• Journal of Digital Convergence
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• v.14 no.3
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• pp.309-318
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• 2016

This study aims to investigate the effects of self-efficacy and self-directed learning readiness to self-leadership of nursing students. The data of self-efficacy, self-directed learning readiness and self-leadership was collected for the nursing students of K university in K city from Sep. 2015 to Nov. 2015. The results show that self-efficacy is different according to subjects' age, and self-directed learning readiness is different according to the grade. The correlations among self-efficacy, self-directed learning readiness and self-leadership are significant, and the self-directed learning readiness is a significant predictor of self-leadership. It is expected that the nursing students will be able to act as a leader in clinical practice and health care by promoting self-directed learning readiness from the university education, and it is required to develop and operate the self-directed learning readiness program including the opinions of learners.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.171-180
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• 2021

This study was conducted to check critical thinking disposition, academic self-efficacy, and self-directed learning ability, and to understand the effect on self-directed learning ability for nursing students. Data were collected from 268 nursing students in the 3rd and 4th grades of two universities. As a result of the study, it was found that there was a significant positive correlation between critical thinking disposition, academic self-efficacy, and self-directed learning ability of nursing students. The factors affecting the self-directed learning ability of nursing students were critical thinking disposition, academic self-efficacy, major satisfaction, and personality disposition, which accounted for 68% of self-directed learning ability. Therefore, in order to improve self-directed learning ability, it will be improved if the critical thinking disposition can be improved through the curriculum, and academic self-efficacy and major satisfaction are increased by applying various teaching and learning methods and programs.

• Journal of Korean Clinical Health Science
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• v.6 no.2
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• pp.1136-1146
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• 2018

purpose: The study was performed by targeting nursing students in order to examine the level of their self-directed learning ability, self efficacy and learner satisfaction and to identify their effects on learner satisfaction. methods: A structured self-administered questionnaire was used, and a total of 150 questionnaires were distribute. Data were collected from 150 nursing students at D university located in D city, and a total of 141 students were included for the final analysis. Data were collected between November 15, 2017 to December 16, 2017, and questionnaire comprised items to measure general characteristics, self-directed learning ability, self efficacy and learner satisfaction. results: In addition, learner satisfaction was positively correlated with self-direct learning ability, self-efficacy. Finally, self-direct learning ability, self-efficacy and interpersonal relationship were found to explain 42.9% of the variance of learner satisfaction. conclusion: The findings of this study could be utilized as base data when developing a program to enhance nursing students's learner satisfaction and it is suggested that an interventional research of analyzing validity and effectiveness of developed education program would be also required.

• Journal of muscle and joint health
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• v.28 no.1
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• pp.70-78
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• 2021

Purpose: Flipped learning is a novel teaching strategy for encouraging students to engage in the learning process. This study aimed to redesign the public health nursing course and examine the implications of flipped learning on learning outcomes, self-efficacy, and self-leadership in undergraduate programs. Methods: A one-group, pretest-posttest design was used. A total of 80 students participated in this study. The flipped learning method was employed between April 14 and June 5, 2016. The data were analyzed using descriptive statistics and an independent t-test. Results: The self-efficacy of the lower 25% group based on academic performance was significantly increased; however, self-leadership did not show any change after utilizing flipped learning. Overall, 65.4% of the students were satisfied with their class. Conclusion: Flipped learning was an effective strategy for students with low achievement. Despite these advantages, it was considered to reduce the burden of studying.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.467-473
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• 2021

The purpose of this study is to confirm the effect of health assessment classes applied with flip learning on self-directed learning ability, critical thinking disposition, and academic self-efficacy of nursing students. This is a comparative study before and after a single group, targeting sophomore students taking a health assessment by applying flip learning at a nursing college in K city, Gyeongsangbuk-do. The final analysis consisted of 104 subjects, and the pre-post difference was analyzed by a paired sample test. As a result, self-directed learning ability (t=-3.23, p<.01), critical thinking disposition (t=6.381, p<.001), and academic self-efficacy (t=-4.62, p<.001) were all statistically significantly increased. Based on the results of this study, it was confirmed that the flip-learning method is an effective program to enhance the self-directed learning ability, critical thinking ability, and academic self-efficacy of nursing students. In the long run, the application of the flipped learning learner will play a role in improving the educational environment and strengthening the abilities of students.

• Informatization Policy
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• v.29 no.4
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• pp.26-42
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• 2022

In order to evaluate the usefulness of metaverse learning from the learner's point of view, this study 1) evaluated whether the expectancy-value of the class was satisfied before and after the learner used the metaverse learning platform and 2) verified factors affecting metaverse learning satisfaction with regard to the self-efficacy and expectancy-value of learners. Expectancy-value was evaluated by the learning effect, communication, class involvement, and learning attitude, whereas self-efficacy was evaluated by preference for task difficulty, self-regulation efficacy, and self-confidence. As a result of a study targeting 70 college students who applied for a few courses using the metaverse platform at a university in the northeastern part of Seoul, learners were found to have high expectations and values for learning before using the metaverse platform, but both were not statistically satisfied after use. In addition, the higher the self-efficacy of the learner, the higher the satisfaction with the metaverse learning, and statistically significant results were found in the task-difficulty preference and self-regulatory efficacy among the sub-factors of self-efficacy. There is a negative causal relationship between expectancy-value factors and satisfaction with metaverse learning. This study implies that it is a learner-centered evaluation of metaverse learning, revealing the expectancy-value effect and factors influencing the satisfaction with metaverse learning.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.241-256
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• 2012

This purpose of this study was to examine the mediating effects of child care efficacy on the relationship between professional learning environment and turnover intention. For this purpose, we conducted a questionnaire survey with 237 child care teachers. The results of this study are summarized as follows. First, when child care teachers had low professional learning environment or low efficacy, their job turnover intention and occupational turnover intention improved. Second, job turnover intention and occupational turnover intention was affected by professional learning environment. Third, child care efficacy mediated between professional learning environment and occupational turnover intention.

• Korean Journal of Adult Nursing
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• v.22 no.2
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• pp.221-228
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• 2010

Purpose: The purpose of this study is to identify the relationship among clinical competence of diabetic diet education on standardized patients, self-efficacy, communication skill, learning satisfaction, and professional values of nursing students. Methods: The present study was a descriptive research. The participants were 144 junior nursing students in a university. The clinical competence on diabetic diet education was assessed by trained evaluators when nursing students performed diabetic diet education using the standardized patients. The students' self-efficacy, communication skill, professional values, and learning satisfaction were measured by themselves using the questionnaires. Results: The clinical competence on diabetic diet education showed positive correlations with communication skill and learning satisfaction, while the competence was not correlated to self-efficacy and professional values. Conclusion: The results of this study suggest that clinical competence on diabetic diet education may be more related to communication skills and learning satisfaction than self-efficacy and professional values. Promoting communication skills and learning satisfaction using a standardized patient may increase nursing students' competence on diabetic diet education.

• The Journal of Information Systems
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• v.15 no.2
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• pp.49-75
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• 2006

The main purpose of this study is to identify the factors affecting personnel e-Learning acceptance. We used self-efficacy and perceived playfulness as independent variables to extended Technology Acceptance Model in an e-Learning contort. Perceived playfulness is the one of the important personal intrinsic motivational factors which could enlarge the understanding process of technology acceptance in the personal perspective. Questionnaires were collected from 94 respondents who experienced e-Learning systems that L Corporation provided. This study developed and empirically tested a model representing the relationship by using Structural Equation Model among factors which are: perceived usefulness, perceived ease of use, perceived playfulness, self-efficacy and attitudes. Also we measured affective and cognitive attitude because, most psychometric literature explain attitude has two different dimensions which are affective and cognitive. The major findings of the study are summarized as follows. Firstly, the higher the perceived usefulness the more affected the behavioral intention was to use as well as attitude to be positive. Secondly, as much as perceived playfulness more affected the perceived ease of use as well as self-efficacy. Finally, the perceived ease of use and self-efficacy are not significantly affected attitude while they are affected perceived usefulness and perceived playfulness.

• Journal of Information Science Theory and Practice
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• v.10 no.3
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• pp.24-39
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• 2022

Online learning is becoming ubiquitous worldwide because of its accessibility anytime and from anywhere. However, it cannot be successfully implemented without understanding constructs that may affect its adoption. Unlike previous literature, this research extends the Unified Theory of Acceptance and Use of Technology with three well-known theories, namely compatibility, online self-efficacy, and knowledge sharing and acquisition to examine online learning adoption. A total of 264 higher education students took part in this research. Partial Least Squares-Structural Equation Modeling was used to evaluate the proposed theoretical model. The findings suggested that performance expectancy and compatibility were significant predictors of behavioral intention, whereas behavioral intention, facilitating conditions, and compatibility had a significant and direct effect on online learning's actual use. The results also showed that knowledge acquisition, knowledge sharing, and online self-efficacy were determinates of performance expectancy. Finally, online self-efficacy was a predictor of effort expectancy. The proposed model achieved a high fit and explained 47.7%, 75.1%, 76.1%, and 71.8% of the variance of effort expectancy, performance expectancy, behavioral intention, and online learning actual use, respectively. This study has many theoretical and practical implications that have been discussed for further research.