• Educational Technology International
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• v.20 no.2
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• pp.195-221
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• 2019

This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.

• Educational Technology International
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• v.12 no.1
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• pp.67-94
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• 2011

The major concern of e-learning environment design is to create and improve artifacts that support human learning. To facilitate effective and efficient learning, e-learning environment designers focused on the contemporary information technologies. Web 2.0 services, which empower users and allow the inter-transforming interactions between users and information technologies, have been increasingly changing the way that people learn. By adapting these Web 2.0 technologies in learning environment, educational technology can facilitate learners' abilities to personalize learning environment. The main purpose of this study is to conceptualize comprehensively constructs for understanding the inter-transforming relationships between learner and learning environment and mutable learning environments' impact on the process through which learners learn and strive to shape their learning environment. As results, this study confirms conceptualization of four constructs by incorporating aspects of design that occur in e-learning environments with Web 2.0 technologies. First, learner-designer refers to active and intentional designer who is tailoring an e-learning environment in the changing context of use. Second, learner's secondary design refers to learner's design based on the primary designs by design experts. Third, transactional interaction refers to learner's inter-changeable, inter-transformative, co-evolutionary interaction with technological environment. Fourth, trans-active learning environment refers to mutable learning environment enacted by users.

• Korean Journal of Comparative Education
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• v.26 no.4
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• pp.105-124
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• 2016

This research aims to analyse the features and meaning of students' participation in lifelong learning city project in Germany. Lifelong learning city project has been running for several years to develop a new learning culture in the grass root level. In Germany, many students in elementary, middle and high school have actively participated in diverse lifelong learning projects such as learning support, career development, community participation. This case study shows us to reshape a new model of lifelong learning and widen the range of target group for lifelong learning in Korea. Student participation can enrich the quality of lifelong learning city project, which could make a significant contribution to embodying the lifelong learning society by creating a new learning culture.

• Journal of Korean Dental Hygiene Science
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• v.1 no.2
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• pp.21-39
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• 2018

The purpose of this study was to examine the learning competencies of students at a college from September 1 to November 30, 2017, in an effort to provide some information on how to foster learning competencies in college years, which lay the foundation for work and social lives. 1. The learning competencies of the subjects consisted of academic vision, student identity, cognitive regulation, emotional regulation, learning management and creating learning environments. Out of five points, they scored the highest in academic vision and student identity with 3.34, followed by learning management with 3.20, creating learning environments with 3.18, emotional regulation with 3.16 and cognitive regulation with 3.14. 2. There were statistically significant differences in academic vision according to age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 3. There were statistically significant differences in student identity and cognitive regulation according to gender, age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 4. There were statistically significant differences in emotional regulation according to age, the area of major, the academic credential of their fathers, commuting time, career plans and daily mean study hours. 5. There were statistically significant differences in learning management according to gender, age, the area of major, grade point average, the academic credential of their fathers, career plans and daily mean study hours. 6. There were statistically significant differences in creating learning environments according to gender, age, the area of major, the academic credential of fathers, commuting time, career plans and daily mean study hours. As they were poorest at the cognitive regulation area among the areas of learning competencies, self-directed learning programs that deal with how to study, learning process, how to take notes and arrange them, how to link different pieces of acquired knowledge and how to map out study plans should be developed to give support to students.

• Journal of the Korean Institute of Educational Facilities
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• v.27 no.5
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• pp.13-23
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• 2020

From the perspective of smart learning space, this study aims to take a look at the learning space of college students who do online remote learning in the COVID-19 era, and analyze their demands on what smart learning space they want. Furthermore, this study intends to provide valuable implications for the technology-enhanced learning environments by deriving design elements that make up the university's smart learning space. To achieve these goals, we conducted a review of prior studies, interviews with experts, and case analysis on smart learning spaces of major Korean and foreign universities, which are considered as innovative cases. Additionally, in order to confirm the difference between the importance level recognized by the college students and the current performance level for nine components of technology and for ten components of spaces and facilities, a paired t-test and an Importance-Performance Analysis (IPA) were carried out. According to the result of IPA analysis, Internet of Things from the technological aspects, a desk that can supply power and a flexible learning space from the aspects of spaces and facilities were found to have much lower performance than the importance. This result is meaningful in suggesting key design components for smart campus development in the post-COVID-19 world.

• The Journal of Korean Academic Society of Nursing Education
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• v.12 no.1
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• pp.5-12
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• 2006

Purpose: The purpose of this study was to examine the effects of learning motive enhancing program on academic self efficacy, learning habits, and self esteem in underachieve nursing college students. Method: This study was an one group pre and post test design. Underachievers in nursing college (n=38) were participated. Learning motive enhancing program was carried out for 110 minutes a week for 8 weeks. Academic self efficacy was measured by an academic self efficacy scale developed by Kim ae young & Park in young in 2001. To assess learning habits, the learning habits measurement scale developed by Kim young jin was used. Self esteem was measured by Rosenberg's self esteem scale. Result: After completing the learning motive enhancing program, significant improvement was found in learning habit and self esteem. As for sub-factors, efficacy for self confidence among academic self efficacy showed significant differences after treatment. Conclusion: Learning motive enhancing program appears to be effective in increasing learning habit and self-esteem of underachievers in nursing college students.

• Korean Journal of Childcare and Education
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• v.15 no.6
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• pp.189-206
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• 2019

Objective: The objective of this study was to develop and apply a Teacher Learning Community Program in order to improve the specialization of infant daycare center teachers and explore the changes in the learning attitudes of teachers. Methods: To develop the program, the requirements were analyzed by surveying 500 teachers of infant classes. The developed program was provided to 25 infant daycare center teachers for a total of 14 sessions. A total of 75 sets of collected journal writing materials were analyzed qualitatively. Results: First, the Teacher Learning Community Program for infant daycare center teachers was developed. Second, the Teacher Learning Community Program was found to bring a shift in the learning attitudes among the teachers of infant classes towards reflective and communal learning. Conclusion/Implications: The Teacher Learning Community Program brought a shift in the learning attitude towards reflective and communal learning. Thus, the Teacher Learning Community Program can be applied as a teacher education program for improvement of the specialization of infant daycare center teachers.

• Journal of the Korean Society for Library and Information Science
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• v.44 no.1
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• pp.29-51
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• 2010

A knowledge-based society values creative and independent individuals. This study depicts operational approaches to the effective utilization of school libraries as teaching/learning media center in order to support independent learning in relation to the way in which constructivist teaching-learning(CTL) improves learners' self-learning abilities. The result of this study seems to imply that self-learning based on constructivism is possible only when school libraries are managed as teaching/learning media centers and that the more variety there is in learning materials and when more direct interaction exists, there is more creativity and self-learning abilities are achieved in the learning process.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.268-275
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• 2012

Purpose: The purpose of this study was to implement and evaluate the learning contracts based self-directed learning in a final clinical placement for senior nursing students. Methods: This study was a case study and 82 senior nursing students at a university participated in a learning contract based practice placement. Data were collected from written learning contracts and questionnaires after a clinical practice. Results: The students' learning needs were knowledge, clinical skills, and attitudes frequently encountered in a ward in which clinical skills were most common. The students' formulated learning contracts were varied but most of them were basic and simple. A self-directed clinical course was beneficial and a satisfactory experience to senior students. There was an increase in the students' motivation in learning, confidence in own capability, and satisfaction with the use of the learning contract. Conclusion: Self-directed clinical practicum would result in a degree of attitude change in the students. This study suggests that learning contract based self-directed clinical practice is effective to improve learning satisfaction, confidence in own capability, and competency.

• Korean Journal of Health Education and Promotion
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• v.21 no.3
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• pp.151-177
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• 2004

Recently, the educational community has attempted to implement the theory of multiple intelligences. In approaching multiple intelligences, teachers have applied the same structural approach which has been so successful with cooperative learning. Cooperative learning is easy to learn and implement, fun for teachers and students, and produce profoundly positive outcomes along a remarkable number of dimensions. Different structures are designed for different outcomes, including enhanced mastery of subject matter, improved thinking skills, team building, class building, development of social character and social skills, communication skills, classroom management, classroom discipline, and development of and engagement of each of the multiple intelligences. Cooperative learning is becoming an increasingly popular teaching strategy. In this study, it is aimed to clarify the application of cooperative learning in health education. Cooperative Learning in health education enhances student learning by: 1) providing a shared cognitive set of information between students, 2) motivating students to learn the material, 3) ensuring that students construct their own health knowledge, 4) providing formative feedback, 5) developing social and health group skills necessary for success outside the classroom, and 6) promoting positive interaction between members of different cultural and socio-economic groups. Cooperative Learning structures and techniques in health education are following. Flash Card, Focused Listing, Structured Problem-solving, Paired Annotations, Structured Learning Team Group Roles, Send-A-Problem, Value Line, Uncommon Commonalities, Team Expectations, Double Entry Journal, Guided Reciprocal Peer Questioning, What if. Because the purpose of health education is the practice, therefore health specialists have to guide powerful and effective teaching method The application of cooperative learning in health education may improve its effectiveness.