• 대한공업교육학회지
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• v.38 no.2
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• pp.240-266
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• 2013

The purpose of this study is to investigate the self-directed learning readiness of university students' majored in science and engineering as life-long learners, and to analyze the relationship between self-directed learning readiness and learning style. Participants of this study are 142 students majored science and engineering in H university of Chung-nam province to participate in taking self-directed learning readiness tests and Kolb's learning style tests. The results of this study are as follows: First, the average of overall participants' self-directed learning readiness is 3.41, which is possibly regarded as 'an average' according to Guglielmino & Guglielmino (1991)'s interpretation of scores. Second, among four basic scales of participants' learning styles, the highest is found in Active Experiment (AE), the lowest is found in Abstract Conceptualization (AC). In addition, the highest thing of the four learning styles found among the participants is divergers (36.6%) and the lowest is convergers (13.4%). Finally, this study compares the high-level and low-level groups of self-directed learning readiness score with learning style. there is a statistically significant correlation between the score of self-directed learning readiness and CE, AC (p=.01). Therefore, self-directed learning readiness is related to learning style.

• Proceedings of the Korea Contents Association Conference
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• 2005.05a
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• pp.19-30
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• 2005

This study examined student's and teachers' perceptions of learning style on internet-based learning. Many research have studied student's learning style both in traditional learning settings and inter-based learning settings. These studies emphasized that student's learning style is one of the important indicators of establishing learning strategies and expecting positive learning outcomes. However, it has been rare to find the comparative analyses between learners and teachers to see how differently they perceive the learning style on internet-based learning. This study analyzed 386 elementary and 627 middle school students and 130 cyber teachers. They filled out the 15 items questionnaire on internet-based learning style. The results showed that the student's and teachers preferred the self-directed internet learning style rather than cooperative and dependent styles. However, the teachers judged the students more self-directed and dependent style preferred than the students self perception. In conclusion, this study suggests the differentiated teaching-learning design and development strategies on internet learning, especially based on subject matter. Also, there should be advanced tutor strategies considering learners' different learning styles. Finally, many research on internet learning styles should be conducted in various learning areas and learner ages and characteristics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.197-207
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• 2021

According to the analysis of Kolb's learning style, Korean university student pilots interpret and attach meaning to themselves. Moreover, as the school year progresses, they enter the flight-training course with a 100 % diverger style, which is a variety of thoughts and imaginative learning styles. As the school year progresses, some changes occur with accommodator (11.1%) and assimilator (15.9%) styles. On the other hand, most students remain as the diverger style (71.4%). In the case of U.S. student pilots, most in first-year are assimilator (35.5%) and converger (24.3%) styles, and the proportion of the converger style increases as the senior year is approached. In the first grade, most Chinese student pilots are assimilators (41.5%) and convergers (28.4%), but in the higher grade, the proportion of assimilators and convergers decrease, and the proportion of diverger styles increases dramatically. In the fourth grade, the accommodator was similar to the first grade, but the converger style continued to decrease (41.5% in the first grade and 27.0% in the fourth grade).

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.627-635
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• 2010

This study analysed the programming attitude and degree of achievement as the 6 types of learning styles which is suggested by Grasha and Reichmann(1974) after a performance of the programming education using the Diki-3000 which is the teaching tools of the specific manipulative activities, in order to prepare the programming education method according to the characteristics of elementary school learners. As the result of the study, the programming attitude according to the 6 types of the learning styles has indicated more positiveness in the independence type than in the dependence type, in the competition type than in the cooperation type, in the participation type than in the avoidance type. In the side of the degree of the achievement, the independent, competition, and participation types indicated more positive than the other types. Also, as the result of an structured interview with learners, which was conducted for deep understanding, there was an understanding of differences of requests to the programming learning classified by the learning styles, and suggestion of a plan for improvement of the Diki-3000 programming in the aspect of an educational environment, teaching tools, teaching contents, and teaching methods in this study.

• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.15-27
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• 2010

Project-based learning is an effective teaching method for improvement of academic achievement and problem-solving ability so that is often applied to programming education. However, a strategy of enhancing motivation is required by a course design considering a learning style of students for advantage of PBL to take effect. Yet, studies on considerations with learning style still lack, when designing project-based programming learning courses for improvement of learning motivation. This research aims to address issues for consideration in designing PBL programming course. Accordingly, we analyzed learning motivation's difference between learning style in PBL programming class. We designed PBL programming course focusing ARCS model, where students making simulation The Kolb Learning Style Inventory is used to determine learning preferences. To assess students' motivation, Keller's Course Interest Survey was used in a pre-post-test-design. The result indicates that pre-post students' motivation differed. Also, we found considerations through comparing difference of ARCS model's detailed elements between learning styles.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.247-255
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• 2019

This study was conducted to explore the correlation between the personality types and learning styles and academic achievement in first year nursing students. 144 students were sampled in first year nursing sstudents. Data were collected from March 6 to May 18 2018. Results analysis was performed using SPSS win version of frequency, mean and standard deviation, t-test, ANOVA, Chi-square test, Pearson correlation. The personality types of nursing students in this study were 58.3% of Extrovert type, 41.7% of Introvert type, 33.3% of Sensing, 66.7% of Intuition type, 22.2% of Thinking, 77.8% of Feeling, 50.7% of Judging type, and 49.3% of Perceiving type. The average academic achievement of female students was 3.51 points, higher than the average of 3.17 for male students (t=-3.277, p<.001). The average academic achievement of Introvert type was found to be higher than the average of Extrovert type (t=3.541, p<.001). Learning styles by personality type showed a statistically significant difference between the judging type and the other personality types (${\chi}^2=18.409$, p<.001). There was a significant amount of correlation between gender and TF index (r=.209, p<.05), gender and academic achievement (r=.265, p<.01), JP index and learning styles (r=.262, p<.01, EI index and academic achievement (r=.285, p<.01). The development and utilization of teaching-learning methods suitable for individuals will be required based on the results of personality types, learning styles and academic achievement in first year nursing students identified through this study.

• Journal of The Korean Association of Information Education
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• v.11 no.2
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• pp.195-203
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• 2007

Together with the development of ubiquitous computing technology and robot technology, intelligent type robots are being utilized in many areas and the range is expected to become wider and wider. Among many service robots, the educational robots are being diversely studied in the field with the concept of r-Learning. Presently, teaching assistant robots require a lot of HRI studies prior to their practical use in the very near future and are not sufficient yet. Especially, the reactions of students based of the styles of robots (e.g. serious robot, playful robot) are very important in producing robot contents but there has been no case study on them. Therefore, in this study, the appearance of the IROBI was changed to become a teaching assistant robot and was used to test and compare elementary school students' interest, achievement and concentration depending on the styles of robot (playful, serious). The results showed that the interest was high in the group that had studied with the playful robot. The achievement however, did not show significant relations with the style of robot and that the concentration was high in the group that had studied with the serious robot.

• Conservation Science in Museum
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• v.31
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• pp.55-70
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• 2024

Style transfer algorithms are currently undergoing active research and are used, for example, to convert ordinary images into classical painting styles. However, such algorithms have yet to produce appropriate results when applied to Korean cultural heritage images, while the number of cases for such applications also remains insufficient. Accordingly, this study attempts to develop a style transfer algorithm that can be applied to styles found among Korean cultural heritage. The algorithm was produced by improving data comprehension by enabling it to learn meaningful characteristics of the styles through representation learning and to separate the cultural heritage from the background in the target images, allowing it to extract the style-relevant areas with the desired color and texture from the style images. This study confirmed that, by doing so, a new image can be created by effectively transferring the characteristics of the style image while maintaining the form of the target image, which thereby enables the transfer of a variety of cultural heritage styles.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.1
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• pp.64-76
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• 2000

The purpose of this study is to identify the difference in learning styles, learning stages, and preferred nursing specialties between two groups of nursing programs, regular BSN and RN-BSN. The survey instrument was a simplified version of the Kolb's Learning-Style Instrument which was developed by the researcher, a self- reported learning style questionnaire with twelve questions related to the four learning stages. The sample of the study was the 218 nursing students in a university in Korea which consisted of 58 junior and 67 senior students in the regular BSN program, and 58 junior and 35 senior students in the RN-BSN program. Main findings of the study were as the following. 1) Over all, the major learning style was either the diverger or the accomodator; the most preferred learning stage was the concrete experience and the leastly preferred learning stage was the abstractive conceptualization learning stage; and the most preferred nursing specialty in the future was the clinical nursing. 2) Students in the BSN program preferred four learning stages with rather equal proportion, whereas the students in the RN-BSN program preferred the concrete experience learning stage as high as 60.3% and the abstractive conceptualization learning stage as low as 9.5%. 3)For the future career, the junior students of both programs preferred clinical and educational nursing areas, and the senior students of both programs preferred clinical and research areas. The main reason of the difference seemed to result from the different courses such as Health Education or Teaching Method for the juniors and the Nursing Research for the seniors of both groups. Because the sample of the study was limited to a university, it is difficult to generalize the study results for the entire nursing students in Korea. Continuous studies with larger numbers of nursing students and nurse educators, and experimental studies measuring the effects of new curricula are needed for the future.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.9-20
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• 2005

The purpose of this study was to examine the effect of integrated science inquiry teaming method through literature materials on the learner's science concept formation, inquiry ability, and attitude related to science when it was applied to the unit 'The temperature of atmosphere and winds', 'The journey of water' in the 5th grade, and to find out the effect on science learning according to teaming styles. To study these subjects, 4 classes of 5th grade in J elementary school in Busan were selected. The result of this study were as follows: First, Integrated science inquiry learning method through literature materials was more effective for concept formation than conventional teaching method. In science inquiry ability, there was not significant difference at all between the comparison group and the experimental group. In attitude related to science, the experimental group showed significant difference only in the interest in occupation related to science. The visual modality learners within the experimental group showed significantly higher statistics than the other modality learners in the post-investigation into the science concept and there was significant difference between the visual and the kinesthetic modality learners in the result of post-test on science inquiry ability.