• Journal of Industrial Convergence
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• v.20 no.6
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• pp.73-81
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• 2022

This study is a descriptive research study to analyze the relationship between learning motivation, learning immersion, and self-directed learning. For this study, data were collected from August 1 to 30, 2021. The collected data were analyzed using the IBM SPSS/WIN 22.0 program. The learning motivation was positively correlated with learning immersion and self-directed learning. In analysis results, the factors affecting learning immersion are learning motivation and self-directed learning. And it was confirmed that self-direction was a partial mediating factor in the relationship between learning motivation and learning immersion. Learning motivation is an important factor for nursing students' learning immersion and self-directed learning. Therefore, specific measures to improve self-directed learning should be prepared for learning immersion. Therefore, nursing students' self-directed learning is an important factor for learning motivation and learning immersion, and specific measures to improve that should be prepared.

• Journal of Distribution Science
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• v.15 no.8
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• pp.65-73
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• 2017

Purpose - Although e-learning has this advantage, currently many organizations have failed to recognize the necessity for basic e-learning educational training. It follows that practitioners working in the above organizations face the difficulty of having to find educational training processes of boosting their capabilities by themselves, rather than being able to utilize the educational training processes offered by e-learning. So of their own accord, learners have considered the necessity of information relating to being able to choose between high quality educational training processes. The purpose of this study is to propose opening e-learning content information for enabling an efficient choice of learning processes related to e-learning. Research design, data, and methodology - To pinpoint the items of e-learning content information, the study was initiated according to the following process. First, information relating to e-learning content (offered on e-learning websites) was researched. Second, based on the items of information which emerged from the research, selection and validity verification took place with 5 e-learning specialists as the subjects. Third, the opinions of adult learners at K University were collated relating to the items of information which emerged from the research. Results - The e-learning content information was comprised of 16 items in order to improve the choosing process for learner's e-learning contents. The analysis results showed that when learners were choosing e-learning processes, the most highly considered item was 'mobile support' (4.35). Following this (in order) were 'tuition fees' (4.30), 'certificate issuing' (4.23), and 'awareness of educational institution' (4.18). The least considered items were 'recruiting learners' (3.01) and 'tutor support' (3.18). Conclusions - The 16 items of e-learning content information in this study, were deemed to be helpful to learners in providing them with a choice of desirable e-learning process when this process was offered to them. Following this, there is a need for service institutions offering e-learning processes to make public the information suggested by this study. Research into educational methods additionally points to a necessity for not only e-learning forms, but also offline educational methods and a combination of blended learning to be offered and run parallel to e-learning.

• Journal of Information Technology Services
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• v.10 no.3
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• pp.61-76
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• 2011

The purpose of this paper was to design and implement effective learning model for internet ethics education, following the learning principle and procedure of PBL(Problem-Based Learning) which is one of the constructivism teaching-learning theories(, and to apply it). In this learning model, online learning and face-to-face classes were systematically combined for achieving the teaching-learning goals and the main module for online learning run on Moodle, an open source LMS(Learning Management System). It is possible for learner to participate actively in creation of micro-contents and reorganize contents using various SNS(Social Network Service). The learner can achieve the learner-oriented learning and select micro-contents in order to reorganize the personalized learning contents to take advantage of SNS among learners. To examine educational effectiveness of the proposed learning model, an experimental study was conducted through the education content and method to the subjects of two classes in the second-grade of university located in OO city. 60 students(treatment group=30, control group=30) participated in the experiment. The result statistically verified that the proposed learning method is more effective in cultivating consciousness of internet ethics than the face-to-face PBL learning method. The results of this paper also showed that a lecture using blended learning is efficient in achieving learning performance and that learners responded positively(, which are indicating that the higher effectiveness of learning would be expected) by forming connectedness among learners using SNS. The results of this paper showed that a lecture using blended learning is effectiveness in achieving learning performance and that learners responded positively, which are indicating that the higher effectiveness of learning would be expected by forming connectedness among learners using SNS.

• The Journal of the Korea Contents Association
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• v.13 no.3
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• pp.456-467
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• 2013

The purpose of this study is to increase the level of learning achievement by on-line learning instruments and self-regulated learning. The study were to investigate the 3 learning instrument-lecture, homework, participation-self related learning strategy, learning achievement. This Survey was conducted 226 responses of e-learning social welfare education learners. For this research, Amos 18 is used. The research findings can be summarized as the following. Lecture, homework and participation is indicated significantly affecting self-regulated learning and self-regulated learning is indicated significantly affecting learning achievement. And learning instruments has not statically significant direct effect on the learning achievement but learning instruments has statically significant indirect effect on the learning achievemen and the self-regulated.

• Journal of Satellite, Information and Communications
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• v.11 no.3
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• pp.43-50
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• 2016

This study quantitatively measured the impact of blended learning with smart devices for learning satisfaction. It is targeted in specialized domestic company with IT Service which build smart learning systems and utilize for employee training. Specifically, it empirically analyzed that learning attitude(Self-efficacy, Self-innovativeness, Perceived usefulness, Perceived ease of use) with smart devices affect acceptance of smart learning and offline face-to-face learning satisfaction. As a result, the learning attitude of the smart learning gave a positive effect on the acceptance of the smart learning and then acceptance of the smart learning gave a positive effect on offline face-to-face learning satisfaction. Additionally learning the attitude of the smart learning even gave a positive impact, as well as the acceptance of smart learning experience in offline training. It imply that this variables of smart-learning attitude affect the self-directed learning and positive learning experience.

• Journal of Korean Academy of Nursing
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• v.40 no.2
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• pp.182-190
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• 2010

Purpose: This study was done to identify self-directed learning readiness, achievement goal orientations, learning satisfaction and learning achievement, and to evaluate the factors affecting learning achievement for nursing students using a web-based Health Assessment e-Book. Methods: The research design was a cross-sectional study with a structured questionnaire and data were collected before using the web-based Health Assessment e-Book and 1 week after finishing. The participants were 80 nursing students who were taking the Health Assessment class from March to June 2009. Results: Mean score for subjective learning achievement was 31.26 and for objective learning achievement, 69.25. Subjective and objective learning achievement were positively correlated with self-directed learning readiness, mastery goal, attitude toward distance education, and learning satisfaction. In subjective learning achievement, learning satisfaction and mastery goal were significant predictive factors and explained 64% of the variance. Objective learning achievement was significantly predicted by learning satisfaction and self-directed learning readiness, which explained 24% of the variance. Conclusion: Learning satisfaction, mastery goal and self-directed learning readiness were found to be very important factors associated with learning achievement for nursing students using a web-based Health Assessment e-Book. To provide high quality and effective web-based courses and to improve nursing students' learning achievement and learning satisfaction, educators should consider the learner's characteristics from the initial stages of lecture planning.

• Journal of Broadcast Engineering
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• v.21 no.5
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• pp.739-748
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• 2016

This study quantitatively measured the impact of blended learning with smart devices for learning satisfaction. It is targeted in specialized domestic company with IT Service which build smart learning systems and utilize for employee training. Specifically, it empirically analyzed that learning attitude(Self-efficacy, Self-innovativeness, Perceived usefulness, Perceived ease of use) with smart devices affect acceptance of smart learning and offline face-to-face learning satisfaction. As a result, the learning attitude of the smart learning gave a positive effect on the acceptance of the smart learning and then acceptance of the smart learning gave a positive effect on offline face-to-face learning satisfaction. Additionally learning the attitude of the smart learning even gave a positive impact, as well as the acceptance of smart learning experience in offline training. It imply that this variables of smart-learning attitude affect the self-directed learning and positive learning experience.

• 대한공업교육학회지
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• v.31 no.1
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• pp.110-128
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• 2006

This study investigates the relationship between self-regulated learning ability, learning style and the degree of learning participation in on-line learning. After a four-year university course was constructed in an on-line learning environment and open on-line courses for a semester, in order to recognize the degree of learning participation, an analysis of system log files and notification of the number of bulletins were performed. The result indicates that self-regulated learning ability has a static correlation with the degree of learning participation, and that learning style is not statistically meaningful. Also, the relationship between self-regulated learning ability and learning style was not statistically meaningful. As to the learning style, researchers expected most students would be convergent, but 63.4 per cent of students (52 students) displayed dispersion. In conclusion, when on-line learning is designed, a proper self-regulated learning strategy will help better learning achievement.

• Journal of Digital Contents Society
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• v.19 no.1
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• pp.35-41
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• 2018

The Q-learning algorithm based on reinforcement learning is useful for learning the goal for one behavior at a time, using a combination of discrete states and actions. In order to learn multiple actions, applying a behavior-based architecture and using an appropriate behavior adjustment method can make a robot perform fast and reliable actions. Q-learning is a popular reinforcement learning method, and is used much for robot learning for its characteristics which are simple, convergent and little affected by the training environment (off-policy). In this paper, Q-learning algorithm is applied to a lamp robot to learn multiple behaviors (human recognition, desk object recognition). As the learning rate of Q-learning may affect the performance of the robot at the learning stage of multiple behaviors, we present the optimal multiple behaviors learning model by changing learning rate.

• 대한공업교육학회지
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• v.31 no.2
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• pp.332-349
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• 2006

The purpose of this study is to identify the relationship between the University students' learning styles in an e-learning according to the major field and learning styles in an e-learning according to the psychological types. The results of the research are as follows: First, The Major field made no difference to the learning styles in e-learning. E-learning styles of University student are as follows : the environment-dependent and self-directed learning style, positive and cooperative learning style, environment-independent and self-directed learning style. Second, In comparison with the boys and girl's the learning styles in e-learning, there were individual differences. But the environment-dependent and self-taught learning style was the highest learning style in Boys and Girl's but, especially there was more high in Girl's. Third, Amount to use internet made no difference to the learning styles in e-learning. The difference of learning styles in an e-learning environment according to Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling among Psychological Types were statistically meaningless.