• Journal of Digital Convergence
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• v.11 no.5
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• pp.53-62
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• 2013

The purpose of this research is to find the factors affecting the academic education satisfaction of social entrepreneurs, and to analyse the moderate variable such as the study motivation among the factors. These factors includes the curriculum, the education management, the education facilities, the characteristics of instructors and the study motivation. To do this end, this study set up the research questionnaire from the study of Houle (1961) and Hyun and Kim (2010), and did the moderate regression analysis to test the hypothesis that the academic motivation can do as the moderate variable while affecting the education satisfaction. The study finds that the factors such as the curriculum, the education management, the education facilities and the characteristics of instructors show the statistically significant test results. Also the study motivation as a moderate variable shows significant result. Thus for educating the social entrepreneurs, the study motivation of them should be deeply considered.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.347-348
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• 2019

컴퓨터 프로그래밍 수업에서 학습자들의 평소 학습 이해도를 파악하는 방법으로 형성평가가 보편적으로 많이 이용되고 있다. 교수자에게 형성평가는 학습자들의 이해도를 파악하는 방법이지만, 평가 결과를 성적에 반영할 때 학습자들에게는 학습 동기를 향상시킬 수 있는 요소임을 선행 연구를 통해 알 수 있었다. 본 연구에서는 수년간 컴퓨터 프로그래밍 수업에 적용해온 형성평가의 문제 난이도를 조절하여 난이도가 학습자들의 학습 동기 부여에 얼마나 영향을 미치는 요소인지를 살펴보고자 한다. 특히 형성 평가에 출제한 문제의 난이도 정도가 형성평가 다음에 이어지는 중간고사나 기말고사 등의 큰 평가에서 얼마나 긍정적인 영향을 미치는지를 통해 학습 동기 부여 정도를 분석하고자 한다.

• Proceedings of the Korean Information Science Society Conference
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• 2006.06b
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• pp.244-246
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• 2006

웹 기반 교육 시스템에서 문제 집합 구성은 주로 고정 출제 방식, 무작위 출제 방식, 난이도에 따른 출제 방식으로 이루어진다. 문제 집합의 구성 시 문제 은행에서 문제 난이도에 대한 객관성을 유지하는 것이 무엇보다 중요하다. 따라서 본 논문에서는 난이도를 재조정하는데 학습자들의 문제 풀이 결과를 반영하는 새로운 난이도 재조정 알고리즘을 제시한다. 본 논문에서 제안하는 학습자 피드백 기반 문제 수준 조절 방법은 개인 시험 결과, 그룹 시험 결과 그리고 개인의 특정 섹션 시험 결과를 함께 고려하여 난이도를 조절한다. 기존 알고리즘과 비교 분석한 결과 문제 난이도의 변화율 측면에서 보다 현실적인 문제 난이도 변화를 확인할 수 있었다.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.4
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• pp.103-124
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• 2013

This study investigated how Problem-Based Learning method effects on students' Self-Regulated Learning Strategies especially for the LIS education. For this purpose, the differences in students' self-regulated learning strategies were examined as a pre and a post survey using the same questionnaire. Correlation between cognitive and motivational self-regulated learning strategies was examined, and the details of the SRL's sub-components were measured to see the effects of Problem-based learning. Statistical significance using the paired sample t-test were also conducted. The results revealed that Problem-based learning is effective in improving students' cognitive motivational self-regulated learning and found out the possibilities for a follow-up study for motivational self-regulated learning.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.181-186
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• 2008

휴대폰이나 PDA와 같은 모바일 기기의 확산과 더불어 모바일 통신 환경을 기반으로 하는 모바일 교육 학습 모델이 교육의 질향상 및 교육 효과의 극대화를 꾀할 것으로 기대되는 실정이다. 또한 모바일 환경에서 학습자가 지속적이고 자기 주도적으로 학습을 하기 위해서 자기조절학전략이 필요하며, 이를 위해 모바일 학습환경에 적합한 MMIS(Motivation Metacognitive practice Interaction. Self-reflection: 자기 주도학습전략)모형을 설계하도록 하였다. 특히 학습자의 지속적인 흥미와 동기부여를 위해 에튜테인먼트(edutainment)전략을 활용하여 모바일 게임에 익숙한 학습자의 특성에 맞는 모형으로 설계하였다. 본 논문에서 설계한 MMIS 모형의 특징은 다음과 같다. 첫째, 학습자가 스스로 학습 전략을 계획하고 통제할 수 있도록 게임의 난이도를 스스로 결정할 수 있다. 둘째, 학습자가 게임활동을 스스로 계획하고, 게임 결과를 모니터링 할 수 있다. 셋째, 사전에 게임에 필요한 학습 내용을 제공받음으로써 게임에서 좋은 결과를 얻기 위한 노력을 할 수 있도록 하였다. 넷째, 게임을 할 때 해결하기 어려운 과제의 경우에는 교사나 게임에서 제공되는 힌트를 통해 스스로 필요한 도움을 찾아낼 수 있다.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.215-227
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• 2018

Research on ways to improve e-learning effectiveness has been actively conducted due to the increased numbers of web-based e-learning learners. Of many variables related to e-learning effectiveness, self-regulated learning strategy and presence have been reported as major factors that influences academic achievement in e-learning settings. The purpose of this study was to investigate the effect of self-regulated learning strategy and presence on academic achievement in web-based e-learning. In addition, this study tried to provide useful basic data for successful support and design of e-learning by verifying the mediating effect of these variables. As a result, it was verified that teaching presence and social presence have mediating effects in the relationship between self-regulated learning strategy and perceived achievement in web-based e-learning. Moreover, subjective perception of student's academic achievement played a mediating role between learners' perceived presence and academic achievement. Through this study, it is verified that it is necessary to search for ways to improve the level of learners' teaching presence and social presence in web-based e-learning design in order to eventually improve academic achievement.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.233-239
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• 2007

최근 정보통신기술의 발달로 학교 교육 현장에서는 미래형 교육을 위한 새로운 노력들이 시도되고 있다. u-러닝 (Ubiquitous Learning)으로 일컬어지는 이러한 교육을 이끌어가는 도구로서 UMPC (Ultra Mobile Personal Computer)는 기존 PC로 할 수 있는 모든 것을 가능케 하면서 나아가 휴대성과 이동성의 장점까지 겸비해 최근 급부상하고 있다. 본 연구에서는 이러한 동향을 반영하여 평생학습 사회에서 누적된 학습을 효과적으로 관리할 수 있도록 UMPC를 기반으로 한 학습 관리 시스템을 설계하였다. 본 시스템의 장점은 다음과 같다. 첫째, 자기조절학습 이론의 자기조절학습 전략을 적용함으로써 학습자가 능동적이고 자기주도적으로 학습을 점검하고 관리할 수 있도록 하였다. 둘째, 복잡하고 불필요한 기능을 배제하고 기존의 학습 자원과 도구를 최대한 활용하여 시스템의 편의성을 높임으로써 바쁜 일상에서도 간단하게 사용할 수 있는 학습 관리 및 생활 관리 도우미의 역할을 할 수 있도록 하였다. 셋째, 자기 학습에 대한 피드백을 지속적으로 할 수 있도록 도와줌으로써 궁극적으로 학업 성취 향상에 기여할 수 있도록 하였다.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.347-355
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• 2013

The purpose of this study was to investigate the mediating effect which may operate within peer attachment as well as any links which may exist ego-resilience and life satisfaction and self-regulation learning ability in adolescence. The participants in this research consisted of 2,351 middle school students. the main result were as follows: first, each of three ego-resilience and peer attachment had an influence upon life satisfaction and self-regulation learning ability albeit in different ways. second, life satisfaction had a direct influence on self-regulation learning ability. third, the mediating effect of life satisfaction between ego-resilience and peer attachment upon and self-regulation learning ability were significant. finally, the limitation of this study were discussed along with suggestion for further research.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.359-376
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• 2021

In this study, in accordance with the research trend that the learner's emotions expressed positively or negatively in mathematics learning or the learner's beliefs and attitudes toward mathematics learning affect the results of mathematics learning, the learner's emotions and affective factors are analyzed in the learner's own learning. A power that can be adjusted according to a goal or purpose is needed, and I tried to explain this power through meta-affect. To this end, the meaning of the definitional and conceptual factors of meta-affect was explored based on prior studies. Affective factors of meta-affect were viewed as emotions, attitudes, and beliefs, and conceptual factors of meta-affect were viewed as awareness, evaluating, controlling, utilization, and monitoring, and the meaning of each conceptual factor was also defined. In this study, the conceptual factors and meanings of meta-affect in terms of using them to help in learning mathematics by controlling them, beyond the identification or examination of the characteristics of the affective factors, which are meaningfully dealt with in the field of mathematics education.

• Journal of Internet Computing and Services
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• v.10 no.3
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• pp.151-157
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• 2009

A lot of E-Learning system is supplying the existent item difficulty based learning information to learner. And learner is doing learning contents according to the fixed learning course. It is difficult for learner to get efficient learning effect. Because learner has to belong to fixed item difficulty and learning course even thought learner has different degree that understand studying in learning course. This research proposed the learner adaptive E-learning system that is able to control the item difficulty and learning course to analyze the understanding degree of learner in learning course. In this result, learner is able to improve learning effect to get rid of fixed learning course using bi-directed learning such as off-line learning.