• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.149-161
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• 2004

영재교육 프로그램 참여와 관련하여 학생들의 수학학습실태를 분석하고 암묵적 이론의 관점에서 영재교육 프로그램 참여학생들의 수학학습활동에 영향을 주는 요인은 무엇이고 어떻게 구성되어 있으며, 이러한 동기화 요인의 구성은 비슷한 학령의 일반학생 및 과학고등학교에 재학중인 학생들과는 어떤 차이가 있는지를 밝히는데 주된 목적을 두고 있다.

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.575-588
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• 2015

The purpose of this research is to examine the effect the motives for participating in lifelong education and involvement on lifelong education have on the learners' satisfaction from lifelong education, the continuous intention to take courses, and the intention to recommend lifelong education. The results from a quantitative research show that the practical and recreational motives had a high positive correlation to situational involvement in lifelong education and that the relational and goal-oriented motives had a high positive correlation to continuous involvement in lifelong education. Moreover, for satisfaction about teaching methods, practical motives had a relatively higher effect. For satisfaction about facility comfort, recreational motives had a relatively higher effect. For satisfaction about communication, relational motives had a relatively higher effect. For satisfaction about contents' quality, goal-oriented motives had a relatively higher effect. The finding also shows that situational involvement had a relatively higher effect on satisfaction about contents' quality. Continuous involvement had a relatively higher effect on satisfaction about teaching methods.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.2
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• pp.579-589
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• 2016

This study examined the effects of adults' participation motives for lifelong learning, and satisfaction and learning outcomes on social capital formation. The subjects were 354 adult learners, who were over 20 years of age. They had a lifelong learning experience in various lifelong education institutes and facilities located in the D provincial areas. The statistical methods of this study were correlation analysis, multiple regression analysis and path analysis. The results showed that the adults' participation motives for lifelong learning had positive effects on the social capital formation, and it had effects on the satisfaction and learning outcomes. Adult learners' satisfaction and learning outcomes had positive effects on the social capital formation. In addition, there were mediating effects between adult learners' participation motives and social capital formation. This study is meaningful for the development of lifelong learning by providing theoretical and practical implications.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.1
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• pp.27-33
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• 2012

The purpose of this research is to investigate the effects of Lubric Learning Strategy Program, to solve problems of the Middle School Students' learning, on learning motivation, self-efficacy and self-regulation. The objects of this investigation was 60 students sampled from the first, second and third year students of Y Middle school in Seoul, which was divided equally -30 students each- into experimental group and control group. The progress covered 10 weeks period, a hour and half every week on Tuesdays and Thursdays. The conclusion derived from the results and discussion is as follows: First, the learning motivation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all suborn ate variables such as class motivation, continuing motivation, intrinsic motivation, and extrinsic motivation. Second, the self-efficacy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as preference level to subjects and self-control efficacy, though did not show notable changes in confidence area. However as confidence area doesn't really matter in total score, Lubric Learning Strategy Program is considered to have good influence in self-efficacy. Third, the self-regulation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all subordinate variables such as self-control mode and inhibitory will mode. Fourth, the use on learning strategy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as rehearsal, elaboration, organization and inspection, though did not show notable changes in schedule and control area. However, as the total score of use on learning strategy has changed prominently, Lubric Learning Strategy Program is considered to have good influence in use of learning strategy.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.165-173
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• 2003

Learners in web-based learning environment have to keep a stronger will for their study than those in traditional learning environment. Here, this strong will can be told as learner's motivation which is emotional aspects. However, most web-based instructional designs have been based on learner's cognitive aspects. Therefore, this study focused on presenting the strategies for the design of emotional bulletin board and its concrete interfaces.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.07a
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• pp.251-252
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• 2016

프로그래밍 언어 수업은 학습자들 간의 학습 수준의 차이가 크게 나타나고 수업 내용의 연관성이 높은 특성을 가지고 있다. 이로 인해 다른 어떠한 수업보다 학습자들의 학습동기를 향상시켜 지속적으로 학습에 적극적으로 참여할 수 있는 외재적 동기 부여를 통한 학습효과 증진 방법이 필요하다. 본 연구에서는 프로그래밍 교육에서 성찰일지를 활용한 학습동기 증진 교수 학습 모델을 제시하고, 실제 수업에 적용 후 학습동기에 대한 사전 사후 설문을 실시하여 제시한 교수 학습 모델이 학습동기 증진에 효과 있었음을 조사 분석하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.01a
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• pp.329-330
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• 2016

본 연구에서는 컴퓨터 프로그래밍 학습을 하는 학습자들 중 특히 학습 부진을 겪고 있는 학생들의 학습 동기를 유발시킬 수 있는 교수법 정책에 대해 제안해보았다. 제안된 학습동기 유발 정책들을 수업에 참여하고 있는 학습 부진 학생들에게 적용한 뒤 학기말에 설문조사를 통하여 그 결과를 분석함으로써 어떤 방법이 내재적, 외재적 학습 동기 유발에 효과적이었는지를 평가하고 제시하였다.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.5
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• pp.235-246
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• 2014

This study was aimed to find out the relationships among the types of participation motive to life-long education, the degree of education satisfaction and perception degree to the successful aging of the elderly. 414 questionnaires were collected from the elderly who are 65years plus and attend the life-long education program provided by well-fare center in Chunan-city, Chungchongnam-do. The t-test, ANOVA, and regression analysis, etc were carried out using SPSS 11.0 ver. to analyze the data. The results are as follows. First, the types of participation motive to life-long education were sorted out as the action-oriented motive, goal-oriented motive and learning-oriented motive. Second, The education satisfaction was affected positively by the learning-oriented motive. Third, the action-oriented and learning-oriented motive affect the perception degree to the successful aging positively. Forth, The education satisfaction degree affect the perception degree to the successful aging positively.

• Industry Promotion Research
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• v.1 no.1
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• pp.65-70
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• 2016

This study verified the effect of charismatic leadership on motivation to learn and the moderating effect of level of building learning organization in learning organization support project. Survey was conducted for manufacture company participating in learning organization support project. Charismatic Leadership positively affected motivation to learn, specifically vision-related behaviors positively affected task value. At the same time, the moderating effect of level of building learning organization was verified and specifically personal mastery and team learning moderated the effect of charismatic leadership on motivation to learn. This study results provided academic and practical implications for operating successful learning organization of company.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.01a
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• pp.225-226
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• 2017

본 연구에서는 컴퓨터 프로그래밍 수업에 참여하는 학습자들의 수업 이해를 돕고 학습 동기를 향상시키기 위해 수업과 연계된 다양한 학습 활동을 운영해보고 이중 성찰일지를 통한 학습 효과를 검증하기 위해 2년 동안 담당한 프로그래밍 수업에 적용해 보고 대상 학습자들의 성적 분석을 통해 학습 효과 정도를 제시한다.