• 디지털융복합연구
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• 제6권3호
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• pp.13-22
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• 2008

The purpose of this study is to explore 'Flow Experience' of those studying English speaking and listening in the e-Learning environment. The exploration of flow experience in this study is based on the literature research of Csikszentmihalyi's flow models and other studies. There have been many studies on flow experience focusing on arts, leisure and sports in accordance with Csikszentmihalyi's original theory, however, his flow theory has recently been adapted to the educational field. Nonetheless, it is in the e-learning environment, rather than the face-to-face traditional teaming environment, that there is not enough flow state measurement scale. Therefore, it is important to develop as a stepping stone a flow state scale for those who study English speaking and listening by the cyber-native-speaker on e-Learning environment to improve their satisfaction and achievement.

• 한국치위생학회지
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• 제16권4호
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• pp.643-649
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• 2016

Objectives: The purpose of the study was to investigate the relationship between professor trust and learning flow in allied health students and to provide the basic data for the improvement of curriculum and teaching method. Methods: A self-reported questionnaire was filled out by 263 allied health students. The questionnaire consisted of 27 questions of professor trust by Likert 5 scale and 29 questions of learning flow by Likert 6 scale. Cronbach's alpha in this study was 0.97 in professor trust, 0.96 in learning flow. The data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, correlation and stepwise multiple regressions. Results: The score was 3.72 in professor trust and 3.46 in learning flow. There were positive correlations between learning flow and professor trust including intimacy, professional, teaching skills and leadership. Stepwise multiple regression analysis revealed that learning flow was related with professor trust. Conclusions: The learning flow depends on professor trust. Based on the research, improvement directions that put strong emphasis on low section of professor trust and learning flow must be placed.

• 한방안이비인후피부과학회지
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• 제28권2호
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• pp.54-65
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• 2015

Objective : This Study was conducted in order to develop the Learning Satisfaction (LS)and Learning Flow Scale(LFS) for Korean Medical Ophthalmology & Otolaryngology & Dermatology and to investigate the reliability and validity. Methods : LF and LFS were administered to 44 students and 20 resident physicians . We examined the test-retest reliability, internal consistency and perfomed factor analysis. Result : 1. Test-retest reliability were reliable on LS and LFS for Korean Medical Ophathalmology & Otolaryngology.2. Test-retest reliability were unreliable comparatively on LS and LFS for Korean Medical Dermatology.3. internal consistency were all reliable in LS and LFS Korean Medical Ophthalmology & Otolaryngology & Dermatology.4. factor analysis were reliable only LS of Korean Medical Dermatology. Conclusions : LS and LFS has reliability to measure learning satisfaction and learning flow of Korean Medical students. But there is no evidence about validity of LS and LFS for Korean Medical Ophthalmology & Otolaryngology & Dermatology.

• 한국치위생학회지
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• 제16권5호
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• pp.687-693
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• 2016

Objectives: The purpose of the study was to investigate the influence of instructor trust on learning flow and academic achievement in dental hygiene students. Methods: A self-reported questionnaire was completed by 202 dental hygiene students in Gyeongnam from July to August, 2016. A five point Likert scale questionnaire consisted of intimacy (8 items), professionalism (8 items), teaching ability (5 items), and leadership (6 items). Measurement of learning flow was adapted and modified by Kim et al. Academic achievement was adapted and modified by Noe and Schmitt. Cronbach's ${\alpha}$ of learning flow was 0.77 and that of academic achievement was 0.78 in the study. Data wee analyzed by t-test, one way ANOVA, $Scheff{\acute{e}}$ test, and Pearson's correlation using SPSS 23.0 program. Results: The scores of instructor trust, learning flow, and academic achievement were 4.37, 3.46, and 3.23, respectively. Academic achievement had a close positive correlation with instructor trust (r=0.46, p<0.001) and learning flow (r=0.63, p<0.001). Instructor trust had a positive correlation with learning flow (r=0.50, p<0.001). Learning flow took mediating effects on instructor trust and academic achievement. Conclusions: The trust between students and instructors had a great influence on learning flow and academic achievement. So the instructor should try to make the students concentrate on learning.

• 실천공학교육논문지
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• 제6권1호
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• pp.43-49
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• 2014

몰입을 할 줄 아는 능력과 습관이 한 개인의 삶의 질을 평가하는 중요한 지표가 될 수 있다고 알려져 있다. 또한 청소년기로부터 성인 초기로 전환하는 중요한 시기에 있는 대학생의 몰입 경험은 일차적으로 전공 탐구와 진로 결정에 크게 영향을 주고 향후 질 높은 삶이 전개에도 영향을 준다. 본 연구에서는 공과대학 메카트로닉스공학부생들이 PLC (Programmable Logic Controller) 실습을 통하여 몰입을 경험하는가를 조사하였다. 이를 위해 몰입 요건을 분석하여 PLC실습에서 몰입학습이 일어나도록 강의계획을 수립하고, 학습여건을 만들고, 수업 난이도를 조정하였다. 그리고 한 학기 동안 PLC실습을 수강한 학생들 90명에 대하여 Likert식 5점 척도 설문으로 몰입의 효과를 조사하였다.

• 한국콘텐츠학회논문지
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• 제11권8호
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• pp.499-511
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• 2011

본 논문은 방과후학교의 유형과 학습몰입 정도에 따른 중학생의 방과후학교 교육만족도의 차이를 분석하면서 방과후학교의 유형과 학습몰입 정도에 상호작용 효과가 있는지를 살펴보는데 그 목적이 있다. 연구의 대상은 중학교 1,2,3학년 382명이며, 조사도구로는 연구대상자의 일반적 특성, 수강한 방과후학교 수업의 일반적 특성, 그리고 학습몰입 척도와 방과후학교 교육만족도 척도로 구성된 질문지를 사용하였다. 구체적인 연구문제를 검증하기 위하여 다변량분산분석(MANOVA)을 사용한 결과 방과후학교 특기 적성수업을 수강한 중학생들이 교과수업을 수강한 중학생들보다 방과후학교 지도교사만족도가 높은 것으로 나타났으며, 학습몰입 정도가 높은 중학생들이 학습몰입 정도가 낮은 중학생들보다 방과후학교 교육과정, 지도교사, 교육시설만족도가 모두 높은 것으로 나타났다. 그리고 학습몰입 정도가 높은 중학생들에 있어서는 특기 적성수업을 수강한 중학생들이 교과수업을 수강한 학생들보다 방과후학교 교육과정과 교육시설만족도가 높았으며, 학습몰입 정도가 낮은 중학생들에 있어서는 교과수업을 수강한 학생들과 특기 적성수업을 수강한 중학생들 간에 방과후학교 교육과정과 교육시설만족도에 유의한 차이가 나타나지 않았다.

• Educational Technology International
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• 제16권2호
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• pp.167-181
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• 2015

The purpose of this study was to examine the effects of using learner-created DST to communicate academic information on the creativity and flow of university students. The sample consisted of 100 undergraduate students who were assigned to either the DST group or the expository instruction group. The DST group created digital stories, and the expository group were taught using an expository instructional method. An achievement test, the Creativity Personality Scale (CPS), and the Flow State Scale (FSS) were used to collect data. The results showed that the achievement scores of the DST group were higher than those of the expository group, and the scores on the patience sub-factor of the CPS of the DST group significantly differed from those of the expository instruction group. Finally, the scores on the seven sub-factors of the FSS of the DST group differed significantly from those of the expository instruction group. The findings of this study suggest that the DST can be applied as teaching and learning method in a university class.

• 한국콘텐츠학회논문지
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• 제14권8호
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• pp.319-328
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• 2014

본 연구는 대학생들의 일주기 리듬, 학습몰입 및 피로를 조사하고 일주기 리듬 유형에 따른 학습몰입과 피로의 차이를 파악하기 위한 것이다. 본 연구는 서술적 조사 설계를 이용하였으며 연구대상자는 5개 대학에 재학 중인 224명의 학생을 대상으로 편의표집 하였다. 자료는 2013년 5월부터 6월 사이에 Morningness-Eveningness Questionnaire-Korean(MEQ-K), 몰입상태척도, 피로사정척도를 이용하여 조사하였다. 조사결과 대상자의 51.8%가 중간형이었으며, 아침형은 4.0%로 나타났다. 일주기 리듬 유형에 따른 학습몰입과 피로의 차이를 비교한 결과 아침형에 비해 저녁형이 학습몰입의 정도는 낮은 반면 피로의 정도는 높았다. MEQ-K 도구를 이용하여 구분한 일주기 리듬 유형과 대상자 스스로가 평가한 자신의 일주기 리듬 유형을 비교하였을 때 대상자의 32.1%에서 두 가지 유형이 일치하지 않았다. 따라서 대학생들이 자신의 일주기 리듬을 실제와 다르게 인식할 경우 잘못된 인식으로 일주기 리듬과 실제 생활리듬이 불일치할 가능성이 있으므로 대학생들이 자신의 일주기 리듬을 정확하게 이해할 수 있는 중재프로그램이 필요한 것으로 판단된다.

• 한국치위생학회지
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• 제15권6호
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• pp.1091-1097
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• 2015

Objectives: The purpose of this study was to examine the relationship between educational satisfaction and learning participation of dental hygiene students. Method: A self-reported questionnaire was completed by 344 dental hygiene students in Gyeonggido, Chungcheongdo, and Gyeongsangdo from June 2 to 24, 2014, The questionnaire consisted of general characteristics of the subjects(3 items), choice reason of dental hygiene(7 items), educational satisfaction(22 items), and learning participation(11 items). The educational satisfaction and learning participation were assessed by Likert 5 points scale. Data were analyzed by a statistical package SPSS WIN 18.0. Results: Educational satisfaction included educational environments, teaching, educational content and educational effect. Learning participation included class flow, class participation and class readiness. Gyeongsangdo students tended to have higher score than other areas. The educational effect and teaching effect had more influence on learning participation. Conclusion: To improve the better dental hygiene education, it is important to prepare the effective educational methods and find out the influencing factors for class immersion.

• 상하수도학회지
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• 제35권1호
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• pp.93-100
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• 2021

Forward osmosis (FO) process is a chemical potential driven process, where highly concentrated draw solution (DS) is used to take water through semi-permeable membrane from feed solution (FS) with lower concentration. Recently, commercial FO membrane modules have been developed so that full-scale FO process can be applied to seawater desalination or water reuse. In order to design a real-scale FO plant, the performance prediction of FO membrane modules installed in the plant is essential. Especially, the flux prediction is the most important task because the amount of diluted draw solution and concentrate solution flowing out of FO modules can be expected from the flux. Through a previous study, a theoretical based FO module model to predict flux was developed. However it needs an intensive numerical calculation work and a fitting process to reflect a complex module geometry. The idea of this work is to introduce deep learning to predict flux of FO membrane modules using 116 experimental data set, which include six input variables (flow rate, pressure, and ion concentration of DS and FS) and one output variable (flux). The procedure of optimizing a deep learning model to minimize prediction error and overfitting problem was developed and tested. The optimized deep learning model (error of 3.87%) was found to predict flux better than the theoretical based FO module model (error of 10.13%) in the data set which were not used in machine learning.