (MSLQ) for learning strategies. The data collected was analyzed by SPSS/WIN 20.0 for chisuare test and Pearson corelation coefficient. Results : For sensory processing patterns and learning styles, there were correlation between low registration type and surface type of learning (p=0.03), and between sensory seeking type and deep type of learning (p=0.02). For sensory processing patterns and learning strategies, sensory seeking type was correlated with organized learning strategy (p=0.00), and sensory sensitivity type was correlated with organizational learning strategy (p=0.03) and meta-cognitive learning strategy (p=0.00). Conclusion : This study found that there is correlation between sensory processing patterns, learning styles and learning strategies with implying learning styles and learning strategies can be different depends on sensory procession pattern. The results of this study can be used as a basic data to select learning type and learning strategy appropriate for an individual based on his or her sensory processing patterns.