• Journal of Information Science Theory and Practice
• /
• 제10권3호
• /
• pp.24-39
• /
• 2022

Online learning is becoming ubiquitous worldwide because of its accessibility anytime and from anywhere. However, it cannot be successfully implemented without understanding constructs that may affect its adoption. Unlike previous literature, this research extends the Unified Theory of Acceptance and Use of Technology with three well-known theories, namely compatibility, online self-efficacy, and knowledge sharing and acquisition to examine online learning adoption. A total of 264 higher education students took part in this research. Partial Least Squares-Structural Equation Modeling was used to evaluate the proposed theoretical model. The findings suggested that performance expectancy and compatibility were significant predictors of behavioral intention, whereas behavioral intention, facilitating conditions, and compatibility had a significant and direct effect on online learning's actual use. The results also showed that knowledge acquisition, knowledge sharing, and online self-efficacy were determinates of performance expectancy. Finally, online self-efficacy was a predictor of effort expectancy. The proposed model achieved a high fit and explained 47.7%, 75.1%, 76.1%, and 71.8% of the variance of effort expectancy, performance expectancy, behavioral intention, and online learning actual use, respectively. This study has many theoretical and practical implications that have been discussed for further research.

• 융합정보논문지
• /
• 제10권6호
• /
• pp.49-58
• /
• 2020

본 연구는 기본간호학실습 교과목에 미디어 융합을 활용한 플립러닝을 적용한 후 학업적 자기효능감과 자기주도 학습 능력의 변화를 파악하고자 수행하였다. 비동등대조군 전후설계 연구로 실험군 22명, 대조군 26명의 학생을 대상으로 총 10주 동안 플립러닝 교수법을 적용하였다. 2019년 8월 27일부터 12월 3일까지 자료를 수집하였다. 플립러닝 수업 전과 후의 실험군과 대조군의 학업적 자기효능감 차이는 실험군 1.00점, 대조군 0.81점으로 두 군간 유의한 차이가 없었다(t=0.11, p=.917). 그러나 자기주도학습 능력 차이는 실험군 11.32점, 대조군 0.23점이었다(t=2.32, p=.027). 본 연구결과 미디어 융합 활용 플립러닝은 학생들의 자기주도학습 능력을 향상시키는 효과적인 교수법으로 나타났다. 그러므로 미디어 융합 활용 플립러닝을 다양한 간호학 교과목에 확대 적용 연구가 필요가 있다.

• 대한안전경영과학회지
• /
• 제9권3호
• /
• pp.153-163
• /
• 2007

Over the fast few years, web-based e-Learning have made remarkable progress. According to advance of e-Learning, the evaluation of e-Learning effectiveness and success model become more important. This study had a focus on the effect of system characteristic of e-Learning systems and self-efficacy on learning performance. Data has been collected from 192 person experienced in e-Learning. The questionnaire method was adopted to collect the data for this study. The research was conducted by using SPSS 12.0 and AMOS 4.0. The research results and suggestions of the study are as follow. First of all, system quality and information quality of e-Learning system had positive relationship with perceived usefulness. Second, information quality was related positively to user satisfaction. Third, perceived usefulness was positively connected with user satisfaction. Fourth, user satisfaction and self-efficacy had relation to learning performance.

• 공학교육연구
• /
• 제21권6호
• /
• pp.13-24
• /
• 2018

The purpose of this research is to investigate the relationship among self-efficacy, engineering interest and social support on adjustment to college and learning persistence in first year engineering college students. The participants were 74 freshman of engineering college students, SPSS and SmartPLS were used to analyze the data. The key findings revealed were as follows: First, self-efficacy, engineering interest and social support had a significant influence on adjustment to college. Second, engineering interest and adjustment to college had a significant influence on learning persistence. This research suggested the implications for adjustment to college and learning persistence in engineering education.

• International Journal of Advanced Culture Technology
• /
• 제9권1호
• /
• pp.168-176
• /
• 2021

This study developed and evaluated a learning model to improve collaborative problem-solving skills for nursing students taking physiology courses. This one-group pretest-posttest design used the jigsaw cooperative learning method on 30 nursing students from one local university. We analyzed the effect of a cooperative problem- solving learning model using SPSS 21.0 to compare changes in the students' collaborative self-efficacy, problem-solving abilities, and team-member exchange. As a result, the participants showed significant increases in collaborative self-efficacy, problem-solving ability, and team-member exchange after experiencing cooperative problem- solving learning model. Therefore, we will help nursing students improve their communication skills by enhancing their collaborative self-efficacy and help them solve problems effectively in conflict situations.

• 한국산학기술학회논문지
• /
• 제14권11호
• /
• pp.5658-5671
• /
• 2013

본 연구는 PBL 교수학습방법으로 학습한 간호대학생들의 학습유형에 따른 성취동기와 자기효능감 및 자기주도학습의 차이를 살펴보기 위한 서술적 조사연구이다. 본 연구는 2009년 3월부터 6월까지 일 대학교 간호학과 1학년 268명의 학생들을 대상으로 시행되었으며, 이중 242명의 자료를 IBM SPSS 20.0 프로그램을 이용하여 분석하였다. 연구결과 대부분의 간호대학생들의 학습유형은 수렴자가 가장 많았으며, 융합자, 적응자, 분산자의 순으로 나타났다. 학습유형이 적응자인 경우 성취동기와 자기효능감이 가장 높았으며, 수렴자인 경우 자기주도학습이 가장 높았다. 반면, 분산자인 학습유형의 경우 성취동기와 자기효능감, 자기주도학습이 가장 낮은 것으로 나타났다. 또한 성취동기, 자기효능감, 자기주도학습은 각각 양의 상관관계가 있는 것으로 나타났다. 본 연구의 결과 성취동기와 자기효능감, 자기주도학습은 학습유형에 따라 차이가 있는 것으로 나타난 바 PBL 교수학습방법의 효과를 파악하기 위해 추후 더 많은 연구에서 다른 변인들을 이용하여 연구해볼 필요가 있다.

• 한국간호교육학회지
• /
• 제25권2호
• /
• pp.186-196
• /
• 2019

Purpose: This study was conducted to identify types of peer feedback in nursing skills performance training and to investigate emotional response, perceived quality of feedback and self-efficacy for learning from peer feedback. Methods: A total of 110 second-year nursing students attending fundamentals of nursing classes at a university participated in 2017. Participants received peer feedback from one selected colleague who observed their skills performance, and completed a questionnaire. Contents of peer feedback video recordings were transcribed and classified into seven types of feedback. Data were analyzed using an independent t-test, ANOVA and Pearson correlation. Results: Participants mostly received feedback of 'correcting' and 'providing information.' Positive emotional responses from peer feedback were above medium, and negative emotional responses were low. The perceived quality of peer feedback was moderate and self-efficacy for learning was high. Quality of feedback correlated with negative emotional response (r=-.24, p=.014), and self-efficacy for learning (r=.35, p<.001). Self-efficacy for learning correlated with intimacy with peers (r=.24, p=.011) and positive emotional response (r=.21, p=.028). Conclusion: The results suggest that peer feedback in skill training could be used in terms of emotional response and self-efficacy for learning.

• 공학교육연구
• /
• 제19권5호
• /
• pp.65-71
• /
• 2016

The purpose of this paper is to research the effect of a reflection journal on self motivated-learners' study. The learners were divided into experimental and control groups, we carried out the pre- and post- surveys, and compared the groups' academic achievements. As a result, their persistent learning, self-efficacy, learning attitude somewhat improved and their academic achievement as well.

• Journal of Information Technology Applications and Management
• /
• 제12권3호
• /
• pp.57-80
• /
• 2005

This study defined the notion of general idea on m-learning as based upon e-Learning and mobile internet related literature review and identified the m-Learning distinctive features. Also, this study has searched for factors that are expected to influence the use intended for m-Learning from self-regulated learning, which is acknowledged to be a useful method for learning accomplishment in education field, in order to measure the relationship between learners' motivation and use intention. Then it has empirically validated the conceptual model based on Davis' TAM (Technology Acceptance Model) As a result, self-efficacy, self-determination, interest, contents quality, time management, help seeking, and Peer study are factors affecting Perceived usefulness. Also self-efficacy, self-determination, interest, contents qualify, time management, and peer study are factors affecting perceived ease of use. Finally both perceived usefulness and perceived ease of use are significant factors affecting use intention.

• 한국정보시스템학회지:정보시스템연구
• /
• 제12권2호
• /
• pp.41-56
• /
• 2003

The objective of this study is to explore the effects of e-teaming users' self-efficacy and perceived service quality for e-teaming staffs such as instructors or teaching assistants on two main perceptions for e-learning systems in a view of information technology - perceived ease of use and perceived usefulness which have been considered as important antecedents for acceptance of information technology so called in Technology Acceptance Model. For this purpose, we suggest a research model and test it empirically by sampling in students of virtual universities. In result, all hypotheses except the relationship between academic self-efficacy and perceived usefulness are accepted. This result implies that self-efficacy for computers and service quality for staffs such as instructors or teaching assistants should be considered as important ones for success of e-learning systems in addition to those related with information technology.