• 융합보안논문지
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• 제22권4호
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• pp.129-133
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• 2022

딥러닝 프레임워크는 현재에도 계속해서 발전되어 가고 있으며, 다양한 프레임워크들이 존재한다. 딥러닝의 대표적인 프레임워크는 TensorFlow, PyTorch, Keras 등이 있다. 딥러님 프레임워크는 이미지 학습을 통해 이미지 분류에서의 최적화 모델을 이용한다. 본 논문에서는 딥러닝 이미지 인식 분야에서 가장 많이 사용하고 있는 TensorFlow와 PyTorch 프레임워크를 활용하여 이미지 학습을 진행하였으며, 이 과정에서 도출한 결과를 비교 분석하여 최적화된 프레임워크을 알 수 있었다.

• 한국산학기술학회논문지
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• 제21권11호
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• pp.443-454
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• 2020

본 연구는 온라인 원격교육 참여자의 학습몰입을 설명할 수 있는 구조적 이론모형을 제안하고자, 사이버대학 학습자의 학습몰입에 영향을 미치는 관련 변인들 간의 구조적 인과관계를 밝히고자 하였다. 연구대상은 A사이버대학에 재학하고 있는 학생이며, 편의표집으로 대상자를 선정하고 직접설문조사와 우편설문조사를 병행하였다. 수집된 자료의 수는 272명이며, 분석 방법은 구조방정식모형분석을 사용하였다. 본 연구 결과로 첫째, 사이버대학 학습자의 학습몰입을 설명하기 위해 본 연구에서 제안한 구조적 연구모형을 기반으로 통계적으로 유의미한 적합성을 가지는 수정된 최종모형을 도출하였다. 둘째, 사이버대학 학습자의 학습동기와 학습몰입의 관계를 검증한 결과, 내재적 동기는 학습몰입에 유의한 정적영향을 미치는 것으로 나타났다. 셋째, 사이버대학 학습자의 학업적 자기효능감과 학습몰입의 관계에 대한 실증적 검증 결과, 학업적 자기효능감은 학습몰입에 유의한 영향을 미치는 것으로 나타났다. 넷째, 사이버대학 학습자의 자기주도학습과 학습몰입의 관계에 대한 실증적 검증 결과, 학습자의 자기주도학습 능력은 학습몰입에 유의한 영향을 미치는 것으로 나타났다. 이와 같은 연구결과는 최근 주목받고 있는 온라인 비대면 원격교육의 새로운 패러다임에 대한 성공적인 정착과 확산을 위한 전략적 방향성을 제시하는데 활용될 수 있다.

• 품질경영학회지
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• 제43권2호
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• pp.201-218
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• 2015

Purpose: This study surveyed the effects of instructors' verbal and nonverbal communication quality on students' learning flow and satisfaction. We divided the two types of communication into sub-factors - verbal communication into language, and nonverbal communication into kinesics, proxemics, paralanguage and physical appearance - to examine the causal relationship between learning flow and learning satisfaction. Methods: This study was conducted on the students (parents) of a paid early childhood education program run by "I" company located in Seoul, from November 12, 2014 to November 18, 2014. A total of 317 (90.5 %, effective) questionnaires were collected and analyzed using SPSS 18.0 and AMOS 18.0. Results: First, the verbal communication of the lecturers was found to have significantly positive (+) effects on learning satisfaction. Second, among the nonverbal communications, proxemics and physical appearance were found to have positive (+) effects on learning flow. Third, among the nonverbal communications, proxemics was found to have positive (+) effects on learning satisfaction. Fourth, the learning flow of students was found to have positive (+) effects on learning satisfaction. Conclusion: This study's findings can contribute to realizing desirable communication between instructors and students.

• 한국임상보건과학회지
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• 제6권1호
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• pp.1048-1055
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• 2018

Purpose: The purpose of this study was to investigate the nursing students' metacognition and learning flow. Methods: The participants in this study were 272 nursing students. Between November and December 2017, data were collected through questionnaires. Data analysis was performed using PASW (SPSS) 21.0 program, and descriptive statistics, t-test, one-way ANOVA and Pearson correlation coefficients. Results: The mean metacognition of this study was 3.53/5, and mean of learning flow was 3.34/5. The significant learning flow according to metacognition level (F=46.75, p<.001). The significant correlates of metacognition were learning flow (r=.54, p<.001). Conclusions: The finding of study showed that metacognition was very important for enhancing learning flow influenced these relationship. This study suggested that it is important to develop and implement teaching and learning strategies with improved metacognition in nursing education field.

• 한국간호교육학회지
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• 제25권4호
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• pp.393-404
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• 2019

Purpose: This study aims to investigate the influence of personality type, self-leadership, and positive psychological capital on the flow of learning of nursing students. Methods: The sample consisted of 179 nursing students. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, ANOVA, $Scheff{\acute{e}}^{\prime}s$ test, Pearson's correlation coefficient analysis, and Hierarchical multiple regression. Results: Upon analysis, the relative influence of the variables that can improve learning flow, the influencing variables, were identified as self-leadership and self-efficacy. Conclusion: To increase the learning flow, supportive measures and strategies that increase positive psychological capital should be developed, successful cases of self-leadership be shared, and be incorporated into a culture that promotes learning flow. And to promote the learning flow, it needs political and environmental improvement, and institutional support of at the college level.

• Journal of information and communication convergence engineering
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• 제18권4호
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• pp.239-244
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• 2020

This study analyzed the influencing factors of learning engagement and teaching presence in online programming practice classes. The subjects of this study were students enrolled in an industrial specialized high school, who practiced creating Arduino circuits and programming using a web-based virtual practice tool called Tinkercad. This research adopted a tool that can measure task value, learning flow, learning engagement, and teaching presence. Based on this analysis, learning flow had a mediating effect between task value and online learning engagement, as well as between task value and teaching presence. Increasing learning engagement in online classes requires sensitizing the learners about task value, using hands-on platforms available online, and expanding interaction with instructors to increase learning flow of students. Furthermore, using virtual hands-on tools in online programming classes is relevant in increasing learning engagement. Future research tasks include: confirming the effectiveness of online learning engagement and teaching presence through pre- and post-tests, and conducting research on various practical subjects.

• 예술인문사회 융합 멀티미디어 논문지
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• 제9권3호
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• pp.51-59
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• 2019

외국어 학습이론에서 자기조절학습, 교과흥미, 학습몰입, 자기효능감은 주요 구성개념들로 연구되었다. 이에 본 연구에서는 이 구성개념 간 상호 미치는 영향관계를 파악하기 위하여 상기 구성개념들을 토대로 연구모형을 설정하고 SEM분석을 통하여 그 내용을 파악하고자 하였다. 경남에 위치한 중학교 학생들을 대상으로 수집한 자료를 분석한 결과는 첫째, 교과흥미는 학습몰입에 긍정적 영향을 미치는 것으로 나타났다. 둘째, 교과흥미는 자기효능감에 긍정적 영향을 미치고 또한 자기조절학습에 긍정적 영향을 미쳤으며, 셋째, 학습몰입은 자기효능감에 긍정적 영향을 미치는 것으로 나타났고 넷째, 자기조절학습은 자기효능감에 긍정적 영향을 미쳤고 다섯째, 자기조절학습은 학습몰입에 긍정적 영향을 미쳤다. 상기 분석결과를 살펴보면 영어교육의 경우 학생들의 교과흥미는 학습몰입을 가져오고 자기효능감을 증진시키며 자기조절학습 능력을 증진하여 결국은 성과로 이어지게 된다.

• Journal of Information Technology Applications and Management
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• 제21권3호
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• pp.53-64
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• 2014

It is important to keep learners' feeling positive during learning to enhance learning performance. According to flow theory,challenge-skill balance is a precondition for flow experience: Learners feel anxiety when the challenge of learning is higher than their ability, feel boredom when the challenge of learning is lower than learners' ability, and engage in flow status when the challenge of learning matches the learners' ability. However, the current empirical study reveals that emotions related to enjoyment may appear when the learners' skill is equal to or higher than the learning challenge. Nevertheless, boredom emotion may appear when learners perceive the courses are difficult but unimportant. These empirical survey results revealed the necessary of rethinking the appearance of boredom and enjoyment emotions in computer education.

• 문화기술의 융합
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• 제7권4호
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• pp.511-517
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• 2021

본 연구는 비대면 학습환경에서 간호대학생의 학습몰입, 자기 주도성, 자기조절학습능력 및 학업성취도의 상관관계를 파악하기 위한 서술적 조사 연구이다. 연구 대상은 B, G시에 소재하고 있는 간호대학생 179명으로 2021년 9월부터 10월까지 자료수집을 하였다. 자료 분석은 SPSS 24.0 프로그램을 사용하였으며, 기술통계, 상관관계 분석을 실시하였다. 연구 결과 학습몰입 평균은 38.54±7.87이었고, 자기 주도성은 134.83±19.81, 자기조절학습능력은 42.93±5.98, 학업성취도는 15.03±2.56으로 나타났다. 학습몰입, 자기 주도성, 자기조절학습능력, 학업성취도는 모두 유의한 양의 상관을 보여주었다. 따라서 비대면 환경에서 간호대학생의 학업성취도를 높이기 위한 전략과 학습몰입을 높일 수 있는 환경 개선과 제도적인 지원이 필요하다.

• 수산해양교육연구
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• 제28권2호
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• pp.582-595
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• 2016

Effects of learning variables on academic achievement were major goal of this study. The differences of learning emotions, attitudes, flow and major satisfaction by grades of college students in medical school were proposed to conduct. Participants of this study consisted of 194 students of 1st and 2nd grade plus 121 students of 3rd and 4th grade in medical school. They completed the survey questionnaires composed of learning emotions, attitudes, flow and major satisfaction. Collected data were analyzed by t-test and stepwise multiple regression. Two kinds of results achieved as follows: First, there were differences of negative and positive emotions, and learning attitudes but were found no differences of learning flow and major satisfaction by grades. Second, there were significant effects of learning emotions and attitudes on academic achievement and also found differences of variables that affect academic achievement by grades. Based on these results, we think necessitate of considering learning emotions and behaviors in developing training programs and students support systems for medical school are obliged.