• Title/Summary/Keyword: Learning Motives

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The Study on development of e-Learning Market through Analysis of the Type of Learning Motives : Focused on the Case of Credu (학습동기유형 분석을 통한 e러닝 시장의 개척과 확산 방안에 관한 연구 : 크레듀 사례를 중심으로)

  • Kim, Namkuk;Lee, Zoonki;Jung, Changuk;Kim, Jonghyuk
    • The Journal of Society for e-Business Studies
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    • v.18 no.3
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    • pp.177-193
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    • 2013
  • The study investigated how did Credu pioneer Korean e-Learning market and reinforce their core competencies and how did they promote business diversification analyzing type of learning motives and examining Credu real cases. Under the fierce competition in the current e-Learning market, Credu has maintained their core competencies and strengthened an active communication channels with customers with focusing on investment to core businesses. Credu has introduced more adventurous and challenging products and services with creating a new model for the types of learning motives. This study could introduce the new perspective about the type of learning motives in e-Learning area. Also, the case study of successful e-Learning company, Credu, could contribute to make more spread e-Learning market techniques in this field in practice.

Effects of Adults' Participation Motives for Lifelong learning, and their Satisfaction and Learning Outcomes on Social Capital Formation (성인의 평생학습 참여동기와 만족도 및 학습성과가 사회적자본 형성에 미치는 영향)

  • Yoon, Jong-Chan;Han, Sang-Hoon;Park, Myeung-Sin
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.2
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    • pp.579-589
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    • 2016
  • This study examined the effects of adults' participation motives for lifelong learning, and satisfaction and learning outcomes on social capital formation. The subjects were 354 adult learners, who were over 20 years of age. They had a lifelong learning experience in various lifelong education institutes and facilities located in the D provincial areas. The statistical methods of this study were correlation analysis, multiple regression analysis and path analysis. The results showed that the adults' participation motives for lifelong learning had positive effects on the social capital formation, and it had effects on the satisfaction and learning outcomes. Adult learners' satisfaction and learning outcomes had positive effects on the social capital formation. In addition, there were mediating effects between adult learners' participation motives and social capital formation. This study is meaningful for the development of lifelong learning by providing theoretical and practical implications.

An Analysis of the Academic Achivement of Study Based on NCS-based Education and Learning Motives (NCS 기반 교육과 학습동기에 따른 학업성과 결정요인분석)

  • Kang, Mi-Ra
    • Journal of Convergence for Information Technology
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    • v.8 no.6
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    • pp.353-359
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    • 2018
  • This study analyzes the academic achievement of students how much they are related to both NCS(national competency standards)-based education from university and the learning motives(internal motive, external motive) of the students based on current university students. For this study, a survey was conducted among 200 employees and are summarized as follow. First, that both internal and external motives to study were significant to have a good effect on academic achievement of students. Second, NCS-based education to have positive effect on academic achievement.

A study of an analysis into effects and relations on learning performance from e-learning (이러닝 학습성과에 미치는 영향 관계 분석에 관한 연구)

  • Kwon, Yeongae;Lee, Aeri
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.16 no.2
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    • pp.69-81
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    • 2020
  • The objective of this study is to seek ways to maximize learning effects from e-learning by drawing improvement directions through investigating and analyzing an awareness of e-learning among e-learning attendees. The study was conducted among the attendees who are taking the e-learning program operated by K University and collected data from the students taking second semester in 2018 with the use of structured questionnaires. For data processing, SPSS Statistics 22.0 and AMOS were used, along with such analytical methods as frequency anslysis, descriptive statistical analysis, ANOVA (Analysis of Variance), t-analysis and cross tabulation. For significant data, it conducted an analysis by carrying out the Scheffe's test. According to the findings from this study, they showed a significant difference only in gender and curriculum desired to be opened in the question about e-learning participation motives per background factor. As for the learners' motives to study, it was confirmed that they tend to become more biased on time utilization and convenience of learning methods. The analysis of which factor of the three - learning factors, system factors and instructor's factors - has greatest effects on learning satisfaction indicated that learning factors influenced learning satisfaction the most in accordance with values for non-standard coefficient beta, followed by instructor factors which had a direct effect.

A study of the impact of Prezi on learning motives (프레지 학습이 학습동기에 미치는 영향에 관한 연구)

  • Nam, Choong Mo;Kim, Chong Woo
    • Journal of The Korean Association of Information Education
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    • v.17 no.1
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    • pp.93-100
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    • 2013
  • Currently the mose used software to make presentation is Powerpoint. But a few learners only can use that program to present. Lately free software called Prezi is available to many users. Prezi is free to general users. To evaluate the experiences of making presentaion by Powerpoint and Prezi effects on the learning motive is the purpose of study. In conclusion, my goal of this study is that by using convenient Prezi, I would like to prove that it will really analyze the learning motives(attention, relevance, confidence, satisfaction) when learners is being thaught through Prezi not unuseful Powerpoint.

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A Study on RN Students′ Education Satisfaction Toward RN-to-BSN Programs (간호학사 편입학과정(RN-BSN)생들의 특성 및 교육만족도 조사)

  • 김현실;이옥자
    • Journal of Korean Academy of Nursing
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    • v.29 no.4
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    • pp.963-976
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    • 1999
  • This study was undertaken to investigate the general characteristics of students, which include the degree of satisfaction, motives of admission, the recognition of advantages and disadvantages, opinion of students on self-directed learning, and planning and anticipatory effects after graduation. Data was collected through a questionnaire survey over a period of four months, from May 1997 to August 1997. The subjects used for this study consisted of 322 RN students sampled from six RN-to-BSN programs in Korea using the census sampling method. Statistical methods employed for this study included discriptive statistics, M ANOVA, and F-test. The results of the study are as follows 1. The RN students' motives of admission to RN-to-BSN programs were ‘for personal advancement’, ‘to earn a BSN degree’, and ‘for professional development’ in this order. 2. The RN students' responses to the advantages of RN-to-BSN programs were ‘acquisition of new knowledge and a BSN degree’ and ‘to gain professional thinking and a broader view’, while as the disadvantages of RN-to-BSN programs were ‘geographical isolation of institutions’, ‘limitation of information’, and ‘underdeveloped school environments’ in this order. 3. The survey based on opinions toward self-directed learning showed that there was a need of detailed guidelines for self-directed learning. Most agreed that it was a very effective learning method for a RN student, and the self-directed learning method Increases motives for learning. 4. The students' anticipatory effect after graduation were ‘self-achievement’, ‘development of professional skills’, and ‘admission to post-graduate school or programs to study abroad’. 5. The students were very satisfied with the quality of faculty members, and satisfied with the quality of lectures and teaching. However, students were unsatisfied with rented lecture rooms, and very unsatisfied with self-directed learning methods. 6. School nurses showed higher statistical significances in the need for teaching material and anticipatory effect after graduation than other RN students working in hospitals and public health agencies. Also, school nurses, public health nurses, and industry nurses showed higher statistical significances in motives of admission than RN students working in hospitals. Further more, staff nurses, school nurses, and industry nurses showed higher levels of satisfaction toward a RN-to-BSN programs than nurses in higher positions, such as administrators or directors of nursing. 7 City residents were more satisfied with RN-to-BSN programs than rural residents. Otherwise, the rural residents had higher motives for admission, a bigger need for teaching materials, and recognition of the disadvantages of RN-to-BSN programs than city residents. Finally, RN students who earned below a monthly income of ₩1,000,000 showed higher motivation for admission than those who earned more than ₩1,000,000.

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A Study on SW Career Selection According to the Internal and External SW Learning Motives of Elementary School Students in Educational Underprivileged Areas (교육 소외지역 초등학생의 내·외적 SW학습 동기 성향에 따른 SW진로 선택 연구 -인천광역시 읍·면 지역을 중심으로-)

  • Lee, Jaeho;Jang, Junhyung;Kim, Junghoon
    • Journal of Creative Information Culture
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    • v.7 no.4
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    • pp.187-196
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    • 2021
  • This study was conducted as a study on the SW career education of students from underprivileged areas, which is a necessary condition for SW education to become a universal education or where research has not been conducted. Therefore, this study conducted a SW career selection model using structural equations for 2,231 students in grades 3 to 6 in 6 schools located in the marginalized areas of eup/myeon. As a result of the study, it was analyzed that the intrinsic SW learning motive of students from underprivileged areas did not affect their SW career choice, whereas the external SW learning motive was analyzed to affect their SW career choice. This is inferred that the intrinsic SW learning motive does not affect the SW career choice due to the lack of SW experience of students in underprivileged areas. The correlation between internal and external SW learning motivation was analyzed to be significant. In the future, as students from the underprivileged class have more SW education experiences, research should be conducted on how internal SW learning motives affect SW career choice and how external SW learning motives support internal SW learning motives.

The influence on learning achievements and motives by using mind tools regarded students' congitive levels (인지수준에 따른 마인드 툴 활용이 학업성취도와 학습동기에 미치는 영향)

  • Kim, Dong-Ryeul;Moon, Doo-Ho
    • The Journal of Korean Association of Computer Education
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    • v.8 no.6
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    • pp.33-44
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    • 2005
  • This study lets you know how semantic network programs called mind tools have an effect on students' learning achievements and learning motives regarded students' cognitive levels. It helps improve the education in the real situation of the classroom. It shows that the class applied by mind tools regarded transitional students' cognitive levels and motive strategies increases students' biologies-learning achievements because it improves students' concentration and confidence efficiently connected with new knowledge by using visual effects. Also, it shows that transitional students' semantic network learning is superior to students' in formal operation stage and it is effective in forming learning contents in the structural organization with students' knowledge.

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Consumer Satisfaction Model for Cyber Learning: Focused on Expectation-disconfirmation Paradigm (가상강의에 대한 소비자만족모델: 기대불일치 패러다임을 중심으로)

  • Yoo, Hyun-Jung
    • Korean Journal of Human Ecology
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    • v.19 no.2
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    • pp.295-310
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    • 2010
  • This study measured college students' levels of satisfaction with their cyber learning through an online survey of students who had taken one or more cyber learning before. 500 returned and usable questionnaires were analyzed and SPSS WIN 12.0 was used for the descriptive statistics, t-test, factor analysis and analysis of covariance structures. The results are as follows; First, college students were very interested in their cyber learning. Their decision to take the cyber learning was initiated more by emotional motives (m=3.13) than by rational motives (m=3.35). Second, the consumers' expectations for the cyber learning were divided into the 'Expectation for service quality' and the 'Expectation for economy,' and their 'Expectation for economy'(m=4.02) was higher than their 'Expectations for service quality'(m=3.60). Third, the consumers' expectations for the cyber learning and the results of the cyber learning were analyzed, and a discrepancy between these two were also analyzed. The analysis of discrepancy between the two showed that the average of the results was lower than that of the expectations, which means that the cyber learning did not meet the consumers' expectations in every aspect, However, the average satisfaction level was 3.20, which means consumers were satisfied with the cyber learning overall. Fourth, causes of dissatisfaction with the cyber learning were divided into internal factors due to personal matters and external factors due to classes and other factors. It was found that dissatisfaction due to internal factors was greater than that due to external factors. Lastly, the factors affecting satisfaction/dissatisfaction with the cyber learning and willingness to use it again were analyzed. The results showed that the motive for its use affected the formation of expectation but it did not affect the results. Satisfaction with the cyber learning affected the willingness to use it again positively. However, the effect of dissatisfaction on the willingness to use it again was not statistically significant.

Impact of Inner/External Motive of Children with Underachievement in Basic Learning on Academic Failure Tolerance, Depression and Academic Efficacy (기초학습부진아동의 내·외적동기에 따른 학업적 실패내성, 우울, 학업효능감에 미치는 영향)

  • Park, Soon-Gil;Cho, Jeung-Ryeul
    • Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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    • v.6 no.5
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    • pp.135-142
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    • 2016
  • This study aimed to identify the correlation between internal/external motive, academic failure (emotion, behavior, task preference), depression (depressive emotion, behavioral disorder, loss of interest, self-degradation and physiological symptom), and academic efficacy of elementary school students with underachievement basic learning, and discover the influential variables on internal/external motive, targeting 56 elementary school students with underachievement in third and fifth grade of 10 elementary schools in G metropolitan city. The research conducted T-test to figure out the difference between the children with underachievement by year and carried out theregression analysis to identify the predictors of self-determination motives. First, there was a difference between the third and fifth graders in terms of the external motives. Second, the influential variables for external motives of children with underachievement included depressive emotion, loss of interest and physiological symptom. Therefore, as more third graders with underachievement study under the external motives compared to the fifth graders, it is concluded necessary to adopt a program to reduce the variables for depression that influence the external motives.