• 한국임상보건과학회지
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• 제8권1호
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• pp.1369-1376
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• 2020

Purpose: This research was conducted to the comparison of flipped learning on nursing students' learning motivation, learning attitude and problem solving ability. Method: Flipped learning was a learner-centered learning method. This study was conducted on 93 nursing students and 4th grade students taking community nursing. This study was a comparative experimental study of single group. The collected data were analyzed using SPSS Win 20.0 program. Results: The results of this study showed that the instruction of the flip learning application was statistically different from that before the test in the learning motivation (t=-2.149, p=.034) and problem solving ability (t=2.210, p=.030). However, there was no statistically significant difference in learning attitude. It is thought that the flipped-learning classes was progressed with the learner-centered, and the learner was given a lot of tasks and the preparation time was required. The classes with the flip learning was effective for the motivation and problem solving ability improvement. Conclusion: Therefore, in the next study, it is necessary to design a classes that complements this part in order to positively increase the students' attitude of learning. I would like to apply flipped-learning classes in various subjects.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.54-64
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• 2016

The purpose of this study was to see the influences of science class applying learning cycle emphasized exploration on science learning motivation and scientific attitude of elementary students. The results drawn from this analysis were as below. Firstly, positive relationship was found between science learning motivation and science class applying learning cycle emphasized exploration among the research group. This shows that science learning motivation was improved by science class applying learning cycle emphasized exploration. It indicates that science class applying learning cycle emphasized exploration is effective in improving science learning motivations. Secondly, positive relationship was found between scientific attitude and science class applying learning cycle emphasized exploration among the research group and this means that science class applying learning cycle that emphasizes exploration stimulates intellectual curiosity of elementary school students and improves their scientific attitude. Thirdly, students thought that science class applying learning cycle emphasized exploration was very effective to improve their satisfaction, interest, participation in their science classes. Above results show that science class applying learning cycle emphasized exploration is highly effective for elementary students. Thus, it is needed to utilize science class applying learning cycle emphasized exploration to current science class as it can promote wider scientific activities among elementary school students.

• Educational Technology International
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• 제7권2호
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• pp.1-21
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• 2006

Blended learning has become one of the major trends in Korean corporate training. However, there has been scant research on blended learning in corporate trainings settings in Korea. The purpose of the present study was to explore current and future trends of blended learning in corporate and other training settings in Korea. 136 people from training related fields such as human resource development (HRD), training, and e-learning participated in this research. The findings revealed many interesting current trends and future expectations related to blended learning in training settings. In regards to the overall status of blended learning in Korean corporations, participants displayed strong interest in blended learning and were expecting that the importance of blended learning would grow in their organizations either modestly or significantly during the next few years. In addition, the perceptions of the respondents regarding the benefits of blended learning and the barriers to implementation in their respective organizations were analyzed.

• 대한간호학회지
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• 제40권2호
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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.

• 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.

• 대한공업교육학회지
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• 제30권1호
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• pp.19-36
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• 2005

The purpose of this study is to develop the Public Practice Center's teaching-learning model by applying blended learning strategies which is complementary to the expected problems such as expansion of the educational object and diversity of the curriculum to maximize the educational effect and to analyze activation types of the Practical Practice Center to expand the Public Practice Center's function and role by studying the document. Blended Learning Strategies are established in consideration of the following eight (8) factors ; learning environment, learning purpose, learning contents, learning time, learning place, learning type, learning media, type of interaction. It is redesigned and amended to the KEDI's individual confirmation instruction model for skill learning (1975) which is considered to be effective in the filed of education by applying features, educational contents of the Public Practice Center's teaching and merit of Blended Learning Strategies simultaneous. This model is composed of six (6) steps as shown below; 1. Understanding on the purpose and orientation 2. Observation for demonstration of fundamental skill 3. Ex on-line learning 4. Acquirement of element skill 5. Confirmation for acquirement of fundamental skill 6. After on-line learning. Further to this, this model is designed so that the above eight factors will be applied to the students effectively and the merit of e-learning and off-line practice will be mixed to the learner's expectation and satisfaction.

• 대한치과기공학회지
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• 제39권3호
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• pp.171-177
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• 2017

Purpose: The purpose of the study is to analyze the effects that Flipped Learning Method has on a college student's self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction, and determine its effectiveness as a new pedagogical approach. Methods: The survey was conducted on dental technology students. The collected data was analyzed by the statistical program SPSS 21.0. The results were analyzed by reliability, frequency, t-test. To test for significance on each item, p<0.05 has been decided as a standard. Results: According to the analysis, the student who attended a class that utilized Flipped Learning Method was found to have higher levels of self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction than a student who attended a class that did not utilize such a method. Conclusion: The study results show that, in order to enhance students' self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction and to improve the quality of class instruction, it may be necessary that Flipped Learning Method be adopted more widely and recommended more strongly. Such changes will promote a long term improvement in educational environments and play a major role in strengthening students' abilities.

• 산업공학
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• 제19권4호
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• pp.324-332
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• 2006

It is believed that each learner has a preferred method to acquire and manage knowledge according to her/his learning style which influences learning achievement directly. The purpose of this paper is to statistically analyze relationships among individual learning styles, tutoring functions, and learning achievement in an e-learning environment. 524 survey results from participants of enterprise e-learning classes are classified into total group and superior group. T-Test and ANOVA analyses are carried between learning style and learning achievement and between learning style and preferred tutoring functions. The analysis results show that individual learning styles do not contribute to learning achievement while they are strongly related to preferences for some of tutoring functions. These results can be used to identify limitation of current e-learning practice and design better e-learning systems, especially, supporting appropriate tutoring functions for different types of learners.

• 정보학연구
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• 제8권1호
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• pp.119-124
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• 2005

Learning procedure in the neural network is updating of weights between neurons. Unadequate initial learning coefficient causes excessive iterations of learning process or incorrect learning results and degrades learning efficiency. In this paper, adaptive learning algorithm is proposed to increase the efficient in the learning algorithms of Kohonens Self-Organization Neural networks. The algorithm updates the weights adaptively when learning procedure runs. To prove the efficiency the algorithm is experimented to clustering of the random weight. The result shows improved learning rate about 42~55% ; less iteration counts with correct answer.