• 제목/요약/키워드: Self directed learning ability

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Effects of Nursing Education using a High-fidelity Patient Simulator on Self-directed Learning Competency, Clinical Knowledge, and Problem-solving Ability among Nursing Students (High-fidelity Patient Simulator를 활용한 간호교육이 간호학생의 자기주도학습역량, 임상수행지식 및 문제해결력에 미치는 효과)

  • Park, Hyo Mi;Lee, Hea Shoon
    • Perspectives in Nursing Science
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    • v.9 no.2
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    • pp.111-118
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    • 2012
  • Purpose: This study investigated the effects of simulation-based nursing education (for the care of congestive heart failure patients) on self-directed learning competency, clinical knowledge and problem-solving ability among nursing students. Methods: A one-group, pre-post design was utilized with 87 nursing students as the subjects. The scenario of simulation-based nursing education was created using a high-fidelity patient stimulator, and consisted of four states ((1) assessment, (2) reviewing laboratory data and administering medications and treatments, (3) managing increased dyspnea and decreased urine output, and (4) handling the "getting better" state). The simulation-based nursing education included orientation, team-based learning, team-based practice, and debriefing. The data were analyzed using descriptive statistics, Pearson's correlation coefficients and paired t-tests. Results: The scores on the factors for self-directed learning competency (t=-2.57, p= .011), clinical knowledge (t=-6.85, p<.001), and problem-solving ability (t=-3.01, p= .003) increased significantly after the education intervention. Conclusion: Simulation-based nursing education is useful in improving self-directed learning competency, clinical knowledge, and problem-solving ability in nursing students.

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The Effects of PEOE-Based Class on Learners' Long- and Short-Term Retention and Affective Area (PEOE 수업모형을 적용한 수업이 학습자의 장·단기 파지 및 정의적 영역에 미치는 효과)

  • Choi, Sung-Bong
    • Journal of Fisheries and Marine Sciences Education
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    • v.25 no.4
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    • pp.878-890
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    • 2013
  • The purpose of this study is to apply the PEOE class model that can enhance students' scientific creative problem-solving ability and self-directed learning ability in the middle school science subject and analyze the effects of it on students' long- and short-term retention, scientific creative problem-solving ability, and self-directed learning characteristics. And the paper has gained the following results: First, according to the result of analysis through the pre-test, post-test, and delay test to examine the effects of PEOE-based class on learners' long- and short-term retention, it is found to be statistically significant in the significant level of .05. In other words, the class using PEOE influences learners' short-term retention significantly, but it is even more effective in transmitting the concept that students acquire into their long-term memory. Second, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' scientific creative problem-solving ability, it is found to be statistically significant in the significant level of .05 in general. However, 'elaboration' and 'originality', the subfactors of scientific creative problem-solving ability, do not indicate significant effects. Third, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' self-directed learning characteristics, it is found to be statistically significant in the significant level of .05 as a whole. However, 'openness' and 'future-oriented self-understanding', the subfactors of self-directed learning characteristics, do not exert significant effects. Based on the above study results, it can be concluded that PEOE-based class is more effective for learners' academic achievement in science, scientific creative problem-solving ability, and self-directed learning characteristics than lecture-method instruction regarding the middle school science unit of 'The Properties of Air and Weather Change'.

Structural Relationship among Self-Directed Learning Ability, Learner-Instructor Interaction, Learner-Learner Interaction, and Class Satisfaction in Online Learning Environments (온라인 학습에서 자기주도학습능력, 상호작용 및 수업만족도의 구조적 관계)

  • Yoo, Jieun
    • Journal of Christian Education in Korea
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    • v.63
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    • pp.255-281
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    • 2020
  • The purpose of this study was to investigate the structural relationship among self-directed learning ability, learner-instructor interaction, learner-learner interaction, and class satisfaction in online learning environments by the structural equation modelling (SEM). Participants of the study consisted of 300 students (110 = high school students, 190 = college students). Through latent mean analysis (LMA), there was no significant difference of study variables between high school and college groups. However, thorough multi-group analysis, self-directed learning ability had a direct and indirect effect on class satisfaction for the college group via learner-instructor and learner-learner interactions, while learner-learner interaction played a full mediating role of the relationship between self-directed learning ability and class satisfaction for the high school group. In addition, self-directed learning ability had a stronger influence on learner-learner interaction for the college group than the high school group. These results would provide important implications for understanding the different mechanisms between high school and college online learning contexts.

Application of Dynamic Complex Instruction Model (DCIM) to a Biology Class in the Graduate School and Its Effect in Changing Self-Directed Learning Ability and Academic Motivation Types (대학원 생물학 강좌에서 역동적 복합 수업 모형(DCIM)의 적용이 자기주도적 학습 능력과 학습 동기 유형의 변화에 미치는 영향)

  • Oh, Soonae
    • Journal of Science Education
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    • v.35 no.2
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    • pp.295-306
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    • 2011
  • Self-directed learning ability is more important than before. It is well-known that traditional teacher-directed lecture class, seminar-like oral presentation class, and even discussion/debate class have not been enough to enforce self-directed learning ability for students. To resolve the problem, a new dynamic complex instruction model (DCIM) was developed for undergraduate and graduate students and a basic frame of DCIM was published by Oh (2010). Here, it is examined if the application of DCIM to a biology class of graduate school can cause improvement of self-directed learning ability. For this, the self-directed learning readiness scale (West & Bentley, 1990) translated by Ryu (1997) and motivation scale (Hayamizu. 1997) translated by Oh (2001) were employed, and then measurements performed with the translated scales were done in the beginning and the last of two DCIM-adapted graduate biology classes at K university, Daegu, South Korea in the first semester of the year 2010. The results show that self-directed learning ability could be significantly improved through the DCIM-adapted class, compared to the result of a teacher-directed lecture class as a control group. With respect to the motivation, there was not found any statistically significant difference between control and experiment groups of graduate students. The present study seems to be meaningful in that it is the first work proving the effect of improvement of self-directed learning ability of graduate students through the DCIM-adapted classes.

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The Effect of Emotional Intelligence and Career Preparation Behavior by High School Girls on Self-directed Learning (여고생의 정서지능과 진로준비행동이 자기주도학습능력에 미치는 영향)

  • Lee, Gyoung Wan;Lee, Myung In
    • Journal of Digital Convergence
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    • v.18 no.7
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    • pp.265-277
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    • 2020
  • The purpose of the study was to investigate the effect of emotional intelligence and career preparation behavior on self-directed learning ability in high school girls. Data were collected by self-reporting questionnaires from 231 high school girls in May, 2019. Collected data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and multiple regression using SPSS/WIN 23.0 program. The result showed that self-directed learning ability was positively correlated with emotional intelligence(r=.560, p<.001) and career preparation behavior(r=.232, p<.001). Enter multiple regression revealed emotional intelligence(β=.515, p<.001), grade 'average'(β=.376, p<.001), grade 'good'(β=.274, p<.001) and career preparation behavior(β=.128, p<.05) to be significant predictors of self-directed learning ability. These variables accounted for 44.0% of self-directed learning ability. The result of this study suggest that emotional intelligence and career preparation behavior be considered when developing strategies to increase self-directed learning ability in high school girls.

The Effects of Medical Students' Self-Directed Learning Ability, Self-regulated Learning, and Communication Ability on Self-Efficacy in Performing Medical Treatment (의과대학생의 자기주도학습능력, 자기조절학습, 의사소통능력이 진료수행 자기효능감에 미치는 영향)

  • Nam Joo Je;Ji-Won Yoon;Jeong Seok Hwa
    • The Journal of the Convergence on Culture Technology
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    • v.10 no.3
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    • pp.267-278
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    • 2024
  • This study was a descriptive research study targeting medical students to determine the impact of self-directed learning ability, self-regulated learning, and communication ability on self-efficacy in performing medical treatment. This study randomly selected medical students from Region J, located in Province G, as the approximate population, and a total of 125 copies were finally analyzed. Descriptive statistics were analyzed using t-test, ANOVA, correlation, and multiple regression analysis using IBM SPSS/25. Self-efficacy in performing medical treatment was related to self-directed learning ability (r=.61, p<.001), self-regulated learning (r=.50, p<.001), and communication ability (r=.33, p<.001). There was a positive correlation with all of them. As a result of analyzing the variables that affect the subject's self-efficacy in performing medical treatment using hierarchical multiple regression, self-directed learning ability was found to be the factor that best predicts self-efficacy in performing medical treatment, followed by self-regulated learning and communication ability. The total explanatory power was 46.6%. Acquiring specialized knowledge and becoming a doctor after graduation through clinical practice and acquiring the basic clinical practice skills necessary to successfully perform one's duties are important tasks that medical students must accomplish. Therefore, in order to improve medical students' self-efficacy in performing medical treatment, the importance of improving health care, major satisfaction, and life satisfaction must be recognized and managed. In addition, efforts to develop programs and improve systematic systems that can improve self-directed learning, self-regulated learning, and communication skills should also be supported.

The Causal Relationship among Vocational Basic Competencies, Self-Efficacy, Nursing Professionalism and Self-Directed Learning Ability of Nursing Students (간호대학생의 직업기초능력과 자기효능감, 간호전문직관 및 자기주도학습능력의 인과적 관계)

  • Seo, Yohan
    • The Journal of the Korea Contents Association
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    • v.17 no.11
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    • pp.274-289
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    • 2017
  • The purpose of this study was to examine empirically the influence of self-efficacy on the selection of behavior and sustainability as a variable affecting vocational basic competencies. There is a need to confirm the influence of the mediating effect of nursing professionalism and self-directed learning ability formed through the recognition of nursing professional intuition on the vocational basic competencies. For this purpose, 396 nursing students from three junior colleges in J province were sampled for convenience. All of the latent variables were measured by vocational core competency, self-efficacy, nursing professionalism and self-directed learning ability. The collected data were analyzed using Structural Equation Modeling. The result of this study were as follows: First, the fix indexed of causal model among ocational core competency, self-efficacy, nursing professionalism and self-directed learning ability were identified suitably. Second, self-efficacy had no direct effect on vocational core competency, however, nursing professionalism and self-directed learning ability had moderating effect in the relationship between self-efficacy and vocational core competency. Third, nursing professionalism had direct effect on vocational core competency and also self-directed learning ability had moderating effect in the relationship between nursing professionalism and vocational core competency. Fourth, self-directed learning ability had direct effect on vocational core competency.

A Study on the Mediating Effect of Self-Directed Learning Ability on Interest Level through Problem-Solving Ability in Distance Learning Environment (원격 수업환경에서 자기주도학습능력이 문제해결력을 매개로 흥미수준에 미치는 영향 탐구)

  • Sunwoo Nam
    • Journal of Christian Education in Korea
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    • v.72
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    • pp.205-223
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    • 2022
  • This study was conducted to explore whether problem-solving ability mediates the effect of self-directed learning ability on interest level in a distance learning environment. The subjects of this study were 64 students in the Department of Christian Education and Early Childhood Education at A University located in Gyeonggi-do. For this study, data were collected through questionnaires on interest level, self-directed learning ability, and problem-solving ability. Collected data are analyzed using SPSS Macro and bootstrapping method. As a result, self-directed learning ability for interest level has a positive effect on .651 level. The influence of self-directed learning ability in step 2, which includes problem-solving ability, which is a parameter. It was lowered to .543 level. And the effect of problem-solving ability was found to be at .360 level. As a result, it can be judged that problem-solving ability mediates the effect of self-directed learning ability on interest level. The research results suggest that the level of interest can be improved by supporting problem-solving skills in a distance learning environment.

Development of Creative Convergence Talent in the era of the 4th Industrial Revolution through Self-Directed Mathematical Competency

  • Seung-Woo, LEE;Sangwon, LEE
    • International Journal of Advanced Culture Technology
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    • v.10 no.4
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    • pp.86-93
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    • 2022
  • To combine the science and technology creativity necessary in the era of the 4th Industrial Revolution, it is necessary to cultivate talents who can discover new knowledge and create new values by combining various knowledge with self-directed mathematical competencies. This research attempted to lay the foundation for the curriculum for fostering future creative convergence talent by preparing, executing, and reflecting on the learning plan after learners themselves understand their level and status through self-directed learning. Firstly, We would like to present a teaching-learning plan based on the essential capabilities of the future society, where the development of a curriculum based on mathematics curriculum and intelligent informatization are accelerated. Secondly, an educational design model system diagram was presented to strengthen the self-directed learning ability of mathematics subjects in the electronic engineering curriculum. Consequently, through a survey, we would like to propose the establishment of an educational system necessary for the 4th industry by analyzing learning ability through self-directed learning teaching methods of subjects related to mathematics, probability, and statistics.

Effect of Motivational Belief about Learning Science and Self-Directed Learning Ability on Middle School Students' Conceptual Understanding of Matter Change (과학학습에 대한 동기적 신념과 자기주도 학습능력이 중학생의 물질 변화 개념 이해에 미치는 영향)

  • Im, Sungmin;Kim, Inwhan
    • Journal of The Korean Association For Science Education
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    • v.36 no.1
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    • pp.125-134
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    • 2016
  • The purpose of this study is to explore the relationship between motivational belief about learning science, self-directed learning ability and conceptual understanding of matter change with a quantitative method, assuming that motivational belief and self-directed learning ability might affect conceptual understanding. To do this, the authors investigated middle school students' motivational belief about learning science, self-directed learning ability, and conceptual understanding of matter change using measurement tools based on previous studies, and then analysed the casual relationship between three variables using PLS structural equation model. As a result, three latent variables in this study could be evaluated as appropriated in reliability and validity. And also, self-directed learning ability could affect both the motivational belief and conceptual understanding, while motivational belief could affect only self-directed learning ability but not conceptual understanding. Through this study the authors confirmed that in the context of science learning self-directed learning ability can directly affect conceptual understanding but motivational belief can affect indirectly. This study is significant in that the causal relationship between different variables in science learning could be confirmed in a quantitate manner, and also in that it can suggest PLS structural equation method as a new research methodology in science education research area.