• 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.

• 아동학회지
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• 제28권5호
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• pp.253-267
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• 2007

This study examined the relationships between multiple intelligences as cognitive factors and affective factors of learning motivation and academic self-concept. The data were collected from 276 4th grade elementary school students and analyzed by correlation, multi-variate analysis, and step-wise multiple regression. Results were that (1) multiple intelligences, learning motivation, and academic self-concept had statistically significant correlations among themselves. Multi-variate analysis showed that intra-personal intelligence explained 58.6% of the linear combination of learning motivation and academic self-concept. (2) Intra-personal intelligence explained 29% to 58% of learning motivation and its sub-factors of achievement motivation, internal locus of control, self-efficacy, and self-regulation. (3) Intra-personal intelligence, logical-mathematical intelligence, musical intelligence, and inter-personal intelligence were explanatory variables for academic self-concept and its sub-factors.

• Journal of Information Technology Applications and Management
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• 제17권2호
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• pp.155-173
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• 2010

Although online education service markets are growing fast, previous studies have been limited to the studies on media types or system qualities of online education. In order to provide timely implications for online education service providers to maintain and increase the number of users, other factors such as interactivity and community perspectives should be considered. In this study, social capital and service quality were adopted as antecedents of learning motivation. Also, service quality dimensions, as well as learning motivation, were chosen to examine its impact on intention to repurchase of online education services. Research findings show that structural and cognitive dimensions of social capital are proved as antecedents of relational capital; structural and relational social capital positively influence on learning motivation; tangibility positively makes impact on learning motivation; and intention to repurchase is positively influenced by responsiveness and learning motivation. Practical implications based on the research findings are presented.

• Journal of Information Technology Applications and Management
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• 제15권2호
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• pp.33-49
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• 2008

The purpose of this study is to find student factors associated with the students' evaluation of university teaching, and to provide a meaningful reference to policy-making of teaching evaluation. Based on the surveyed questionnaires from 232 students who participated in e-learning course. in combination with applying descriptive statistics, this study analyzes (1) the influences of students' pre-motivation level of student based-on ARCS theory on class satisfaction, (2) the influences of students' grade, attendance, and class involvement on class satisfaction, and (3) the influences of e-learning experience on students' pre-motivation level and class satisfaction. Result of this study shows that: (1) students' pre-motivation level including Attention(A), Relevance(R), Confidence(C), and Satisfaction(S) is positively correlated to students' evaluation for teaching, (2) students' grade, attendance. and class involvement are positively correlated to students' evaluation for teaching, and (3) students' e-learning experience is not related with students' pre-motivation level, whereas it is related with class satisfaction.

• 공학교육연구
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• 제15권4호
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• pp.109-117
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• 2012

The purpose of this study is to give the preliminary data and suggestion for introducing and spreading e-learning engineering education through analyzing learning behaviors, learning motivations, and satisfaction of e-learning engineering students. Especially, this comparative study analyzes each research domain according to majors and grades, thereby suggesting more specific and practical results. 2,745 students registered in 38 subjects of e-learning in 2 Universities were analyzed for this study. The study result shows that engineering students are attending around 2 e-learning subjects with a duration of about 30 minutes once a week. The main of learning motivation for e-learning was not easy test level and feasibility of acquiring credit but advantages of e-learning such as freedom of time and space, learning by repetition. The satisfaction scores of e-learning were lower compared to the aspects of system and contents Based on these results, first, an active spread of e-learning to engineering education is necessary because the demand from the engineering students is high enough and they have desirable learning behavior and learning motivation for it. Second, the characteristics of grades need to be taken into consideration on operation of e-learning. Third, a successful e-learning process needs more meticulous and active operation.

• 디지털융복합연구
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• 제5권1호
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• pp.131-140
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• 2007

This paper studies characteristics of e-Learning users' motivation, attitudes and satisfaction. For this purpose, surveys were conducted of university students who choose e-Learning as one of main learning tools. The research found that stable service and proper service charges were critical to the loyalty to e-Learning service. It also showed that both quality and quantity of contents were very important factors to e-Learning growth.

• Educational Technology International
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• 제16권1호
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• pp.58-83
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• 2015

Digital textbooks draw attention as a new format of educational material, using the advantages of information technology; this innovative learning tool requires consideration as a part of successful and effective learning. The main purpose of the article is to investigate the mediating role of self-regulation between digital literacy and learning outcomes (academic performance and learning motivation) when using digital textbooks as a learning tool in Middle School English. Both descriptive and regression analysis were used as data analyses methods. The main findings of this study were as follows: first, digital literacy and self-regulation significantly predicted academic performance and learning motivation; second, self-regulation fully mediated between digital literacy and academic performance; third, self-regulation partially mediated between digital literacy and learning motivation. The research results proved the effects of digital literacy and self-regulation on the learning outcomes and mediating role of self-regulation between digital literacy and learning outcomes. These results help to design and implement effective lessons when using a digital textbook in Middle school English.

• 컴퓨터교육학회논문지
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• 제12권6호
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• pp.33-39
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• 2009

알고리즘의 추상적 속성은 학습자의 동기와 학습 증진을 저해하는 요소로 작용할 수 있다. 따라서 학습자의 내적 인지 부담을 감소시키고 동기를 유발하기 위한 교수 학습 방법에 관한 연구가 필요하다. 본 연구에서는 전문계 고등학생들의 동기와 성취수준 향상을 위해 놀이를 통한 알고리즘 교수 학습 프로그램을 개발하였다. 개발한 프로그램을 적용한 결과, 놀이 중심 알고리즘 학습 프로그램을 수행한 집단이 전통적인 알고리즘 학습을 수행한 집단에 비해 학습동기와 학업성취 면에서 유의한 차이를 나타냈다. 이는 놀이와 같은 구체적인 활동 수행이 추상적이고 어려운 개념 학습에 긍정적인 영향을 준 것으로 해석할 수 있다.

• 한국과학교육학회지
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• 제42권3호
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• pp.357-370
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• 2022

본 연구에서는 화학 결합 학습에 적합한 모바일 증강현실 학습도구를 개발하고 모바일 증강현실을 활용한 과정기반 안내탐구학습(POGIL-MAR)을 제안하여 이 교수학습 방법이 과학 학업 성취도, 과학 학습 동기 및 학습 몰입감에 어떠한 영향을 미치는지 알아보았다. 연구 참여자는 경기도 소재의 남녀 공학 고등학교 1학년 학생 139명으로, 이를 통제집단(TL), 실험집단 1(POGIL), 실험집단 2(POGIL-MAR)로 무선 배치하였다. 학생들은 4차시에 걸쳐 화학 결합과 관련된 학습을 하였다. 이원 공변량 분석 결과, POGIL-MAR 집단은 과학 학업 성취도, 과학 학습 동기, 학습 몰입감 검사에서 사전성취 수준에 관계없이 다른 집단에 비해 유의미하게 높았다. 또한, 하위 집단의 경우, POGIL-MAR 집단이 TL과 POGIL 집단보다 통계적으로 유의미한 학업 성취도 향상이 있었다. 과학 학습 동기의 하위요인에 대한 이원 중다공변량 분석 결과, POGIL-MAR 집단이 학습 동기의 하위 요인인 내재 동기, 직업 동기, 자아 효능, 점수 동기, 자기 의지에서 유의미하게 높았다. 특히, 내재 동기에서 교수학습 방법과 사전 성취 수준 사이의 상호작용 효과가 유의미하게 나타났다. 한편, 학습 몰입감의 하위 요인에 대한 이원 중다공변량 분석 결과, POGIL-MAR 집단이 분명한 목표, 분명한 피드백, 행위-인식 일체감, 학습 통제감, 자기만족적 경험에서 유의미하게 높았다. 이러한 결과를 바탕으로 모바일 증강현실을 활용한 과정기반 안내탐구학습의 교육적 시사점을 논의하였다.

• 한국산학기술학회논문지
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• 제20권10호
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• pp.332-340
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• 2019

본 연구는 시뮬레이션 교육을 받은 일 대학 간호학생의 학습동기와 전이풍토, 학습자기효능감 및 전이동기의 정도와 변수들 간의 상관관계를 확인하기 위한 서술적 조사연구이다. 연구대상은 일 간호대학에서 시뮬레이션 교과목을 이수한 4학년 학생이며, 자기보고식 설문지를 이용해 자료를 수집하였고, 수집된 자료는 SPSS 21.0 program을 이용하여 분석하였다. 연구 결과, 간호학생의 학습동기, 전이퐁토의 하위변인인 상사의 지지와 동료의 지지 및 전이기회, 그리고 학습자기효능감과 전이동기는 높은 수준인 것으로 나타났으며, 대상자의 학습동기, 학습자기효능감 및 전이동기는 모두 각각 사회적 입학동기(Z=6.04, p=.049; Z=6.92, p=.031; Z=9.16, p=.010)와 전공만족도(Z=8.55, p=.036; Z=12.55, p=.006; Z=13.47, p=.004)에 따라, 전이기회는 사회적 입학동기(Z=6.27, p=.043)에 따라 유의한 차이가 있었다. 이들 변수는 모두 서로 양의 상관관계를 보였으며, 특히 전이동기는 학습동기(r=.58, p=.002), 상사의 지지(r=.60, p=.004), 동료의 지지(r=.58, p<.001), 전이기회(r=.56, p=.002) 및 학습자기효능감(r=.79, p=.002)과 상관관계가 있었다. 본 연구결과를 토대로 전이동기와 관련된 변인 간의 구조적 인과관계를 파악하는 후속 연구 및 전이동기를 북돋기 위한 효과적인 시뮬레이션 교육 프로그램 개발이 필요하다.