• 컴퓨터교육학회논문지
• /
• 제13권5호
• /
• pp.15-27
• /
• 2010

PBL(Project Based Learning)은 학업성취도 및 문제해결력 향상에 효과적인 교수-학습방법으로 프로그래밍 교육에 널리 적용되고 있다. 하지만 학습 초기의 진입장벽이 높은 프로그래밍 학습에서 PBL의 장점이 발휘되기 위해서는 수업설계시에 학습동기 유발전략이 요구된다. 이러한 학습동기 유발전략은 학습자의 학습양식을 고려하여 적용하였을 때에 효과적이지만, 아직까지 PBL 기반의 프로그래밍 수업에서 학습동기 향상을 위해 학습양식에 따라 고려해야 할 요소에 대한 연구는 부족한 실정이다. 이에 본 연구는 PBL 기반의 프로그래밍 수업에서 학습양식에 따라 학습동기에 어떠한 차이가 있는지를 분석하고, 이를 토대로 수업설계시 고려해야 할 요소에 대한 시사점을 도출하는 것을 목적으로 수행되었다. 이를 위해, ARCS 모델을 중심으로 설계된 시뮬레이션을 제작해보는 PBL 프로그래밍 수업을 실시하였다. 사전에 학습동기검사, 학습양식검사를 실시하였고 실험조치 후 사후 학습동기를 검사한 결과, 학습자의 학습동기에 유의미한 차이가 나타났다. 끝으로, 학습양식에 따른 ARCS 모델의 하위 요소별 차이를 비교 분석하여 PBL 기반의 프로그래밍 수업설계에 있어서의 시사점을 제시하였다.

• 한국간호교육학회지
• /
• 제6권1호
• /
• pp.64-76
• /
• 2000

The purpose of this study is to identify the difference in learning styles, learning stages, and preferred nursing specialties between two groups of nursing programs, regular BSN and RN-BSN. The survey instrument was a simplified version of the Kolb's Learning-Style Instrument which was developed by the researcher, a self- reported learning style questionnaire with twelve questions related to the four learning stages. The sample of the study was the 218 nursing students in a university in Korea which consisted of 58 junior and 67 senior students in the regular BSN program, and 58 junior and 35 senior students in the RN-BSN program. Main findings of the study were as the following. 1) Over all, the major learning style was either the diverger or the accomodator; the most preferred learning stage was the concrete experience and the leastly preferred learning stage was the abstractive conceptualization learning stage; and the most preferred nursing specialty in the future was the clinical nursing. 2) Students in the BSN program preferred four learning stages with rather equal proportion, whereas the students in the RN-BSN program preferred the concrete experience learning stage as high as 60.3% and the abstractive conceptualization learning stage as low as 9.5%. 3)For the future career, the junior students of both programs preferred clinical and educational nursing areas, and the senior students of both programs preferred clinical and research areas. The main reason of the difference seemed to result from the different courses such as Health Education or Teaching Method for the juniors and the Nursing Research for the seniors of both groups. Because the sample of the study was limited to a university, it is difficult to generalize the study results for the entire nursing students in Korea. Continuous studies with larger numbers of nursing students and nurse educators, and experimental studies measuring the effects of new curricula are needed for the future.

• Journal of Korean Biological Nursing Science
• /
• 제15권4호
• /
• pp.155-163
• /
• 2013

Purpose: The purpose of this study was to identify the mediating effect of confidence for drug calculation in the relationship between interest in medication and drug calculation competency using learning style. Methods: Participants in this study were 421 nursing students from Busan and Kyungnam province. The scales of learning style, interest in medication, importance of perception, confidence for drug calculation, and drug calculation competency for nursing students were used in this study. Descriptive statistics, $X^2$-test, t-test, Pearson correlation coefficient, and stepwise multiple regression were used for data analysis. Results: Learning styles of the participants were diverger 19.0%, accommodator 30.9%, converger 21.1%, and assimilator 29.0%. The drug dose calculation competency of participants was relatively low with a mean score 66.73. There were significant positive correlations among drug dose calculation competency, interest in medication (r=.31, p<.001), and confidence for drug calculation (r=.44, p<.001). Confidence for drug calculation was a moderator between interests in medication and drug calculation competency. Conclusion: Based on the result of this study, confidence for drug calculation promoting strategy such as medication reconciliation and various learning technology for improving drug calculation competency are needed.

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제26권3호
• /
• pp.301-316
• /
• 2012

Ball, Thames, Phelps(2008)는 수학을 가르치는 교사에게는 특별히 수학 가르침을 위한 지식(MTK)이 필요하다고 주장을 하면서 그 하위 영역으로 학생들이 분수의 나눗셈을 수행하는 것에 대해 평가할 수 있는 교사의 능력과 같이 특정 영역에 대한 지식과 기술을 의미하는 전문화된 내용 지식(SCK)을 제시하였다. 본 연구에서는 초등 6학년 학생들에게 교과서에서 유일하게 제시된, 문장제 만들기, 즉 분수 나눗셈 $9/10{\div}2/5$에 알맞은 문장제 문제를 만들게 하였고, 이들이 제시한 답의 유형을 네 가지의 유형으로 분류하였다. 각 대표적인 유형의 답들을 선택하여 초등 6학년을 지도한 경험이 있는 10명의 교사들에게 제공하였고, 이 답들에 대한 평가를 하는 과정에서 나타나는 오류와 분수 나눗셈에 대한 문장제의 의미를 통해 교사들의 전문화된 내용 지식(SCK)을 분석하였다.

• 기본간호학회지
• /
• 제19권3호
• /
• pp.334-342
• /
• 2012

Purpose: This descriptive study was done to identify the academic achievement, self-directed learning (SDL), and critical thinking disposition (CTD) of nursing students according to their learning styles. Method: The participants were 240 nursing students. Data were collected using structured questionnaires which included Kolb's Learning Style Inventory, Academic Achievement in Fundamental Nursing and Health Assessment, Self Directed Learning Readiness Scale, and California Critical Thinking Disposition Inventory. Data were analyzed using ${\chi}^2$ test, ANOVA, Pearson' correlation coefficients, and Spearman rank correlation coefficient. Results: One third of respondents were shown to be Convergers in their learning style (33.3%). The Academic Achievement of students who were Convergers was significantly higher than those who were Divergers or Accommodators (F=5.95, p=.001). The SDL and CTD of students who were Convergers were significantly higher than Divergers and Assimilators (F=9.67, p<.001 and F=8.42, p<.001). No significant correlations were found between Academic Achievement and SDL or CTD, but a statistically significant positive correlation was found between SDL and CTD (r=.68, p<.001). Conclusion: The findings of this study indicate that learning style influences academic achievement, SDL and CTD.

• Korean journal of medical education
• /
• 제30권4호
• /
• pp.339-346
• /
• 2018

Purpose: The purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course. Methods: 'Biodiversity and Global Environment,' a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion. The Kolb's Learning Style Inventory and the Myers-Briggs Type Indicator were conducted to measure non-cognitive student factors. Independent samples t-test and multivariate regression analyses were used to examine the relationships between self-rated measurements and academic achievement. Results: More than half of the students enrolled in the flipped science course had an assimilator learning style (50%), followed by convergers (24%), accommodators (16%), and divergers (10%), and their personality types were dominated by the introverted, sensing, thinking, and judging types, respectively. Examining group differences using the t-test demonstrated a significant relationship between the diverger group and higher academic success. In particular, the multivariate regression analysis indicated that both thinking types and female students performed better in discussion than feeling types and male students. Conclusion: To operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.

• Journal of Information Science Theory and Practice
• /
• 제8권4호
• /
• pp.55-66
• /
• 2020

The purpose of this study is to examine the relationship between collaborative information seeking and users' learning style preferences and their experience of information systems. The study investigates the role of four different factors including learning style, task complexity, and user experience in collaborative information seeking in digital environments. Sixty participants (30 pairs) were randomly chosen from volunteer graduate students of Kharazmi University (Iran). Participants completed Kolb's learning style questionnaire and a user experience questionnaire and then performed two information seeking tasks (one simple and one difficult) in a lab setting. They could exchange information with their partners or a librarian using Skype. The sessions were recorded using Camtasia. The results showed that with an increase in task difficulty, collaborative information seeking activities increased and more interactions with partners and the librarian occurred. The number of executive help-seeking requests was higher than the number of instrumental help-seeking requests. This research confirms that learning style is related to the way users interact with the digital library and help seeking. The research showed that in difficult tasks, the differences among users with different learning styles become more evident, and that generally interactions increase in more difficult tasks. Among the learning styles, the accommodating style had the highest number of relationships with collaborative information seeking variables. Most of the statistically significant relationships between users' prior computer experience and collaborative information seeking variables were related to the time variable.