• 산업진흥연구
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• 제9권1호
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• pp.213-221
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• 2024

본 연구는 중국 고등학생을 대상으로 학습동기와 그릿이 정서지능과 학습몰입의 관계에서 이중매개하는지를 확인하는데 연구의 목적이 있다. 자료는 중국의 한 고등학교에서 유의표집한 고등학생 304명을 대상으로 설문조사를 통하여 수집하였다. 수집한 자료는 SPSS PC+ Win ver. 25.0과 SPSS PROCESS macro ver. 4.2를 활용하여 분석하였다. 적용된 통계방법은 빈도분석, 신뢰도 분석, 상관분석 및 이중매개효과 분석이었다. 연구의 결론은 다음과 같다. 첫째, 정서지능, 학습동기, 그릿 및 학습몰입은 모두 정적인 유의미한 상관관계를 보였다. 둘째, 고등학생들의 학습동기와 그릿이 정서지능과 학습몰입의 관계에서 이중매개하였다. 이러한 결과를 토대로 본 연구는 고등학생들의 정서지능만이 아니라 학습동기와 그릿을 활용하여 학업몰입을 증진키실 수 있는 방안을 제언하였다.

• 디지털융복합연구
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• 제8권4호
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• pp.151-164
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• 2010

본 연구는 유비쿼터스 생활영어 체험학습장의 학습만족과 관련 있는 변인들 가운데 학습환경, 자신감, 학습흥미, 학습만족간의 연구모형으로 구성하여 이 연구모형의 경로를 분석하여 다음과 같은 결과를 얻었다. 첫째, 연구의 변인들 간에 상관관계를 살펴본 결과 유비쿼터스 생활영어 체험학습장을 이용하는 학습자의 학습환경, 자신감, 학습흥미, 학습만족 간에 상관관계가 있었다. 학습환경과 학습흥미, 학습환경과 학습만족, 자신감과 학습흥미 자신감과 학습만족, 학습흥미와 학습만족 간에 정적상관관계를 가졌다. 둘째, 설정된 요인들 간의 경로를 분석해본 결과, 이론모형이 모형 적합도 지수에 만족하여 경로모델이 도출되었다. 연구모형의 경로는 학습환경${\rightarrow}$자신감의 경로와 학습환경${\rightarrow}$학습흥미의 경로가 유의하였다. 그리고 학습환경${\rightarrow}$학습만족의 경로, 자신감${\rightarrow}$학습만족의 경로와 학습흥미${\rightarrow}$학습만족의 경로가 유의했다. 마지막으로, 유비쿼터스 생활영어 체험학습장의 학습환경은 학습자의 학습만족에 직접영향을 미치는 경로로 나타났다.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.173-187
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• 2018

The purpose of this study is to clarify the specific terms of epistemic and epistemological by reviewing the literature on epistemological understanding of science learning, examine the necessity of epistemic discourse analysis based on the view of social epistemology, and provide an exemplar of practical epistemology analysis for elementary children's science learning. The review was conducted in terms of meaning and terminology about epistemic or epistemological approach to science learning, epistemology of/for science, and methodologies for epistemic discourse analysis. As an alternative way of epistemic discourse analysis in science classroom I employed practical epistemology analysis (by Wickman), evidence-explanation continuum (by Duschl), and DREEC diagram (by Maeng et al.). The methods were administered to an elementary science class for the third grade where children observed sedimentary rocks. Through the outcomes of analysis I sought to understand the processes how children collected data by observation, identified evidence, and constructed explanations about rocks. During the process of practical epistemology analysis the cases of four categories, such as encounter, stand-fast, gap, and relation, were identified. The sequence of encounter, stand fast, gap, and relation showed how children observed sedimentary rocks and how they came to learn the difference among the rocks. The epistemic features of children's observation discourse, although different from scientists' discourses during their own practices, showed data-only conversation, evidence-driven conversation, or explanation inducing conversation. Thus I argue even elementary children are able to construct their own knowledge and their epistemic practices are productive.

• 한국생활과학회지
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• 제19권2호
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• pp.295-310
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• 2010

This study measured college students' levels of satisfaction with their cyber learning through an online survey of students who had taken one or more cyber learning before. 500 returned and usable questionnaires were analyzed and SPSS WIN 12.0 was used for the descriptive statistics, t-test, factor analysis and analysis of covariance structures. The results are as follows; First, college students were very interested in their cyber learning. Their decision to take the cyber learning was initiated more by emotional motives (m=3.13) than by rational motives (m=3.35). Second, the consumers' expectations for the cyber learning were divided into the 'Expectation for service quality' and the 'Expectation for economy,' and their 'Expectation for economy'(m=4.02) was higher than their 'Expectations for service quality'(m=3.60). Third, the consumers' expectations for the cyber learning and the results of the cyber learning were analyzed, and a discrepancy between these two were also analyzed. The analysis of discrepancy between the two showed that the average of the results was lower than that of the expectations, which means that the cyber learning did not meet the consumers' expectations in every aspect, However, the average satisfaction level was 3.20, which means consumers were satisfied with the cyber learning overall. Fourth, causes of dissatisfaction with the cyber learning were divided into internal factors due to personal matters and external factors due to classes and other factors. It was found that dissatisfaction due to internal factors was greater than that due to external factors. Lastly, the factors affecting satisfaction/dissatisfaction with the cyber learning and willingness to use it again were analyzed. The results showed that the motive for its use affected the formation of expectation but it did not affect the results. Satisfaction with the cyber learning affected the willingness to use it again positively. However, the effect of dissatisfaction on the willingness to use it again was not statistically significant.

• 인터넷정보학회논문지
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• 제9권5호
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• pp.9-21
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• 2008

이론적으로 U-Learning 환경 하에서는 학습자가 학습하고 있다는 느낌이 들지 않을 정도로 실시간으로 또한 상황대응적으로 학습이 이루어진다. 그러나 본 연구에서는 u-Learning 도입의 초기단계를 가정하고 PMP(Personal Multimedia Player)를 이용한 학습 환경을 주로 살펴보았다. 또한 본 논문에서는 PMP를 활용한 학습 환경 하에서 사용자들이 인지하는 학습활동의 장애요인을 도출하는데 주요 목적이 있다. 이를 위해 64명의 사용자와 비사용자를 중심으로 요구분석을 실시했으며, 그 결과 PMP사용동기, 비용, 사용콘텐츠, 불만족 사항 등을 분석 보고하고 이를 토대로 6가지 확산의 장애요인인 인식의 부족, 자신감의 상실, 부작용, 교육 및 지원의 부족, 비용, 콘텐츠 부족 등을 제시하였다. 더불어 이러한 PMP 활용 u-Learning 확산의 장애요인을 최소화하기 위한 가이드라인도 제언하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.562-573
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• 2011

The purpose of this study was to examine the effects of teaching-learning programs from the perspective of brain-based learning science. Four units in 5th grade elementary science programs of the Revised 2007 National Curriculum were selected as contents to study. As the brain-based learning science analysis method, equations of the brain compatibleness index (BCI) and contribution degree on the brain compatibleness index (BCICRE) were applied to them. This study showed that there were qualitative and quantitative differences among the analyzed teaching-learning programs through the unit and curriculum. The results showed that hands-on activities like experiments or open inquiry activities improved their evaluation of the teaching-learning programs. From the analyzing, teachers can judge whether each teaching-learning program made considered the brain of the learners. Furthermore, this study can provide useful information to consult of various science teaching-learning programs brain-based learning.

• 간호행정학회지
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• 제19권2호
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• pp.282-291
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• 2013

Purpose: The purpose of this study was to identify clusters of nursing competency, and investigate the influence of reflective thinking, team learning climate, and learning organization building according to nursing competency clusters. Methods: Participants were 244 clinical nurses who worked in 4 general hospitals in Gwangju Metropolitan City. Data were collected by self-report questionnaires during June and July, 2011. Nursing competency, levels of reflection hierarchy, team learning climate, and learning organization building were measured. Data were analyzed using frequencies, means, t-test, one-way ANOVA, Pearson correlation coefficients, and K-means cluster analysis with SPSS/WIN 20.0 version. Results: Nursing competency correlated positively with intensive reflection, reflection, team learning climate, and learning organization building (p<.001). There were three clusters of nursing competency in a clinical ladder, which were derived from cluster analysis, grouped as high, middle, and low competency. Intensive reflection, reflection, team learning climate, and learning organization building showed significant differences according to grouping of nursing competency. Conclusion: The results indicate that developing intensive reflection, reflection, team learning climate, and learning organization building would be useful strategies for enhancement of nursing competency.

• 디지털융복합연구
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• 제3권2호
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• pp.143-157
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• 2005

Many papers point out that the e-Learning is one of the most important industries, and the effect on other industries can be more powerful than any other business. Therefore, we think about social, cultural, industrial and technological effect of the e-Learning in order to enlarge industry scale as well as educational performances. In many cases of developed countries, various kinds of study have been performed for the e-Learning quality assurance because quality of the e-learning should operate on effective and efficient learning and continuous market development of education industries. The e-Learning quality assurance has import function not only for learning contents reusability like a SCORM and metadata but also for learning system, solution and service operation, so activities for the quality assurance should consider of cultural and tactical approach when it is applied in the e-learning business. In this paper, we present the concept, domain and purpose of the e-Learning quality assurance. Furthermore, this paper proposes the process and methodology in order to make the quality assurance standard model which is consist of 6 phase such as Environment Research, Needs Analysis, Framework, Metrics, Development and Implementation, Evaluation and Feedback through the analysis and comparison of pre-studied worldwide quality control, management and assurance documents.

• 수산해양교육연구
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• 제29권1호
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• pp.40-50
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• 2017

This study aimed to establish and validate the path models among faculty-student interaction, self-directed learning, and institutional commitment which impacted on the academic achievement of the university students. To achieve these goals, the survey results from 488 university students in North Gyungsang Province were analyzed. Descriptive analysis, correlation analysis, t-test, and path model analysis were performed to understand the relationship among variables. First, all the variables showed positive correlations except academic achievement and institutional commitment upon the study results. Second with respect to the differences by groups, faculty-student interaction and institutional commitment demonstrated the significant differences by sex while self-directed learning and academic achievement did not. Third on the path analyses, self-directed learning influenced to academic achievement directly, while faculty-student interaction did to it by mediating with self-directed learning and institutional commitment. The results of this study suggest that faculty-student interaction, self-directed learning, and institutional commitment perceived by the university students were significant elements on their academic achievements.

• 유통과학연구
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• 제21권7호
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• pp.33-40
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• 2023

Purpose: Higher Order Thinking Skills is one of the important aspects in education that must be mastered by the students in order to be qualified in competing at international level. Success in mastering HOTS among the students is always linked to preparation of a good and conducive learning environment. However, does this connection impacts the students' HOTS achievement? Therefore, this research is carried out in order to evaluate the relationship between HOTS and learning environment with the main focus on Accounting Principle Elective Subject (MPEI PP). Research design, data and methodology: Research in the form of correlation is implied in this study and it involves 59 Form 5 students that has learned all syllabus in Form 4's MPEI PP. Results: Evaluation of HOTS level is based on Taxonomy Bloom that covers applying skill, analysing skill, evaluating skill, and creating skill. Result from data analysis found that there is a very weak correlation (r = 0.02) between the two variables with regression equation of average grade point = 75.023 + (-.273) Learning Environment. Conclusion: Thus, a non-significant relationship between HOTS and learning environment is successfully proven through correlation and regression statistical analysis.