• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.309-316
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• 2021

The purpose of this study is to verify the effectiveness of community-based learning(CBL) on career decision-making self-efficiency of junior college students and explore the meaning. This study was conducted on 68 students and 10 departments participating in the CBL, which was supported by the D University Faculty Learning Development Center in Busan. First of all, does CBL affect the career decision-making self-efficiency for junior college students? Second, what is the meaning of CBL for career decisions for junior college students? The effectiveness of the CBL's before and after application surveys has shown statistically significant changes in the career decision-making self-efficiency. The meaning of CBL for learners' career decisions was derived from "improving understanding through on-site application of theory and creating confidence and commitment in their career paths by providing an opportunity to study." Through this, it can be seen that CBL is worth applying as a teaching method suitable for career guidance of junior college students.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.29-35
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• 2022

This study is to investigate the factors in which self-leadership and self-efficacy influence learning outcomes for beauty college students. The subjects of the study were 115 male and female college students in the first and second grades attending beauty colleges in the D region from November 22nd to December 1st, 2021, of which 100 copies were finally SPSS.WIN 24.0 program was used. First, it was verified that the self-leadership of beauty students had a direct effect on learning outcomes. Second, it was investigated that self-leadership and self-efficacy, which influence the learning outcomes of beauty students, had a very important effect. Third, it was found that the self-efficacy of beauty college students had a significant influence on learning outcomes.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.329-340
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• 2022

The aim of this study is to examine the effect of teaching profession class using gamification on the academic self-efficacy and learning flow of pre-service early childhood teachers. 75 freshmen in the 2022 Early Childhood Education Department at A University located in Gyeonggi were participated and experienced 8 gamification-using classes over 12 weeks of 1 st semester. To examine the effectiveness of the class using gamification on academic self-efficacy and learning flow, a paired t-test for the pre-post test was conducted by analyzing the data of 65 students who faithfully answered both tests. Results of this study illustrated teaching profession class using gamification significantly improved the academic self-efficacy and its sub-factor, confidence of pre-service early childhood teachers, moreover, it also had a positive effect on learning flow and its sub-factor, cognitive learning flow of them. This study proved the effectiveness of the gamification-using class and provided subsequent studies for improving the quality of the gamification-using class.

• 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.

• 전자공학회논문지 IE
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• v.48 no.4
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• pp.53-60
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• 2011

The purpose of this study was to examine the relationship among academic self-efficacy, learning time and environment management, teaching efficacy, flow and satisfaction of cyber university students. For this purpose, the 317 students of W cyber university were participated in the web-survey systems for two weeks at the end of the first semester in 2011. The results of this study through multiple regression analysis indicated that academic self-efficacy, learning time and environment management, and teaching efficacy significantly predicted on flow(${\beta}$=.712, p<.05) and satisfaction(${\beta}$=.531, p<.05). In addition to this, flow was used as a significant mediated variable in the relationships among academic self-efficacy, learning time and environment management, teaching efficacy, and satisfaction. Based on these study results, effective management strategies for improving cyber university students' learning achievement and satisfaction were proposed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.8 no.4
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• pp.145-159
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• 2013

The purpose of this study is to analyze the structural relationship as to how learning flow and self-directed learning are linked to learning motives and academic self-efficacy in the learning setting of high school students. To accomplish such purpose, based on theoretical backgrounds and preceding research findings evaluation models were put to verification for a valid research model for this study. The initial hypothetical model was that self-directed learning ability would have a direct influence on learning motive, academic efficacy and learning flow, while having an indirect influence on learning flow with learning motive and self-efficacy acting as a mediating variable. But the hypothetical model showed low significance level between self-directed learning and learning motive, and learning motive and learning flow. Therefore, links were adjusted to create the final model within the scope that the adequacy of the model might not be compromised. To verify the model, 900 high school students in Seoul were surveyed and the collected data were statistically analyzed using AMOS v21.0 and SPSS v21.0 But 815 surveys were excluded because they were not sufficiently answered. From the analysis, it was found that self-directed learning and academic efficacy have a direct influence on learning flow while self-directed learning and academic efficacy have an indirect leaning motive and learning flow. This finding means that, in the relationship of self-directed learning and learning flow, learning motive and learning efficacy are positive factors that help high school students experience learning flow. Thus, in order to enhance the experience of self-directed learning ability of high school students, various educational endeavors are needed to draw the experience of learning flow during the regular course of study. In addition, customized educational methods and environments are required to increase academic efficacy of the students.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.33-41
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• 2016

This study was convergence study conducted to examine the effects of problem-based learning(PBL) on self-directed learning ability, problem solving skills, academic self-efficacy, motivation toward learning in adult nursing care. This study was one-group pretest-posttest design. 51 students in the second year were recruited. After the PBL education, The participants showed much improvement in two areas of problem solving skills(t=3.30, p=.002) and Motivation toward Learning(t=3.004, p= .004). In the case of self-directed learning ability(t=1.451, p= .153) and academic self-efficacy(t=-1.04, p= .304), these have not showed a statistically significant change. The results indicate that the PBL education is effective in improving some areas of students' learning competency. Further study is needed to develop PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.571-578
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• 2021

This study compares Online SW-based maker education in terms of self-efficacy, learning motivation, and interest after applying differently according to blended learning strategies. First, a SW maker program for blended learning was developed and applied as a live seminar-type class including real-time interactive and a support-providing class consisting of online content and Q&A. As a result of comparing the differences between students according to the two strategies divided into pre- and post- survey, in the self-efficacy part, there was a significant difference in the positive efficacy and the overall part, and in the learning motivation part, the live seminar form was significantly higher in the confidence part. In the interest part, the support-providing form showed a significantly higher average in the instrumental interest and nervous part. In order to maintain the effect of maker activities like existing face-to-face situations in Online learning, it is necessary to increase sharing time between students, an integrated learning environment, and sufficient provision of exploration time and learning materials.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.494-503
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• 2020

This study was undertaken to compare the effectiveness of imparting education to nursing college students, using traditional teaching methods and action learning teaching methods. The target of the study was to measure nursing leadership, academic self-efficacy, and self-preservation of the students, and determine the effects of action learning method imparted 2 hours daily for 8 weeks, out of the 15-week study schedule. Ed. Notes: There is a lot of repetition, and the highlighted statement lacks clarity. I am unable to understand the study period. Does the author mean 2 hrs daily for 8 weeks? I have suggested the edits as per my understanding. Please review and revise appropriately, if required. Differences obtained between nursing leadership, academic self-efficacy, and self-leadership when comparing the experimental and control groups, were analyzed by independent sample t-test. Pre and post comparisons of the domains were analyzed with a paired t-test. The study results indicate significant differences in academic self-efficacy and self-preservation between experimental and control groups after application of the action learning teaching method, leadership in nursing as a lower area, confidence in academic self-efficiency, and self-control efficacy. Our results indicate that the recently emerged action-learning teaching is an effective method to apply in existing curriculums.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 1998.10a
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• pp.171-178
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• 1998

최근 정보기술을 기반으로 하는 원격교육에 대한 관심이 집중되는 것은 무엇보다 교육의 저비용.고효율 구조를 실현할 수 있는 대안교육의 하나이기 때문이다. 그러나 정보기술을 매개로 하는 원격교육의 효과에 대해서는 누구도 장담할 수 없는 입장이다. 정보기술의 활용이 필수적인 원격교육 환경에서 학습자들이 정보기술 자체에 대한 두려움으로 인해 수업에 대한 거부감을 나타낸다. "시작이 곧 그 절반이다" 라는 속담처럼, 원격교？ㄱ의 기본 도구인 정보기술에 대한 첫인상은 교육의 성과에 대해 큰 영향을 미칠 것이다. 정보기수의 수용과 사용에 있어서 개인적인 차이를 설명할 수 있는 중요한 개념중의 하나가 정보기술 자기효용감(IT Self-efficacy) 자신의 정보기술 사용능력에 대한 믿음 또는 자신감이다. 교수자가 정보기술 자기효능감의 중요성을 인식하고 이에 영향을 미치는 변인들을 파악할 수 있다면 학습자의 정보기술 자기효능감을 개발시키고 고무시킬 수 있는 훨씬 나은 교수설계를 할 수 있을것이고 효과적인 수업이 가능할 것이다. 따라서 본 연구에서는 자기 효능감이론(Self-Efficiency Theory)에 근거하여 정보기술 자기효능감이라는 개념을 소개함과 동시에 정보기술을 매개로 이루어지는 원격교육 환경하에서 그 역할을 조명해봄으로써 효과적인 교수설계를 위한 틀을 제시하고자한다.을 제시하고자한다.