• 대한치과기공학회지
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• 제40권3호
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• pp.135-150
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• 2018

Purpose: In this study, we aim to provide primary source of data for developing a learning program that enhances the students' learning by critically analyzing and adopting the effective class participation factors of the students. Methods: A questionnaire survey has been conducted from the beginning of May to the end of October, 2017. Subjects of the survey was the dental technology students living in W-city et al by random sampling method along with written informed consent. Out of 630 distributed questionnaires, 584 results were used for our analysis. Results: Firstly, the average score of the class participation of all the subjects was 3.08 points out of 5.0, which was broken down into class activity (3.53 points), passion about class (3.51 points), communication factors (2.88 points), class preparation (2.77 points), class extension (2.76 points). Secondly, statistically significant correlations were found between class participation and class satisfaction as shown in (p<.01). Class participation factors that affect the class satisfaction were class preparation(p<.001), class activities(p<.001), passion about class(p<.001), which reveals positive and meaningful results. Explanatory power of the model turned out 50.3%. Conclusion : Considering that class preparation, class activities, and passion about class played a key role in class satisfaction of the student, teachers need to be open minded to reflect the learners' personalized demands and needs in preparing and managing their class. Additionally should be in tandem that provides the students with various routes of class participation.

• 한국치위생학회지
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• 제21권4호
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• pp.481-489
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• 2021

Objectives: This study was conducted to understand the effect of learners' self-determination on class participation, focusing on the feedback type of educators. Methods: A survey was conducted from May 1 to May 31 2021 on dental hygiene students, and a total of 151 valid responses were analyzed. The questionnaire consisted of general characteristics, self-determination, class participation, and educator's feedback type. The analysis method used correlation analysis and hierarchical regression analysis. Results: In relation to self-determination, class participation, and feedback type of educators, self-determination was positive feedback (r=0.338, p<0.01), class participation was corrective feedback (r=0.418, p<0.01), and positive feedback was correction (r=0.742, p<0.01). As a result of the mediating effect of the educator's feedback type in the relationship between self-determination and class participation, it was found to be significant by partially mediating positive and corrective feedback. Conclusions: It was found that the right to self-determination influences class participation based on positive feedback and corrective feedback of educators. It relates to efforts to strengthen learners' self-determination and provide appropriate types of feedback from educators.

• 수산해양교육연구
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• 제28권6호
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• pp.1882-1893
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• 2016

This study intended to look into the causal relations, in which a ski class conducted at a college is linked from college students' participation motivation to satisfaction and revisit. Among others, this study intended to boost the quality of the ski class conducted at a college with focus on the difference between the influences on satisfaction and revisit according to pre/post class participation. Further, the purpose of this study is to inquire into an ultimate basic plan required for winter sports development on the basis of the deduced results, through which this study drew the conclusion as follows: First, it was found that the influence relationship between class satisfaction before/after class was established in a joy seeking factor according to ski class participation motivation. Second, the daily routine deviation factor among the sub-factors of ski class participation motivation was found to have a positive effect on revisit before/after class while friendship promotion factor, health factor and physical strength factor were found to have an influence on revisit after class.

• 한국컴퓨터정보학회논문지
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• 제24권4호
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• pp.113-121
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• 2019

The purpose of the study is to identify the influence of learning participation on learning outcomes in programming courses. Based on the literature review, learning participation is composed of three sub components: participation in preview, class, and review. Learning outcomes are categorized by academic achievement, learning satisfaction, and learning motivation. A survey was conducted with 267 students enrolled in programming courses from three IT departments at Myongji College. Findings revealed that participation in review and participation in class predicted all sub components of learning outcomes. Participation in review was found to have a greater effect on learners' achievement and participation in class was found to have a greater impact on learning satisfaction and motivation. However, the results showed that participation in class was not an influential factor for learning outcomes. Implications for enhancing learning participation and suggestions for future research are also discussed.

• 한국치위생학회지
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• 제15권6호
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• pp.1091-1097
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• 2015

Objectives: The purpose of this study was to examine the relationship between educational satisfaction and learning participation of dental hygiene students. Method: A self-reported questionnaire was completed by 344 dental hygiene students in Gyeonggido, Chungcheongdo, and Gyeongsangdo from June 2 to 24, 2014, The questionnaire consisted of general characteristics of the subjects(3 items), choice reason of dental hygiene(7 items), educational satisfaction(22 items), and learning participation(11 items). The educational satisfaction and learning participation were assessed by Likert 5 points scale. Data were analyzed by a statistical package SPSS WIN 18.0. Results: Educational satisfaction included educational environments, teaching, educational content and educational effect. Learning participation included class flow, class participation and class readiness. Gyeongsangdo students tended to have higher score than other areas. The educational effect and teaching effect had more influence on learning participation. Conclusion: To improve the better dental hygiene education, it is important to prepare the effective educational methods and find out the influencing factors for class immersion.

• 문화기술의 융합
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• 제8권6호
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• pp.543-551
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• 2022

본 연구는 간호대학생의 과제가치가 수업참여도에 영향을 미치는 과정에서 학업적 자기효능감의 매개효과를 파악하기 위해 시도되었다. 연구대상자는 G시에 소재한 K대학의 간호학과 2학년 재학생 161명으로, 자료수집 기간은 2020년 10월 5일~10월 14일이었다. 과제가치와 수업참여도 간의 관계에서 학업적 자기효능감의 매개효과는 단순 및 다중회귀분석을 활용한 Baron과 Kenny의 3단계 매개효과 검증절차를 이용하여 분석하였고, 매개효과에 대한 통계적 유의성은 Sobel test로 검증하였다. 본 연구결과 과제가치와 학업적 자기효능감은 수업참여도에 영향을 미치는 주요 요인이었으며, 과제가치와 수업참여도 간의 관계에서 학업적 자기효능감은 유의한 부분매개 변인인 것으로 나타났다. 이들 요인은 수업참여도를 55% 설명하였다. 학습자의 수업참여도를 높이기 위해서는 과제가치와 학업적 자기효능감을 향상시킬 수 있는 통합적 접근방법이 필요하다.

• 품질경영학회지
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• 제45권4호
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• pp.847-866
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• 2017

Purpose: The purpose of this study is to examine the effects of educational service quality, participation intention, and educational performance in action learning class. Methods: The proposed research model is tested using structural equation modeling for hypotheses based on the data collected from one of action learning class. Results: The results indicate that educational service quality(reliability, assurance, tangibles, empathy, information accuracy, and relationship quality) positively affects participation intention which in turn improve educational performance, including aspects of before and after class of action learning. In addition, participation intention in classroom positively affects educational performance with both groups. For after class of action learning, the result confirms the effect of responsiveness of educational service quality on participation intention, however, in before class of action learning there is not showed a significant relationship. Conclusion: This study would provide useful information and can be applied to the improvement of educational performance through the participation of students by the instructors and the educational institutes who want to apply the active learning forum in classroom.

• 수산해양교육연구
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• 제26권3호
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• pp.553-566
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• 2014

The purpose of this study was to analyze the effect of ski class satisfaction on re-participation of ski focused on double mediations of professor and education images. The results of this study were summarized in the following. Firstly, the satisfaction of ski class was statistically positive effect on re-participation of ski. Second, the indirect effect of the satisfaction of ski on re-participation of ski through the image of professor was statistically positive significant. Third, the indirect effect of the satisfaction of ski on re-participation of ski through the education image was statistically insignificant. Lastly, the indirect effect of the satisfaction of ski on re-participation of ski through the image of professor and education image was statistically insignificant. This result indicated that there was no the relationship of satisfaction of ski and re-participation through the double mediations which were professor and education images.

• 디지털융복합연구
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• 제13권5호
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• pp.375-384
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• 2015

이 연구에서는 대학교에서 실시하는 교양체육수업에 참여하고 있는 학생들의 수업 참여가치를 분석하고, 학생들이 지각하고 있는 수업 참여성향과 수업 참여행동과의 융복합 관계를 규명하는데 연구의 목적이 있다. 이 연구의 대상은 2014년 서울특별시와 경기도에 위치한 대학교에서 실시하는 대학 교양체육수업에 참여한 대학생 300명을 대상으로 설정하였다. 총 300부의 설문지를 배포하여 연구에서 적절하지 않은 26부의 자료를 제외한 총 274부를 최종 유효표본으로 활용하였다. 이 연구의 목적에 따른 가설을 검증하기 위하여 PASW 18.0과 AMOS 18.0을 이용하여 확인적요인분석, 신뢰도분석, 상관관계분석, 구조방정식모형분석을 실시하였다. 구체적인 본 연구의 결과는 다음과 같다. 첫째, 교양체육수업 참여 학생들의 수업 참여가치는 참여성향에 영향을 미치는 것으로 나타났다. 둘째, 교양체육수업 참여 학생들의 참여성향은 수업 참여행동의도에 영향을 미치는 것으로 나타났다.

• 디지털융복합연구
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• 제16권4호
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• pp.289-297
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• 2018

본 연구는 기본간호학 교과목 수강 간호대학생의 학습태도, 수업참여도 및 학습만족도 간의 관계 및 학습만족도 영향요인을 파악하기 위한 서술적 조사연구이다. 연구대상은 일개 간호학과 기본간호학 과목을 수강하는 2학년 173명이었다. 자료수집은 2017년 9월 1일부터 9월 8일까지 이루어졌다. 자료분석방법은 Pearson 상관관계분석, 단계적 다중회귀분석을 사용하였다. 간호대학생의 학습태도, 수업참여도, 학습만족도에서 공통적으로 전공 만족도, 학교 만족도, 교우관계, 직전 학기 성적, 기본간호학 흥미에서 유의한 차이를 나타냈다. 학습만족도는 학습태도, 수업참여도와 유의한 정적 상관관계를 나타냈다. 간호대학생의 학습만족도에 대한 영향요인으로는 수업참여도, 기본간호학 흥미, 전공 만족도로 총 변화량의 36%를 설명하였다. 본 연구 결과 간호대학생의 전공 만족, 기본간호학 흥미, 수업참여도를 높이는 전략을 통해 학습만족도를 높일 수 있도록 해야 할 것이다.