• Journal of Korean society of Dental Hygiene
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• v.20 no.2
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• pp.221-232
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• 2020

Objectives: The aim of this study was to suggest a method for training students majoring in dental hygiene with a sense of professionalism by identifying meta-cognition, efficient learning strategies, and self-directedness necessary to become a spontaneous, self-controlled learner. Methods: A survey was conducted on 316 students majoring in dental hygiene, and collected data were analyzed using SPSS, version 23.0. A post-hoc analysis was performed using descriptive statistics, t-test, analysis of variance, and Duncan's multiple range test, and Pearson's correlation coefficient was used to assess the relationship among meta-cognition, learning strategy, and self-directedness. Results: The meta-cognition, learning strategy, and self-directedness scores of students majoring in dental hygiene were 3.25, 3.08, and 3.12, respectively. Meta-cognition was significant because the grade was lower, and the previous semester grade and major satisfaction were higher. Learning strategy was significant because the previous semester grade and major satisfaction were higher among general high school students. Self-directedness was significantly low in students whose self-conviction score was below 2.0 in terms of the previous semester grade and significantly high with high self-satisfaction. Conclusions: Instructors at the dental hygiene department should acknowledge the importance of meta-cognition, find various teaching methods to improve learning strategy, and encourage students to participate in class by enhancing self-directedness in learning.

• Journal of Engineering Education Research
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• v.15 no.3
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• pp.47-58
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• 2012

The purpose of this paper is to verify the education effects of program for engineering students and extract the essential components to be included in the learning contents. For this, we investigated the lecture contents critically and analyzed the evaluation result of questionnaire to examine the students' learning satisfaction and learners' needs concerning the effectiveness of course. The survey using two types of questionnaires was conducted with 210 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various speech education's effects concerning (1) verbal components, (2) non-verbal components, (3) problem solving competence, (4) teamwork skills, etc. On the other side there have been pointed out as problems in the ${\ll}$Presentation and Debate Skills${\gg}$ class, such as (1) a large number of assignments, (2) insufficiency of more refined evaluation method for the individuals and (3) a well-balanced arrangement between 'theory' and 'practice' was needed. However more importantly, the individual students can not do practice sufficiently owing to the large scale of class. Therefore the various and effective ways to help students improve their communicative competence have to be developed further. Finally, there have been extracted several essential components to be included in the class and implications for ameliorating the class were discussed and suggested in detail.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.141-148
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• 2019

The purpose of this study is to analyze and compare the effectiveness of elementary in e-Learning video lessons. In an elementary school where the educational videos are frequently used, the learning about video materials is important but it is difficult to judge all students by a teacher in a classroom. In order to solve the problems of the field, In the fifth-grade elementary school social studies class, learning using video material was conducted by using the online learning judgment system for the experimental group, and learning using video material was conducted by the traditional method for the controlled group. As a result of the experiment, the class using the online learning judgment system was effective in enhancing the learner 's academic achievement. It also positively influenced learners' learning satisfaction. Teachers' satisfaction was not statistically significant because of the small number of teachers. However, The mean value of the teachers' satisfaction in the experimental group was high and the deviation was small.

• Journal of Digital Convergence
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• v.20 no.4
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• pp.83-92
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• 2022

With the digital transformation of the entire industry, software competency has become the core competency for the future talent. However, it is difficult to find researches related to the corporate education for improving employee's software capability. Therefore, this study tried to verify the relationship between factors affecting the learning performance of employees in online software education. For this purpose, a survey of 223 employees with online software education experience was analyzed using the SPSS PROCESS macro. As a result of analysis, perceived usefulness and self-regulated learning have been found to have a significant multiple mediating effect on learning performance by digital literacy and satisfaction. This suggests that not only learner factors but also the characteristics of education should be considered. The results of this study are expected to be helpful in designing effective online education programs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.510-521
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• 2020

The university is attempting educational innovation to cultivate talents required by society. The purpose of this study was to prove the educational effect by applying the PBL to on a fashion theoretical course. The research methods are theatrical research and model development research to guide to utilizing PBL. As a result of this study, the learners' satisfaction with the subject applying PBL was evaluated quite positively. In general, it has been shown to have a very effective effect on improving the learner's problem-solving capability, cooperative learning capability, and self-directed learning capability. In particular, the problem-solving capability is relatively high compared to other factors. The result is consistent with the educational goal of the PBL for improving the learner's problem-solving capability. Perceivable correlation analysis on the relationship between the factors to grasp the educational effect of the PBL revealed the factors with a static correlation. In particular, the problem solving capability and cooperative learning capability developed a significant correlation with self-directed learning capability. This is a testament to their ability to exert greater influence when the competencies that each learner develops are combined.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.35-49
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• 2009

The purpose of this study was to examine the effect of instruction for the development of analytical rubrics based on teacher-student compromise, which would be applied to performance assessment about the ninth-grade housing unit of the 7th national curriculum. In order to find out the influence of the rubric development instruction on learning motivation, two different third-year classes in a middle school were selected respectively as an experimental group and a control group. The way of presenting the rubrics and learning motivation were respectively selected as independent and dependent variables. Both groups took two lessons and a pretest-posttest on learning motivation. As for the analytic rubric for the individual task performance in the housing unit, three evaluation items were selected. As a result, the instruction for the learner-involved development of analytical rubrics for the housing segment had a positive effect on the confidence and satisfaction of the middle schoolers, which were two out of four sub-factors of learning motivation. Open-ended questions showed that the instruction got to build confidence in the course of being aware of the evaluation criteria and fulfilling the given tasks.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.415-424
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• 2017

Due to the influence of the fourth industrial revolution in recent years, maker education is getting attention. Therefore, this study tried to propose the possibility of application (app) development education as maker education by empirically verifying the affective and cognitive effects of app development education using authoring tool. To do this, we implemented app development education in D high school in Seoul, Korea, and collected data from 41 participants. We analyzed the changes in attitudes toward SW education and creative problem-solving ability before and after the education by conducting the paired t-test, and the level of satisfaction and perceived achievement through descriptive statistics analysis. Also, the learner's responses collected through the open-ended questionnaire were analyzed qualitatively. The result showed that the attitude toward SW education and creative problem-solving ability showed statistically significant improvement after app development education using the authoring tool, and the learner's statement also supported this result. Also, satisfaction and perceived achievement after the education were relatively high. Through these results, we have empirically confirmed the effect of app development education using the authoring tool for high school students, and derived the theoretical and practical implications.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.522-534
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• 2019

The purpose of this study is to investigate the interaction factors(learning motivation, concrete feedback, learner's control) and affordance factors (aesthetics, playfulness, stability) that influence flow in e - learning. This study collected 236 survey data from e-learning users. The data was analyzed the statistical relationships among the variables using the SPSS21 and AMOS21. The measurement model was reliable and valid, and the structual model was good. The result shows that interaction factors (concrete feedback, learner's control) and affordance factor (playfulness) influence on flow. Flow has a significant effect on satisfaction. Especially the effect of playfulness on flow is meaningful. Playfulness is one of the most important factors leading to the flow state of humans. The contribution of this study is to find the factors influencing flow in the interaction between learners and computer in e-learning. It can be used to provide an entertainment experience that can enhance the satisfaction of consumers in the Internet environment by finding the antecedents that affect the flow in computer - human interaction.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.101-116
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• 2022

This study aims to apply the problem-based learning method to a college course on 'Consumer Studies' in a teacher education program. The participants of this study were 27 undergraduate students who were enrolled in the course. The PBL class was implemented for seven weeks using two problems: proposing special lectures on economic concepts and financial consulting. The effectiveness of PBL was analyzed through self-reflective journals, self-assessment, and a learning satisfaction survey of students. The result of this study was as follows. Students achieved the learning objectives and strengthened their collaboration and communication skills with team members during the PBL process. Moreover, students improved their self-directed learning and problem-solving ability through the PBL class. The results of self-assessment, in terms of learning task performance, active interaction, and self-directed learning were generally high at 4.63 points. In addition, the overall learning satisfaction level was very high, with a score of 4.75. The results will provide effective information on PBL classes to instructors and prospective teachers and will be used as data for learner-centered PBL classes.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.69-78
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• 2015

This study aims to analyze differences in the social presence of instructor by instructor's social intervention, the effects of the social presence of instructor on learning satisfaction, and learner characteristics related to the social presence of instructor. Data including subjects' demographic information, interactions, social presence of instructor, social presence of the course, and learning satisfaction were collected from 119 adult learners in an online university in Korea. The main findings of this study are as follows. First, the social presence of instructor was higher in the higher-aged group or active group on intranet message board than the lower-aged group or inactive group on the board. Second, instructor's social intervention increased the level of perceived social presence of instructor. However, the active group on the board has shown the highest level of perceived social presence of instructor, without instructor's social intervention. Third, there was a high correlation between instructor's social intervention and the social presence of instructor, while the variables affecting learning satisfaction were the social presence of instructor and social presence of the course. From the results of this study, it is suggested that instructors' social interventions be provided systematically for those who are not active in social interaction to enhance their learning satisfaction.