• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.337-345
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• 2021

This study was conducted to identify factors that affect the academic achievement of nursing students in home-based course. Data were collected from 324 nursing students attending H university through a questionnaire. Using SPSS/WIN statistics 20.0, the data was analyzed by t-test, ANOVA, Pearson Correlation, and Multiple Linear Regression. Factor that was significant to the academic achievement of nursing students in home-based course was learning engagement(t=2.368, p=.019), which showed 21.8% of the explanation. In conclusion, the development of convergence teaching-learning strategies that reflect new knowledge and technology, and various extracurricular programs are necessary to improve academic achievement through the learning engagement of nursing students in home-based course.

• Educational Technology International
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• v.15 no.2
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• pp.143-170
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• 2014

As it was argued that students' cognitive engagement can be, at least in part, modified by individual or learning environmental factors, prior studies have attempted to identify the factors explaining the variability of students' cognitive engagement. This literature review has shown that students' cognitive engagement can be altered by various elements in the learning environment design such as factors related students' perceptions of teaching quality, characteristics of tasks and learning activities, teachers' behaviors during instruction, classroom goal structures, the integration of student oriented learning, action learning, problem-based learning, and constructivist learning, and academic disciplines. Based on the review, this study suggests that more studies are required to focus on understandings how the integration of instructional design principles into courses and the levels of student cognitive engagement in these courses are related. Also, an investigation of direct and indirect effect of learning environments taking into account students' personal factors would provide a more accurate picture of the relationship between learning environmental factors and students' cognitive engagement.

• Journal of Contemporary Eastern Asia
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• v.23 no.1
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• pp.35-57
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• 2024

The overarching purpose of this study is to examine the current status of academic public engagement in Vietnam. Data were obtained from a survey with 245 university lecturers, and descriptive statistics were used jointly with Bayesian statistics as tools for analysis. This study reveals that a significant proportion of university lecturers are not involved in public engagement, neither through the public press (66.5%) nor social media (49%). Those who have been active in public engagement use the public press and social networks to communicate science, with the latter being more used than the former. In addition, this study also pointed out that experienced scientists tend to engage with the public press, while early-career researchers often choose social networks. The findings of this study provide implications for higher education policymakers and administrators.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.159-168
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• 2022

No one denies the importance of online courses, which provide a very important alternative, especially for students who have jobs that prevent them from attending face-to-face in traditional classes; Engagement is one of the most important fundamental variables that indicate the course's success in achieving its objectives. Therefore, the current study aims to build a model using machine learning to predict student engagement in online courses. An online questionnaire was prepared and applied to the students of Jouf University in the Kingdom of Saudi Arabia, and data was obtained from the input variables in the questionnaire, which are: specialization, gender, academic year, skills, emotional aspects, participation, performance, and engagement in the online course as a dependent variable. Multiple regression was used to analyze the data using SPSS. Kegel was used to build the model as a machine learning technique. The results indicated that there is a positive correlation between the four variables (skills, emotional aspects, participation, and performance) and engagement in online courses. The model accuracy was very high 99.99%, This shows the model's ability to predict engagement in the light of the input variables.

• Journal of Industrial Convergence
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• v.21 no.10
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• pp.151-158
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• 2023

The purpose of this study was to investigate the effect of major satisfaction, academic engagement of confidence in performing core nursing skills in nursing students. The subjects were nursing students residing in J provincial and 112 questionnaires were analyzed. There were significant differences in confidence in performing core nursing skills with age(F=5.52, p<.001), Images about the nurse profession(F=10.2, p<.001). There was positive correlation between confidence in performing core nursing skills and major satisfaction (r=.563, <.001). The factors affecting confidence in performing core nursing skills of the major satisfaction(𝛽=.338 P<.001), academic engagement(𝛽=.195, p<.027), explaining 35% of the variance. Therefore, based on the results of this study, it will be an important basic data for the development of education to improve the core nursing skills of nursing university students.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.390-399
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• 2022

Purpose: This study was conducted to identify the factors affecting nursing students' resilience. Methods: The subjects were 192 nursing students from a college in G city. Data were collected from september 23 to 26, 2019 and analyzed using SPSS 22.0 and descriptive statistics, t-test, ANOVA, Sheffé test, Pearson's correlation coefficients, and multiple regression. Results: Resilience showed a statistically significant difference according to gender, grade, personal relation, motive for application, major satisfaction, grade point in general characteristics. Academic engagement and resilience showed apparent positive correlation (r=.37, p<.001), stress and resilience showed weak negative correlation (r=-.23, p=.001). In multiple regression analysis, the most affecting factor was the academic engagement (𝛽=.24), poor of subjective health status (𝛽=-.21), female (𝛽=-.19), junior of grade (𝛽=.13). These variables explained 33.0% of the total variance in resilience. Conclusion: To strengthen resilience in nursing students, learning atmosphere creation through intrinsic motivation in the regular class. Also, a variable academic engagement program should be provided to be able to positive thinking about academic study and achievement.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.2
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• pp.1147-1156
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• 2021

This study aims to examine the role of resilience in academic engagement and also to evaluate the theoretical model of the relationships between resilience and engagement. A survey of faculty members in 20 study programs from 12 universities in Jakarta was conducted, Where 247 questionnaires were returned from the 495 distributed. Furthermore, 240 valid data were available for evaluation in order to test the model, and a confirmatory Structural Equation Modelling was conducted, using AMOS 20. Criteria of goodness-fit demonstrated the relatively adequate model, and the coefficient of structural path describes the potential of the links. Three out of four paths available significantly showed the role of developmental persistency and positive emotions on work engagement. The participants of the study include only constituted academics of private universities in Indonesia. Thus there is a need for better care in interpreting the level of resilience and engagement, as engagement may vary when used in a different context. The study suggests interventions for practitioners, not only for academia in the higher education context but also for other professionals in managing engagement at the individual or team level. Therefore, combining resilience and engagement programs may contribute to an enhancement in the productivity of employees.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.469-476
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• 2021

The purpose of this study is to explore the predictors of academic probation in college. Especially, this study focused on student engagement variables among the predictors of academic probation in college. Student engagement variables include hours of absence from class and numbers of log to LMS(Learning Management System) and in extracurricular program system during four weeks after the opening of a course and the numbers of faculty counseling. GPA(grade Point Average) is a dependent variable and GPA of prior semester is a control variable in this study. 17,261 student data were collected for the study. Linear regression model and logistic regression model analyses were conducted in the study. The finding showed that the hours of absence from class and numbers of log in extracurricular program system during four weeks after the opening of a course predicted academic achievement of college students. The result also indicated that hours of absence from class and numbers of log-ins to LMS(Learning Management System) and in extracurricular program system during four weeks after the opening of a course were the predictors of academic probation in college. This study will contribute to investigate indicators of students with low academic performance and to provide proper support for underachievers.

• The Journal of Industrial Distribution & Business
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• v.11 no.5
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• pp.17-26
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• 2020

Purpose: Previous studies rarely investigated the effects of the metacognitive reading strategies on reading engagement, particularly in globalized higher education, while those studies examined reading problems and engagement with lower reading level. The purpose of this study is to investigate the effects of the metacognitive reading strategies including global reading, problem solving, and supporting reading on reading engagement that include argentic, behavior, emotional, and cognitive engagement in global learning environment. This study investigated research questions: how do global reading, problem solving, and supporting reading strategies affect argentic, behavior, emotional, and cognitive reading engagement? Research design, Data, and methodology: This study collected data via online survey in globalized learning environment. This study applied statistical analyses, such as factor and regression analyses and ANOVA. Results: The results of this study showed that metacognitive reading strategies had significant effects on student reading engagement while they were reading class materials in English for academic purposes. Conclusions: This study provides managerial implications in higher education by providing better strategies to enhance learning skills in global context. In particular, this study provides implications that the effects of problem solving and supporting strategies could be improved by adopting better management systems in globalized education.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.1-20
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• 2016

This study aims to investigate the effects of flipped learning applied to home economics education on improving middle school students' academic engagement, self-directed learning ability and social interaction. The subjects of this study were 129 third-grade students in middle school. To verify the effects of flipped learning adequately, 129 middle school students divided into two groups have participated in the study over a course of nine weeks. One group was taught in the traditional instructed learning method while the other one in the flipped learning methods. The two groups were taught in 13 sessions in total once or twice a week, and each session took 45 minutes. For pretest and post test, the questionnaire consisting of academic engagement scale, self-directed learning scale and social interaction scale were used. To analyze data, ANCOVA was used to examine significant differences between two groups. The main results of this study were the following : First, students who participated in flipped learning are more improved than those who participate in instructed learning in academic engagement. Second, students who joined in flipped learning are much more improved than those who joined in instructed learning in self-directed learning ability. Third, students who join in flipped learning were much more improved than those who joined in instructed learning in social interaction.