• Journal of Digital Convergence
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• v.11 no.6
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• pp.151-157
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• 2013

This research is about set-up own posture standard and enables to compare the set-up and own posture; therefore, this posture training system leads the user's active learning through the method of self-directed learning. This system includes the camera part that shoots user's posture and save the movie clip for comparison about the user and target, the training server that provides a comparison screen playing clips simultaneously by user's input, and the terminal equipment that connects the training server and a network, transmits the user's input to the server, and displays them from the comparison screen. The Journal of Digital Policy & Management. This space is for the abstract of your study in English.

• The Journal of Korean Association of Computer Education
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• v.19 no.3
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• pp.21-34
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• 2016

This study aims to develop user experience based mathematical program for self-directed learning. To meet its aim this program is designed and developed according to the process and method of 'ADDIE', general design model of education program. The features of this program are as follows. First, teacher can set questions conveniently through intuitive system of web and learner can solve questions at anytime and anywhere through instant access to application. Second, learner can solve different types of questions based on powerful question database and teacher can provide instantaneous feedback on them. Third, learner's circulation learning can be possible by utilizing paper-video explanation and wrong answer note and teacher supports learner's active learning management though group achievement management.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.739-747
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• 2004

This study was to promote meaning ways of leaning and observe the influence of concept maps on middle school students' conceptual formation with regards to the topic of the 'sea water'. Concept map is one way to examine a leaner's conceptual formation process. The subjects of this study consisted of four classes within the first grade students of a Busan middle school, which were divided into two groups: the experimental group which applied concept map teaching and the ordinary teaching group. This study was carried out before and after class, examining the science leaning achievement, self-directed leaning characteristics, and awareness change on the concept maps. The result of this study was as follows: First, the leaning achievement of middle school students was positively affected by the use of concept maps. Second, the teaching method with concept map was more effective self-directed leaning characteristics compared to the ordinary one. Third, concept map teaching was a positive reaction to conceptual formation.

• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.472-479
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• 2010

The purpose of this paper is to investigates the determinants of learner intention to reuse in e-learning. Based on attitude and flow related studies, our paper proposes a theoretical model consisting of factors such as contents sufficiency, course feedback, self-directed learning, attitude, flow, and reuse intention. The survey method was used for this paper, and data from a total of 409 users in e-learning system were used for this analysis. To analyze the data, structural equation model was used. The results of this empirical study is summarized as follows. First, contents sufficiency has a positive effect on flow as well as attitude, and learner's self-directed learning has a positive effect on flow as well as attitude. Second, both attitude and flow have a positive effect on reuse intention. The findings have significant implications for determinant indicators of reuse intention in e-learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.7098-7108
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• 2015

This sturdy examined the effectiveness of Team-Based Learning(TBL) program according to learning attitude, learning motivation and self-directed learning of nursing students learning the anatomy. A 12week TBL program which they were made small group as 6-7 students aimed at anatomy aspects was given 145 freshmen. A triangulation that quantitative Research used paired t-test, Pearson Correlation Coefficient by SPSS WIN 18.0 and qualitative research was conducted content analysis. Through this subject, significant improvement was found in learning motivation(t=-2.97, p<.003) and self-directed learning(t=-2.40, p<.018). There was a significant positive correlation. TBL is useful teaching and learning method on nursing students. We suggest that it is needed to measure the educational effects of TBL against other subjects.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.15 no.1
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• pp.203-208
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• 2011

Most of the online learning systems provide information that is based on the item difficulty what is custumized to learner. And the same learning process is performing to the same learning level learners. But, the degree of understanding of the same learning contents can be different even if the learner's level is same. Therefore, it is difficult to represent an effective learning experience because the learning is progressed by the determined difficulty of learning and the learning process even thought the provided content is difficult to understand. So we can control the learning difficulty during learning in order to escape from a uniform learning that online learning is provided. In this paper, we proposed a contents reorganization method for Self-Directed Learning. In this way, learners can understand their own level and customize the difficulty of learning. And then we expect the higher learning effect and satisfaction degree.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.19 no.3
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• pp.334-342
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• 2012

Purpose: This descriptive study was done to identify the academic achievement, self-directed learning (SDL), and critical thinking disposition (CTD) of nursing students according to their learning styles. Method: The participants were 240 nursing students. Data were collected using structured questionnaires which included Kolb's Learning Style Inventory, Academic Achievement in Fundamental Nursing and Health Assessment, Self Directed Learning Readiness Scale, and California Critical Thinking Disposition Inventory. Data were analyzed using ${\chi}^2$ test, ANOVA, Pearson' correlation coefficients, and Spearman rank correlation coefficient. Results: One third of respondents were shown to be Convergers in their learning style (33.3%). The Academic Achievement of students who were Convergers was significantly higher than those who were Divergers or Accommodators (F=5.95, p=.001). The SDL and CTD of students who were Convergers were significantly higher than Divergers and Assimilators (F=9.67, p<.001 and F=8.42, p<.001). No significant correlations were found between Academic Achievement and SDL or CTD, but a statistically significant positive correlation was found between SDL and CTD (r=.68, p<.001). Conclusion: The findings of this study indicate that learning style influences academic achievement, SDL and CTD.

• Women's Health Nursing
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• v.27 no.4
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• pp.388-404
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• 2021

Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) on nursing students' communication ability, problem-solving ability, self-directed learning, and nursing knowledge related to high-risk pregnancy nursing. Methods: This quasi-experimental study used a nonequivalent control group pretest-posttest design. The participants were 91 nursing students allocated to an experimental group (n=45) and a control group (n=46). The experimental group received TBL lectures three times over the course of 3 weeks (100 minutes weekly) and the control group received instructor-centered lectures three times over the course of 3 weeks (100 minutes weekly). Data were collected by questionnaires from September to November, 2019. Data were analyzed using the chi-square test, paired t-test, and independent t-test. Results: After the intervention, the mean scores of problem-solving ability (t=-2.59, p=.011), self-directed learning (t=4.30, p<.001), and nursing knowledge (t=3.18, p=.002) were significantly higher in the experimental group than in the control group. No significant difference in communication ability was found between the experimental and control group (t=1.38, p=.171) Conclusion: The TBL program was effective for improving nursing students' problem-solving ability, self-directed learning, and nursing knowledge. Thus, TBL can be considered an effective teaching and learning method that can improve the learning outcomes of high-risk pregnancy nursing in women's health nursing classes. The findings suggest that TBL will be helpful for future nursing students to develop the nursing expertise necessary for providing nursing care to high-risk pregnant women.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.11-17
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• 2023

This study investigates the effects of flipped learning on self-directed learning ability(SDLA), learning attitude, and lesson satisfaction for nursing students of the university. The research participants and data collection were conducted on 41 nursing students in A city from March 1 to June 16, 2022, and the research design is a one-group pretest-posttest design. SDLA, learning attitude, and lesson satisfaction were investigated, and flipped learning lectures were applied to the experimental group as experimental treatment. SPSS 27.0 version was used for statistical analysis and the Paired T-test was applied the effect test before and after the experiment. As a result, the learning attitude of nursing students showed a positive correlation with SDLA and lesson satisfaction, and the flipped learning education method showed SDLA (t=-8.73, p<.001) and learning attitude (t=-6.99, p<.001) and lesson satisfaction (t=-2.17, p<.05) All were statistically significant.

• Journal of Internet of Things and Convergence
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• v.10 no.1
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• pp.29-37
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• 2024

The purpose of this study is to investigate the impact of education applying the Havruta learning method in fundamentals nursing classes for nursing students on problem-solving ability, self-directed learning ability, critical thinking disposition, and learning commitment. One-group pretest-posttest design was used. Nursing students received training applying the Havruta learning method for 6 weeks (12 hours) in fundamentals nursing classes. The study was conducted from September 18 to November 6, 2023. Data were analyzed using SPSS/WIN 28.0 with mean, standard deviation, and paired samples t-test. problem-solving ability (t=4.52, p<.001), self-directed learning ability(t=-4.61, p<.001), critical thinking disposition(t=-4.10, p<.001) significantly increased before and after the 6-week Havruta learning method training for nursing students. However, there was no statistically significant difference in learning commitment (t=-0.28, p=.782). The Havruta learning method is an effective nursing education tool for improving problem-solving ability, self-directed learning ability, and critical thinking disposition. The results of this study can serve as basic data for nursing professors when planning teaching and learning strategies using Havruta. Research will be needed to utilize the Havruta learning method in various classes and evaluate its effectiveness.