• 한국과학교육학회지
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• 제17권1호
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• pp.103-113
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• 1997

The purpose of this study was to identify the preferable learning strategies in science learning and to find out the relationship between these strategies and scientific achievement of students in the secondary school. The learning strategies were tested with two categories, self-focused and work-focused learning. The four types of learning strategies in science learning were analyzed, and they were named to organization, monitoring, elaboration and memorization strategies, which were defined by GSSS test. In the self-focused learning, the organization and monitoring strategies were preferred to the elaboration and memorization strategies. Middle school students had a preference for memorization strategy (p=0.000), whereas high school students had a preference for monitoring strategy (p=0.015). In the case of organization strategy, female groups were preferable to male groups (p=0.027). In the second form of learning types, work-focused learning, the memorization strategy was the same preference as organization and monitoring strategies in the secondary school students, especially the male groups of high school students. The preference of elaboration strategy was relative lower compared with that of self-focused learning type. Middle school students had a preference for monitoring strategy (p=0.001), whereas high school students had a preference for elaboration strategy (p=0.001). The difference of each preference between male and female groups was not shown. From the analysis of correlation between learning strategy and scientific achievement, it showed that the monitoring strategy was commonly correlated with scientific achievement. In the self-focused learning, elaboration and organization strategies were correlated with scientific achievement in high school students (p<0.05). In the work-focused learning, memorization strategy was correlated with scientific achievement in middle school students, especially in male groups (p<0.05).

• 수산해양교육연구
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• 제23권1호
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• pp.116-125
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• 2011

In this study, a survey research was conducted on government employees in Busan Metropolitan City to identify the influence of cyber education factors (learning factor, learner factor, and learning system factor) on the preference for government employee cyber education offered by the government always learning system. Analyzed results, recognition of learning factor, learner factor, and always learning system were shown to have significant influence on the preference for cyber education, but no indication of influence by always learning support. This study intends to assist stimulating voluntary participation in cyber education and active commitment in learning activities through improving learning effect and fortifying convenient informatization education, with regard to activation of cyber education and improved preference for cyber education.

• 한국항행학회논문지
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• 제13권2호
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• pp.296-301
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• 2009

자기주도적 학습에서는 학습자가 학습과정을 구성할 수 있다. 그러나 학습자가 방대한 학습 콘텐츠의 특성을 이해하고 학습과정을 구성하기는 매우 어렵다. 본 연구에서는 학습자가 학습을 계획할 때 학습자의 학습 선호도를 산출하여 학습자에게 맞는 학습 콘텐츠 유형 정보를 학습자에게 제공하는 방법을 제시하였다. 학습 선호도 산출방식은 토픽 맵의 선호도 벡터값을 이용하였다. 제안방법의 적용을 위해 학습 모집단 20명을 대상으로 테스트 하였으며, 전체적인 학습 만족도가 높게 나타남으로서 제안방법이 학습자의 학습구성에 도움이 되고 있음을 제시하였다.

• 한국콘텐츠학회논문지
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• 제10권1호
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• pp.477-485
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• 2010

웹 기반 학습시스템은 다양하고 방대한 학습 콘텐츠가 운용되고 있다. 그러나 학습자가 학습을 위해 학습 콘텐츠를 선택할 때 이를 자신에 맞도록 효율적으로 구성하기는 매우 어렵다. 본 연구에서는 학습자가 학습을 계획할 때 학습자 프로파일의 학습 히스토리 정보를 기반으로 선호도를 산출하여 학습 콘텐츠를 학습자에게 제안하는 방법을 제시하였다. 학습 선호도 산출은 토픽 선호도 벡터 값으로 산출하여 적용하였다. 학습의 적용 결과로 학습 모집단을 선별하여 학습을 진행하였으며, 학습후의 학습 만족도가 매우 높게 나타남으로서 본 제안방법이 학습자 스스로의 학습 진행에 많은 도움을 줄 수 있음을 제시하였다.

• 교육심리연구
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• 제32권3호
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• pp.321-353
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• 2018

본 연구는 국내 대학생이 효과적인 학습전략을 얼마나 잘 알고 있고, 선호하는지 살펴보고자 하였다. 이를 위해 선행 연구에서 검증된 7개 중요 학습전략(정보양식효과, 정적매체학습, 매력적인 군더더기 부재학습, 시험, 분산학습, 교차학습, 생성학습)을 정리하고 이에 대한 효과성 인지, 선호, 활용을 묻는 시나리오 기반 설문을 구성하였다. 이와 함께 학점과 메타인지적 자기조절을 측정하여 어떤 학생들이 효과적인 학습전략을 잘 알고, 선호하고, 활용하는지 알아보고자 하였다. 연구 결과, 4개 전략(정보양식효과, 매력적인 군더더기 부재학습, 정적매체학습, 교차학습)에 대해서는 대다수의 학생이 학습전략의 효과성을 잘 모르고 있었으며 2개 전략(시험, 생성학습)에 대해서도 절반가량의 학생만이 그 효과성을 제대로 인지하고 있었다. 또한, 국내 대학생은 효과적인 학습전략에 대해 낮은 선호도를 보였다. 학점은 학습전략에 대한 효과성 인지 및 선호와는 유의한 상관을 나타내지 않았으나, 활용과는 유의한 정적 상관을 보였다. 메타인지적 자기조절은 일부 학습전략에 한하여 효과성 인지, 선호 및 활용과 정적 상관을 보였다. 본 연구결과는 대학생에게 효과적인 학습전략에 대한 교수가 필요함을 시사하며 그에 대한 구체적인 방향성을 제시한다는 점에서 의의가 있다. 또한 본 연구는 학습전략에 대한 효과성 인지와 선호를 구분하여 살펴보았으며, 두 변인이 서로 다른 구인일 가능성을 제시하였다.

• 대한인간공학회지
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• 제31권4호
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• pp.525-531
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• 2012

Objective: The aim of this study is to investigate learnability of gestures-commands pair when people use gestures to control a device. Background: In vision-based gesture recognition system, selecting gesture-command pairing is critical for its usability in learning. Subjective preference and its agreement score, used in previous study(Lim et al., 2012) was used to group four gesture-command pairings. To quantify the learnability, two learning models, average time model and marginal time model, were used. Method: Two sets of eight gestures, total sixteen gestures were listed by agreement score and preference data. Fourteen participants divided into two groups, memorized each set of gesture-command pair and performed gesture. For a given command, time to recall the paired gesture was collected. Results: The average recall time for initial trials were differed by preference and agreement score as well as the learning rate R driven by the two learning models. Conclusion: Preference rate agreement score showed influence on learning of gesture-command pairs. Application: This study could be applied to any device considered to adopt gesture interaction system for device control.

• 대한물리치료과학회지
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• 제22권2호
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• pp.19-27
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• 2015

Purpose : This study is to investigate on career preference after graduation and learning motivation of students majoring in physical therapy. Methods : This survey implement with 400 students majoring in physical therapy from 3 college and university in korea, jeonnam 394 of 400 attended this survey. The measured date were analysed by using repeated anova, frequency analysis, $x^2$-test, t-test. Results : The results of this study were as follows: Career preference showed significant difference between male and female in department of orthopedic physical therapy and showed significant difference all by workplace(general hospital, special hospital). Career preference didn't show significant difference by schol system(college, university) and showed significant difference by work place. Learning motivation(inner motivation) showed significant difference in male by gender. Learning motivation didn't show significant difference by school system.

• 컴퓨터교육학회논문지
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• 제7권5호
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• pp.1-8
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• 2004

본 연구에서는 학습자의 시각적 학습 선호도에 따른 정화상을 이용한 CAI와 애니메이션을 이용한 CAI의 효과를 학습자의 개념 이해도, 개념 응용력, 학습 동기의 측면에서 비교하였다. 서울시에 소재한 중학교에서 1학년 59명을 대상으로 분자의 운동에 대하여 4차시 동안 수업을 진행하였다. 이원 공변량 분석 결과, 학습자의 시각적 학습 선호도와 관계없이 애니메이션을 이용한 CAI 집단이 정화상을 이용한 CAI 집단 보다 개념 검사 점수가 유의미하게 높았다. 그러나 개념 응용력 검사와 학습 동기 검사 결과는 두 집단 간에 차이가 없었다.

• 영어어문교육
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• 제5호
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• pp.103-122
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• 1999

In this paper, I will argue that in teaching L2, it is important to take a holistic teaching method considering various learning styles of the learners and the nature of L2 learning. Under the situation that most of the school education is centered on the left brain activity, learners with the right brain preference tend to get only to the lower proficiency than they really can. To prove this, I conducted a experiment on two classes of high school students. I decided the hemispheric preference of each students using HMI (hemispheric mode indicator) Then I compared the hemispheric preferences of students with their scores in English tests. The students with right hemispheric preference show significantly lower scores than the ones with left preference. It is implied that the current English education should adapted to address various learning and cognitive styles and whole-brain L2 teaching method should replace the left-centered instruction in the learning environment.

• 아동학회지
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• 제30권5호
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• pp.73-85
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• 2009

The purpose of this research was to compare mathematically gifted students with non-gifted students in perception of learning environments, learning ability beliefs, and preference for problem-solving and task. Thirty-seven mathematically gifted students and 75 general students in middle school completed questionnaires about perceptions about mathematics. Data were analyzed by ${\chi}^2$ test and t-test. Compared with general students, mathematically gifted students estimated their talents for mathematics higher, studied mathematics more, expended more time and effort to solving difficult problems, put learning mathematics itself as their primary purpose for studying mathematics and regarded inappropriate environments as the major obstacle to mathematics study. Mathematically gifted students perceived their parents' support higher, solved problem creatively, and had higher preference for challenging tasks.