• The Mathematical Education
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• v.44 no.3 s.110
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• pp.397-408
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• 2005

This research developed self-directed teaming program for students who learn mathematics to improve their abilities for learning mathematics. A small-group cooperative teaming model was based on the self-directed loaming program which this research developed. The main target of this program was the second grade students of middle school. The program was consisted with three developing parts. The part 1 of program developing was consisted with analyzing and reconstructing mathematics curriculum, devising small-group cooperative learning program, and structuring teaching and teaming plans. The part 2 included the management of small-group cooperative Loaming and how to use the materials which this research developed. The part 3 provided various cooperative learning opportunities for students to improve their abilities for loaming mathematics.

• Journal of The Korean Association of Information Education
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• v.3 no.1
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• pp.33-43
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• 1999

Most educational Web contents developed so far can be regarded' as another type of printed textbooks since they are made up of static lists of textual information. It results in a lack of capability in such educational viewpoints as interaction between students and/or teachers, self-directed learning of individual students, and so on. This paper proposes a new style of Web contents, which can improve the self-directed learning capabilities as well as the interaction between students, with the topic of "the life cycle of frog" that the student studies in the third year of elementary school. It has been designed to provide BBS and a studying material appropriate to the achievement level of individual students, and implemented with DHTML and Java.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.423-432
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• 2021

The purpose of this study is to investigate the effect of role recognition of students participating in middle school soccer club activities applying sports education model on responsibility and self-directed learning. In order to achieve this purpose, 410 samples were selected from male students based in Busan using the convenience sampling method. Among them, and 370 data were finally verified through frequency analysis, exploratory factor analysis, Cronbach's α coefficient calculation, and correlation analysis using the SPS statistics 25.0 program. Finally, a regression analysis was performed for hypothesis testing, and the results were as follows. First, the awareness of the role of the student participating in middle school soccer club activities, which applied the sports education model, was found to have a positive effect in part on the sense of responsibility. Second, the role recognition of students participating in middle school soccer club activities, which applied the sports education model, was found to have a partial positive influence on self-directed learning. Finally, the responsibility of students participating in middle school soccer club activities, which applied the sports education model, was found to have a positive effect on self-directed learning in part. Therefore, physical education teachers should ensure that students can choose the right roles for themselves through various role experiences in soccer classes so that more active learning can take place.

• Journal of Digital Convergence
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• v.15 no.8
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• pp.311-321
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• 2017

This study was conducted to investigate learning motivation, communication skill, academic self-efficacy which influence self-directed learning ability in nursing students. A total of 194 second year students were recruited from nursing department in Gwangju. Structured questionnaire was self-administrated from November 2 to 30, 2015. In self-directed learning ability, there were significant differences in gender, personality disposition, applied motivation, satisfaction on major, satisfaction of campus life, and school grade. In multiple regression analysis, learning motivation, communication skill, academic self-efficacy, satisfaction on major and school grade were significant factors of self-directed learning ability explaining 53.1% of the variables. In conclusion, to enhance self-directed learning ability for nursing students, it is necessary to develop program and curriculum for increasing learning motivation, communication skill, and academic self-efficacy.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.765-777
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• 2007

Investigations into how the status of prior learning on the textbook of science were conducted, and the effects of prior learning on students' attitudes towards science class were carried out. The investigations for the status of prior learning were performed with a number of students who experienced prior learning, (self-directed and unself-directed prior learning), a selfless intention as the starting motive for prior learning, the problem solving strategies used by students in prior learning, and the important factor that influenced prior learning. The effects of prior learning on student attitude towards science class were also examined with respect to four categories, including confidence, interest, learning intention, and value (effect). The effects of prior learning on the four categories were analyzed on the basis of the students' level of scientific achievement, the types of prior learning, the starting motive for prior learning, and the extent of the students' understanding of the content on prior learning. The analytical results for the effects of prior learning on students' attitudes towards science class showed that the mean values of confidence, learning intention, and value among the students in the self-directed prior learning group were higher than those of the students in the unself-directed prior learning group. These findings are the result of positive recognition, such as the possibility that the students experienced with self-directed prior learning can do, the induction of an inherent motive based on their level of achievement in science class, and the operant learning of strategies for solving problems in science class. Meanwhile, by the effects of having a teacher lead the science class and the consensus formed between friends, the mean level of interest was higher in the unself-directed prior learning than in the self-directed prior learning.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.43-56
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• 2004

The purpose of environmental education is to cultivate democracy citizens suitable for sustainable society. Suitable citizens for sustainable society are fostered person of environmental literacy, environmental sensibility, ecological and synthetic sights of environmental problems, decision making of environmental problems, and environmental responsibility etc. by environmental education. To achieve this purpose of environmental education effectively, it is desirable that produces and utilizes ICT(Information and Communication Technologies) works and methods that can show efficiently special sides(inter-relation, long-term effects etc.) of environmental problems. ICT environmental education materials and methods are raising the interest and participate of teenagers to environmental education because they are accustomed to the Internet in South Korea. Students can easily conversation with the person of similar interests and environment experts through cyber ICT environmental education. The directions of developing ICT teaching materials for environmental education to enforce self-directed learning, cooperation studying etc.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.397-400
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• 2013

This research examines how e-PBL system affects 'self-directed learning ability' by applying it to "Science Cyber Conference" participants for 16 weeks. Participants' perception of PBL class process was also looked. After applying PBL program, participants' 'self-directed learning ability' has effectively changed statistically(p<.05). Especially, it showed significant change in 6 areas of 'self-directed learning ability' out of 7. Participants also showed positive response to PBL program (p<.05).

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.108-121
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• 2006

Nowadays environmental education is getting important. So, it is necessary to teach for students to realize the protection environment. Self-direct homepage was developed for 'Ecology & environment' environmental education. This homepage was made for sharing searched data and can be interactive each other on the internet. Therefore, in this study, environmental teaming was planned and practiced for high school 'Ecology & environment' class by e-PBL. Self-directed teaming, collaborative teaming and performance assessment are emphasized in the 7th educational curriculum. The PBL is efficient learning model for them. This study designed for a teaching and teaming method and strategies using PBL based upon the theories and practices. This study will also develop an e-learning. As a result, it is indicated that the teaching and learning method using PBL has the positive effects on learning that the development of self-directed learning and collaboration teaming Is observed by reflect journal and presentation of students. e-PBL is a teaming model for learning-centered that adapted many school and subject. Therefore e-PBL makes full use of be 'Ecology & environment' class and environmental education.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1077-1098
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• 2013

Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.319-329
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• 2017

This study is on the effects of lifelong education participative motivation, self-efficacy, and self-directed learning on subjective happiness of middle age adults. Middle age adults 40-64 years old are questionnaire survey target in Incheon and Gyeonggido and total 289 copies among 300 were analyzed through SPSS 21.0. The major findings of this study con be seen as follows: The variables more affected on educational satisfaction of middle age adults are goal-oriented motivation and activity-oriented motivation in lifelong education participative motivation, self-regulated efficacy in self-efficacy, and each personality, recognition and environment in self-directed learning. In conclusion, new paradigm is needed for middle age adults in lifelong learning society. This program should provide them with knowledge and information for adapting the future society, Furthermore, middle age adults can achieve their own self exploration, self-development and self-realization through the lifelong education program. Given a chance of lifelong education, middle age adults should be provided with the specific programs.