• 대한통합의학회지
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• 제10권2호
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• pp.145-153
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• 2022

Purpose : This study aimed to investigate the effects of blended learning on learning satisfaction in nursing students. Methods : This study was conducted with 160 current nursing students in the department of nursing at K university located in city B. All students included in the study understood the purpose of the study and provided informed consent to participate. Data were collected between May 3 and July 9, 2021 and analyzed using SPSS/WIN 22.0. The frequency, percentage, mean, and standard deviation were created, and t-test, ANOVA, and Scheffé test for post hoc analysis were performed. Correlations were analyzed using Pearson's correlation coefficient. The factors influencing learning satisfaction were analyzed using multiple regression. Results : Significant differences were observed for academic stress according to the online classes environmental satisfaction (F=4.10, p=.001), online classes experience (t=4.11, p=.001) and self-directed learning ability according to the grade (F=4.10, p=.001), online classes environmental satisfaction (t=4.11, p=.001). The academic stress of nursing students who experienced blended learning was significantly negatively correlated with self-directed learning ability (r=-.480, p<.001), and learning satisfaction (r=-.236, p<.001). self-directed learning ability showed a significant positive correlation with learning satisfaction (r=.524, p<.001). The regression model for the factors affecting the learning satisfaction of the subjects was statistically significant (F= 3.027, p<.001). The major influential factors of learning satisfaction were grade (𝛽=.154, p=.013), satisfaction with school life (𝛽=.168, p=.032), and satisfaction with non-contact learning environment (𝛽=-.141, p=.028). The explanatory power was 28 %. Conclusion : These results indicate that it is necessary to reduce academic stress and increase self-directed learning ability to enhance learning satisfaction in nursing students through blended learning. In addition, the development and operation of a tailored intervention program is required to help improve learning satisfaction.

• 한국간호교육학회지
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• 제27권4호
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• pp.381-391
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• 2021

Purpose: This study aimed to identify the influence of learning presence and self-directed learning ability on nursing students' learning satisfaction according to the online learning method. Methods: The participants of this study were 167 nursing students attending three universities in different cities. The data were collected from July 16 to July 23, 2021, via an online self-reported questionnaire. Using SPSS WIN 27.0, data were analyzed by descriptive statistics, Pearson's correlation coefficient and a multiple regression analysis. Results: The most effective online learning method experienced by nursing students was asynchronous online learning according to 58.2% of the respondents, while 30.3% of the respondents answered synchronous online learning. The main merit of asynchronous online learning was that it was possible to listen repeatedly (61.7%) to lectures, and the top advantage of synchronous online learning was that the location of the class was free (53.3%). In asynchronous online learning, the factors that significantly affected nursing students' learning satisfaction were cognitive presence (𝛽=.60, p<.001) and emotional presence (𝛽=.25, p<.001). These variables accounted for 56% of their learning satisfaction (F=54.12, p<.001). Similarly, cognitive presence (𝛽=.64, p<.001) and emotional presence (𝛽=.21, p=.001) in synchronous online learning, were the factors cited for significantly affecting learning satisfaction. The explanatory power was 62% (F=69.19, p<.001). Conclusions: In conclusion, it was found that cognitive and social presence from the learning presence factors in both asynchronous and synchronous online learning influence and enhance nursing students' learning satisfaction. Therefore, these results provide important data for future online class design in nursing education.

• 지식경영연구
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• 제24권4호
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• pp.219-235
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• 2023

디지털 기술의 발전과 코로나19의 영향으로 기업의 혁신과 조직문화가 변화하고 있으며, HRD(Human Resource Development) 분야에서 스마트 러닝의 중요성이 부각되고 있다. 본 연구에서는 HRD 담당자의 관점에서 스마트 러닝을 구성하는 요인들의 상대적인 중요성을 밝히는 것을 목적으로 하였다. 선행 문헌 검토를 통해 현 상황에 가장 부합하는 스마트 러닝 계층 및 요인을 도출하고, AHP 방법을 활용하여 해당 요인의 상대적 중요도를 파악하였다. 결과적으로 1계층 요인에서는 '학습 활동', '교육 활동', '학습 콘텐츠', '평가 방법 및 평가', '학습 시간 및 공간' 순으로 중요도가 확인 되었다. 2계층 전체 요인에서는 '교육 전략', '학습 결과', '학습 과업', '학습 목표', '학습 지원'이 상위 5위에 나타나는 요인으로 확인되었다. 본 연구 결과는 스마트 러닝 개념을 재정립하고, 추후 연구를 위한 학술적 프레임워크를 제안한 점에서 의의를 가진다. 또한, 실무적으로는 HRD 담당자들이 스마트 러닝을 개선하고 향상시키기 위해 어떤 요인에 주력해야 하는지에 대한 유용한 정보를 제공하는데 기여할 것으로 기대된다.

• Educational Technology International
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• 제11권2호
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• pp.43-75
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• 2010

The purpose of this study is to identify patterns of learner behaviors, conflicting and facilitating factors during collaborative work in an online learning community(OLC). This study further seeks to investigate the difference of learner behaviors between high- and low-performing groups, and conflicting and facilitating factors. The online postings from four groups(19 students) in the spring semester(study 1) and six groups(24 students) in the fall semester(study 2) were analyzed. A coding scheme was generated based on constant comparison using the qualitative data analysis tool, NVivo. The analysis identified 7 categories of learner behaviors in both studies. Among the seven categories, information seeking and co-construction were most frequently observed in both studies. One evident difference between the high- and low-performing groups was that the high-performing groups revealed more incidents of learner behaviors in both studies. In addition, six categories of conflicting factors and five categories of facilitating factors were emerged in both studies. The inefficiency of work category was one of the most frequently observed categories in both studies. Interestingly, the high-performing groups showed more incidents of conflicting factors than the low-performing groups. This study revealed two different types of conflicting factors and there is a need for different moderating strategies depending on its type. Based on the results of the study, effective design strategies for an OLC to facilitate active learning were suggested.

• 정보처리학회논문지B
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• 제12B권3호
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• pp.343-348
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• 2005

본 연구에서는 신경망 학습의 일반화 성능과 학습속도를 개선시키기 위한 인자들의 결합 효과를 살펴본다. 신경망 학습에서 중요한 평가 척도로서 여기서 고려하는 인자들에는 초기 가중값의 범위와 학습률 그리고 계수조정 등이 있다. 특히 초기 가중값과 학습률을 고정시킨 후 새롭게 조정된 계수들을 단계적으로 변화시키는 새로운 인자 결합방법을 이용한다. 이를 통하여 신경망 학습량과 학습속도를 비교해 보고, 계수조정을 통한 개선된 학습 영향을 살펴본다. 그리고 비선형의 단순한 예제를 이용한 실증분석을 통하여 신경망 모형의 일반화 성능과 학습 속도 개선을 위한 각 인자들의 개별 효과와 결합 효과를 살펴보고 그 개선 방안을 논의한다.

• 컴퓨터교육학회논문지
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• 제9권3호
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• pp.67-74
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• 2006

본 연구에서는 학습자가 특정 e-러닝 프로그램을 선호하는데 영향을 미치는 다양한 요인들을 탐색해 보았다. 선호도에 영향을 미치는 다양한 변인들을 열거하고 그러한 변인들을 상관 정도에 따라 공통요인을 추출하는 탐색적 요인분석(exploratory factor analysis)를 실시하였다. 분석 결과, 학습자들이 특정한 형태의 e-러닝 프로그램을 선호하게 되는 주된 요인들은 e-러닝 프로그램의 설계방식(1 요인), e-러닝 프로그램 활용목적(2 요인), 사회문화적 쟁점(3요인), 인구학적 요소(4 요인), 조직의 요구(5요인), e-러닝 프로그램 활용결과(6요인), e-러닝 프로그램 운영관리(7 요인), e-러닝 프로그램의 기술적 환경(8 요인)으로 나타났다.

• Journal of the Korean Data and Information Science Society
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• 제27권2호
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• pp.295-304
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• 2016

본 논문에서는 초등학생을 대상으로 수학관의 요인을 규명하고, 이들 하위 요인에 대해 학년 및 성별 차이를 알아보았다. 수학관의 하위요인들로는 자신감, 유용성, 수학의 거부감, 활용능력, 전통적 수학 학습관이라는 5개의 하위 요인으로 설명되어진다. 그리고 3학년, 6학년 각각을 대상으로 수학관에 대한 요인분석을 실시하여 학년 간 요인의 특성을 알아보았다. 분석 결과 요인들은 조사대상자가 처한 상황과 특성에 따라 다를 수 있음을 알 수 있었다. 3학년이 6학년보다 자신감과 활용능력 측면에서 보다 긍정적임을 알 수 있었으며, 이는 곧 현장의 수학교육은 수학함이 실행되고, 수학 학습 방법을 강화하여 지도하는 것이 필요함을 시사하는 것임을 알 수 있다.

• Journal of information and communication convergence engineering
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• 제18권4호
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• pp.239-244
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• 2020

This study analyzed the influencing factors of learning engagement and teaching presence in online programming practice classes. The subjects of this study were students enrolled in an industrial specialized high school, who practiced creating Arduino circuits and programming using a web-based virtual practice tool called Tinkercad. This research adopted a tool that can measure task value, learning flow, learning engagement, and teaching presence. Based on this analysis, learning flow had a mediating effect between task value and online learning engagement, as well as between task value and teaching presence. Increasing learning engagement in online classes requires sensitizing the learners about task value, using hands-on platforms available online, and expanding interaction with instructors to increase learning flow of students. Furthermore, using virtual hands-on tools in online programming classes is relevant in increasing learning engagement. Future research tasks include: confirming the effectiveness of online learning engagement and teaching presence through pre- and post-tests, and conducting research on various practical subjects.

• International Journal of Internet, Broadcasting and Communication
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• 제16권1호
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• pp.36-46
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• 2024

This study is a descriptive survey to determine the effects of fundamentals of nursing skills education with peer evaluation on self-leadership, self-directed learning ability, and learning attitude. The factors affecting self-directed learning ability were peer evaluation, self-leadership, and learning attitude (F=118.81, p<.001), with an explanatory power of 50.4%. The factors affecting learning attitude were peer evaluation, self-leadership, and self-directed learning ability (F=48.89, p<.001), with an explanatory power of 29.5%. Based on the results of this study, we believe that it is necessary to apply various teaching methods such as peer evaluation and promote self-leadership to improve self-directed learning and learning attitude.

• 대한안전경영과학회지
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• 제14권2호
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• pp.193-204
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• 2012

This paper deals with an empirical analysis of the structural relationship among the factors such as quality management activities, organizational learning and firm performance of manufacturing corporations. The findings of the analysis are expected to make lots of contribution to manufacturing corporations establishing strategies for quality management activities and organizational learning. From the analysis, following conclusions and suggestions could be drawn: First, an analysis of the relationship between quality management activities and organizational learning showed that most activities of quality management turned out to exercise great influence upon the factors of organizational learning. This means that the activities of quality management will prompt the members of an organization to actively engage in learning activities individually, by team and organizationally, motivating them to spread such activities across the whole organization, leading ultimately to fundamental renovation of the very organization. Second, from an analysis of the relationship between organizational learning and firm performance, that is, financial and non-financial performances of a company, it was found that most factors of organizational learning have tremendous impact upon financial and non-financial performances of the company. Such result implies that decision and management of the things to be performed in the process of organizational performances are essential to determining firm performance because firm performance depend largely on the outcomes of organizational learning.