• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.400-423
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• 2020

In the era of the fourth industrial revolution, IT workers' use of creativity has become more important than workers' in other fields in that they should apply new digital technologies to their companies for organizational innovation. In this regard, this study is to verify the effect of managerial coaching behavior on the creativity of employees in the IT field and identify the mediating effect of unlearning and the moderating effect of creative self-efficacy. A survey was conducted on IT workers in Seoul and the metropolitan area and a total of 439 copies of the questionnaire survey were used for confirmatory factor analysis on SPSS 25.0 and AMOS 25.0 and for mediating and moderating effect analysis on SPSS Process Macro 3.0. The results suggested that managerial coaching behavior has a positive effect on the creativity and unlearning ability of employees. They also showed that unlearning has a significant effect on one's creativity, mediating the relationship between managerial coaching behavior and the creativity of employees. Also, they identified that creative self-efficacy moderates the relationship between managerial coaching behavior and unlearning. This study has theoretical and practical significance in that it makes a timely contribution to expand the research area for coaching effect and identifies the influential mechanism behind managerial coaching by verifying the direct effects of managerial coaching behavior on the creativity of the IT sector workers and finding indirect influential factors.

• The Journal of the Korea Contents Association
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• v.10 no.7
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• pp.429-437
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• 2010

As Web technology and functions have recently changed to a user-focused paradigm, new studies are being conducted to construct dynamic learning content that enables the learner's participation and continuous learning in the field of e-learning research and design. This paper covers a study on the degree of difficulty in learner-focused dynamic learning contents to provide efficient learning environments for its adaptation to e-learning 2.0. This study suggests DLA (Dynamic Level Adjustment) to provide learner-focused contents. The suggested system will be a guideline to control and adopt learning content that can be easily applied to the environmental change, and more in-depth future research can be performed by using the system. A dynamic learning content model was made to recognize various learning patterns of learners as a result of the performance evaluation.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.49-55
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• 2021

This study analyzed the relationship between the characteristics of learners and the achievement level according to the language they learn in programming education for non-major students. The learner's characteristics were set as mastery goal, situaltional interest, cognitive engagement, and self-efficacy for performance, and path analysis was conducted to understand the relationship between the language used and the learning achievement. Situaltional interest and cognitive engagement were found to have an effect on self-efficacy for performace, and self-efficacy for performance had an effect on academic achievement. At this time, the type of programming language to be studied showed a moderating effect on learning achievement. Based on the results of this study, it is suggested that appropriate instruction is needed for each language used in programming lessons for software non-majors.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.321-329
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• 2004

사이버 가정학습은 오늘날 학교교육에서 발생하는 많은 문제점을 해결할 수 있는 새로운 교육방법으로서의 잠재력을 갖고 있다. 본 연구에서의 평가시스템은 사이버 가정학습 체제에서 학습자의 수준에 반응하는 즉, 학습자의 성취도를 가장 정확하게 측정할 수 있는 문제를 추출하고 피험자의 수준에 알맞게 평가의 길이, 내용을 제시하며 평가 결과에 따라 난이도를 조절 할 수 있는 평가시스템이다. 그리고 IRT 기법을 사용하여 피험자의 능력 수준을 알기 위하여 준비된 모든 문항을 해결하지 않고 피험자의 능력 수준에 의해 선택된 몇 개의 문항만으로 피험자의 능력 수준을 측정할 수 있도록 하였다.

• School Mathematics
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• v.18 no.2
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• pp.397-423
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• 2016

Mathematics learning motivation is an important variable which is not only the primary goal of learning mathematics but also mediates the effects of the mathematics learning. Nevertheless, the present learning environment is full of impeding factors which reduce learners' motivation to learn mathematics and mathematical self-regulatory efficacy. The purpose of this study is to offer various suggestions for program to enhance and forster mathematics learning motivation based on empirical findings and theories on motivation, self-regulatory learning, regulatory focus, reducing academic stress and math anxiety. The concrete and practical ideas are suggested in terms of mathematical self-regulatory efficacy, learners' characteristics, learning task. The analysis of the effects revealed a positive effect on mathematical self-regulatory learning.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.23-52
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• 2008

The purpose of this study was to examine the Structural Equation Model (SEM) of scientific problem finding ability based on science related attitude, motivation and self-regulation learning strategy of the gifted in science. A total of 153 scientifically gifted students were selected from a university-based Sifted education center The instruments used for the study were Test of Science-Related Attitudes, Motivated Strategies for Learning Questionnaire (MSLQ), and Science Problem Finding Test. In order to examine Structural Equation Model (SEM) of scientific problem finding ability, we assumed scientific problem finding model related to science inquiry, model I (domain specific), and scientific problem finding model related to creativity, model II (domain general) The results of this research are as follows. First, the correlations between science related attitudes and MSLQ were significant; motivation and self-regulated learning strategy as sub factors were positively correlated to science related attitudes. Only scientific attitude as a sub factor of science related attitudes was significantly correlated to elaboration of creativity category in scientific problem finding ability. In other hand, self-regulated learning strategy was significantly correlated to elaboration, inquiry motivation and inquiry level in scientific problem finding ability. Second, as the results of SEM analysis, we confirmed model I and model II were the best adequate through the indices of best fit (TLI, CFI>.90, RMSEA<.08); scientific problem finding ability was directly influenced motivation and self-regulated learning strategy but science related attitudes indirectly influenced scientific problem finding ability through motivation and self-regulated learning strategy. Based on the results, the implications for science gifted education were discussed.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.211-216
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• 2008

프로그래밍 교육은 학습자의 창의적이고 논리적인 사고력을 함양시키고 문제해결능력을 신장시킬 수 있는 ICT 교육의 한 분야로서 많은 교육적 가치를 가지고 있다. 프로그래밍과 관련된 초등학교 교육내용은 7차 교육과정에서 누락되었지만 2005년 12월에 개정된 초 중등학교 정보통신기술 운영 지침에 따라 초등학교에도 프로그래밍 교육과정이 도입되었다. 따라서 본 논문은 5, 6학년 '정보처리의 이해' 영역의 프로그래밍에 관련된 학습내용을 학년별 연계성을 고려하여 재구성하고 학습 성취에 대한 피드백을 강화하는 프로그래밍 교육을 위한 웹 코스웨어를 설계 하였다. 웹을 기반으로 설계된 이 시스템은 학교나 가정에서의 프로그래밍 교육 기회를 확대시키는 역할을 하며, 학습자가 학습 성취도를 직접 확인하여 자신의 능력에 맞게 학습속도를 조절할 수 있어 자기 주도적 학습 능력이 향상될 것으로 기대된다. 또한 학습자에게 다양한 동기유발 자료와 학습 결과에 대한 적절한 피드백을 제공함으로써 프로그래밍 교육에 대한 흥미와 학습 성취도를 높일 것으로 기대된다.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.1-11
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• 2019

The purpose of this study is to investigate factors influencing educational performance and mediating effects of learning presence in the university flipped learning classroom. For achieving this purpose, self-regulation, learning presence, and collaborative preference were selected as learner variables, and perceived academic achievement and learning engagement were selected as variables for educational performance. To investigate causal relationships among the variables, 39 university students who took 16 week course flipped-learning class participated self-reported survey. Collected data were analyzed by multiple regression and mediation analyses. The results were as follows: first, learning presence and self-regulation affected learning engagement, and moreover, the learning presence mediated between self-regulation and learning engagement. Second, only learning presence affected perceived academic achievement. Therefore, various strategies for effective flipped learning should be considered, and well-designed classroom activities that can promote learners self-regulation, learning presence, and learning engagement are needed to successful flipped learning.

• Proceedings of The KACE
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• 2018.08a
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• pp.41-44
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• 2018

최근 가상현실의 시대가 다시 각광 받고 있는 시점에서 콘텐츠 확산을 위해 노력하는 것은 의미를 가진다. 본 연구에서는 중학교 과학에서 항상성과 몸의 조절 중 1차 면역 반응을 학습하는데 도움을 줄 수 있는 VR 학습 콘텐츠를 개발하였다. VR 게임으로 구현하여 학습자가 직접 몸속에 들어가 1차 면역 반응을 체험하도록 개발하였다. 학습자의 흥미를 높이기 위해 게임이라는 컨텐츠를 이용하여 학습자가 게임을 하며 학습할 수 있어 자기주도적 학습이 가능하다. 또한 최근 디지털 교과서에서 VR/AR 콘텐츠가 제공되기 시작하여 가상현실 기술의 교육적 활용 가능성을 높이고자 하였다.

• Journal of Internet Computing and Services
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• v.10 no.1
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• pp.135-143
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• 2009

The purpose of this study was to explore factors that affected the satisfaction of students' experiences in an education course, with the educational method and educational technology designed with a blended learning strategy. Blended learning is currently recognized as a good solution for the problems posed by both online and face-to-face learning, because it has features like flexibility and accessibility by using tools supporting both individualization and socialization. This study is one case that illustrates how blended learning can be applied at the university level. Subjects were 56 students who had participated in the class and responded to the survey questions. The gathered data were analyzed by using Factor Analysis and the Structural Equation Model. Based on the results of Factor Analysis, data revealed 5 factors: learning motivation, previous experience, ability to use information & technology, capability of self-regulated learning, and learning satisfaction. The results of the Structural Equation Model revealed causal relationships among the aforementioned factors as follows: (a) there was a statistically meaningful causal relationship between "learning motivation" and "capability of self-regulated learning", (b) there was a statistically meaningful casual relationship between "previous experience" and "capability of self-regulated learning", and (c) "capability of self-regulated learning" directly affected "learning satisfaction".