• 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.

• Journal of Korea Society of Industrial Information Systems
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• v.23 no.2
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• pp.53-61
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• 2018

Flow is an optimal psychological state that people experience when engaged in an activity that is both appropriately challenging to one's skill level, often resulting in immersion and concentrated focus on a task. Through the study model, we found that Flow can result in deep learning and high levels of learning performance.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.37-45
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• 2018

The purpose of this study was to understand language learning strategies use, language learning beliefs, and listening achievement of Korean EFL learners. The participants was sixty-nine university students who enrolled in blended learning classes for English listening. Data was collected and analyzed to see if there were any differences in strategies and beliefs between students who improved their listening test score and those who did not. The results showed that students showing improvement at the post-test used more language learning strategies and had a high level of motivation. Statistically significant correlation was found between motivation and strategies such as cognitive and meta-cognitive strategies.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.349-359
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• 2022

The purpose of this study is to add and revalidate items of learning cognition and learning emotion factors for online use of the K-LSS for junior college. It is important for self-reflection and improvement of academic achievement to specifically explore and analyze the sub-factors of learning cognition, learning behavior, and learning emotion for each item that can affect the learning strategy of junior college students. The added items are two items for diagnosing the concentration of attention in the learning information processing process of the learning cognitive factor and two questions about the interpersonal anxiety factor for diagnosing the level of anxiety about others in the learning emotional factor. The study area was conducted in 5 areas nationwide, and the subjects of the study were 923 junior college students excluding 327 respondents who answered insincerity. The K-LSS_r scale is a learning strategy diagnosis scale of 52 questions composed of three sub-elements of learning cognition (18 questions), learning emotion (15 questions), and learning behavior (19 questions), and reliability for generalization in this study. As a result of the verification, Cronbach's α coefficient of the entire scale was .896, and Cronbach's α coefficient of the three factors ranged from .876 to .910. The half-segment reliability coefficient of the scale was .858 in total, and the half-segment reliability coefficients of the three factors ranged from .792 to .843. The test-retest reliability verification result for 3 weeks for 350 Junior college Students in 5 regions was .884, and the validity test for generalization also confirmed that the recruitment validity is significant.

• Journal of Korea Society of Industrial Information Systems
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• v.12 no.4
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• pp.97-106
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• 2007

According to the 2004 Sloan Consortium Report, distance education is the fastest growing sector of higher education. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy, computer self-efficacy, and system quality perception of the e-Learning environment. As a result, perceived usefulness, perceived ease of use, and service quality effect on e-learner's satisfaction. In addition to, self-regulated learning strategy based on computer self-efficacy is also important variable regarding e-learner's satisfaction.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.243-252
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• 2013

In this paper, we analyzed and suggested an educational strategy and features for project-based learning in smart learning environment. Smart learning environment is different of e-learning environment, therefore the educational strategy for smart learning is needed. In this paper, we conducted project-based learning for elementary school students in smart learning environment, and we analyzed the difference between a normal project-based learning and a project based learning in smart learning environment and suggested the educational strategy and the considerations through questionnaire, interview, and observation, Furthermore, we figured out factors that affected educational satisfaction of student. As a result, students thought that there is difference of smart project-based learning in some factors: technology and devices, software, and participation for learning. Also, we found main factors to affect educational satisfaction are two factors: technology and devices, and always-on.

• Journal of Digital Policy
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• v.3 no.1
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• pp.1-10
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• 2024

The purpose of this study was to identify the predictors of self-regulated learning strategies among nursing university students. Data were collected from 212 nursing university students in G metropolitan city and K city. The SPSS WIN 23.0 version program was used for data analysis. The data were analyzed using Pearson's correlation coefficient and multiple regression. There were significant correlations between media multitasking and self-regulated learning strategies(r=.45, p<.001), learning flow and self-regulated learning strategies(r=.59, p<.001), and media multitasking and learning flow(r=.32, p<.001). Friendship satisfaction, media multitasking and learning flow explained 45% of the variance for self-regulated learning strategies. To increase the self-regulated learning strategies among nursing university students, it is necessary to develop multiple interventions that enhance friendship satisfaction, media multitasking and learning flow.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.63-74
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• 2009

The purpose of this study was to suggest to enable the development of lifelong learning skill through literature review on lifelong learning concept, educational method and objectives, factor of lifelong learning skill and case on foreign engineering colleges. Some strategies and implications were given to develop of lifelong learning skill of engineering college students. In the future, Applicable program is developed and needed for effective verification through demonstration research.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.1-16
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• 2014

This study was to examine whether high school students' academic motivation and learning strategies influence their competence. Of the 600 high school students surveyed from 3 high schools in two metropolitan cities, Korea, 489 completed and returned the questionnaires yielding a total response rate of 81.50%. The final sample consisted of 399 males (81.6%) and 82 females (16.8%). Among the final sample, 113 students were gifted, and 376 students were non-gifted. Their average age was 17.20 years. Measures of students' competence (i.e., cognitive competence, and social competence), academic motivation (i.e., intrinsic motivation to know, toward accomplishment, and to experience stimulation, and extrinsic motivation identified, introjected, and external regulation, and amotivation), and learning strategies (i.e., metacognition, self-monitoring, strategy formation) Spearman's rho(${\rho}$) indicated that students' competence was positively associated with intrinsic (i.e., to know, toward accomplishment, to experience stimulation) and extrinsic (i.e., identified, introjected) motivation, and learning strategies. However, students' competence was negatively associated with amotivation. Hierarchical multiple regression analyses showed that intrinsic motivation (i.e., to experience stimulation), extrinsic motivation(i.e., external regulation), and learning strategies (i.e., strategy formation) were the crucial contributors for enhancing students' competence. Results are discussed in relation to theoretical implications and school settings.

• 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.