• Korean Journal of Child Studies
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• v.33 no.6
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• pp.71-84
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• 2012

The purpose of this study is to analyze the relationship between decision making abilities young children and their self-directed learning abilities. A survey was carried out using 160 young children in the J region. The collected data were analyzed by Pearson correlation and multiple regression techniques using the SPSS statistics program. The conclusions are as follows : First, decision making abilities in young children exhibited a positive correlation with their self-directed learning abilities. Second, decision making abilities in young children were an influential variable in terms of their self-directed learning abilities. As a result, decision making abilities in young children were an important variable in predicting their self-directed learning abilities.

• International Journal of Contents
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• v.15 no.2
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• pp.59-74
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• 2019

The objective of this study was to analyze the influence of physical education classes based on Flipped Learning on self-directed learning abilities and learning attitude towards these classes, for middle school students. The study selected 90 students as an experimental group (3 classes) and 97 students as a control group (3 classes), among 240 students of the first-year students attending a middle school located at Jeonju City of South Korea, applying convenience sampling, one of the non-probability sampling methods. For the experimental group, 36 sessions of physical education classes were held for 14 weeks, while the control group received teacher-centered classes. Comparing the results with the control group, the experimental group showed significant differences in terms of all sub factors of self-directed learning abilities, namely; desire for learning, learning objective establishment, basic self-management abilities, selection of learning strategy and self-reflection. Moreover, the experimental group manifested significant differences in terms of all sub factors of attitude towards the physical education subjects, namely; positive emotions, negative emotions, health & physical strength, interpersonal relations, physical activities & movements, and active participation & positive performance. From the findings, it can be considered that physical education classes based on Flipped Learning contributed to improving self-directed learning abilities and attitude towards physical education classes. This result can serve as a significant basic material for designing and performing classes in raising the understanding of Flipped Learning and effectively applying Flipped Learning in physical education classes.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.55-65
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• 2021

The purpose of this study was to investigate the effects of application of maker education program in school maker space on the creative problem solving ability and self-directed learning ability of elementary students. For research, we secured 18 periods of creative experience activities with 5 categories appropriate for elementary students, and integrated these activities into an elementary maker education program in school maker space. Pre and post tests were done before and after application of this maker education program to assess the changing in participants' creative problem solving ability and self-directed learning ability. The results of this study can be summarized as follows: First, the maker education program meaningfully improved the creative problem-solving abilities of elementary school students. Second, the maker education program meaningfully improved the self-directed learning abilities of elementary school students. From interview with the students, we could know that this program made the students have self-confidence and gave them favorable impression.

• Journal of Korean Academy of Nursing Administration
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• v.16 no.2
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• pp.190-197
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• 2010

Purpose: The purpose of this study was to investigate factors which influence freshmen nursing students' problem solving abilities. Method: The data were collected from 119 students by means of self-reported questionnaires measuring problem solving abilities, critical thinking disposition, and self-directed learning, on March 7th and 11th, 2010. Result: For problem solving ability categories, the level of problem discovery was the highest followed by solution plan, problem definition, solution evaluation and solution implementation. The influencing factors on problem solving abilities of nursing students were critical thinking disposition, self-directed learning and gender. Conclusion: Using the results of this study as a foundation, nursing education curriculum should be comprised of critical thinking skills and self-directed skills for the improvement of nursing students' problem solving abilities. It is also recommended that further studies be conducted in order to investigate comprehensive curriculum designs that allow for maximum accumulation of these proficiencies.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.1
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• pp.141-150
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• 2021

Purpose : The purpose of this study was to investigate the effect of case-based learning application in human growth development classes on nursing students' problem-solving ability, self-directed learning ability, and academic self-efficacy. Methods : The research method was a self-report questionnaire before and after case-based learning for second-year nursing students who took the human growth development course at U University in K city. The collected data were statistically processed using SPSS WIN 21.0. Results : The results of the study showed that after case-based learning, problem-solving ability, self-directed learning ability, and academic self-efficacy were all significantly improved. In addition, as a result of examining the correlation between each variable after case-based learning, problem solving ability score and self-directed learning ability score (r=.54, ｐ<.01), and problem solving ability scores and academic self-efficacy scores (r=.44, ｐ<.01), were significantly correlated with self-directed learning ability scores and the academic self-efficacy reduction scores (r=.76, ｐ<.01). Conclusion : The results of this study suggested the need for various learning programs such as case-based learning to improve nursing students' problem-solving abilities and self-directed learning abilities and their application. In addition, to improve the learning self-efficacy of nursing students, a continuous and systematic study is suggested to develop and apply customized educational programs according to the learners' preferences. Since the sample group in this study was limited to one university, there were few cases and no control group, so there are limitations in generalizing the test effect, However, significant differences a were verified in the case-based learning pre-tests and post-tests.

• Journal of Technologic Dentistry
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• v.44 no.4
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• pp.132-143
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• 2022

Purpose: The study aims to analyze differences in the satisfaction level of dental technology students regarding in-person and online classes. It also aims to provide fundamental resources for the improvement of major subject class methods that will improve students' self-directed learning abilities, thereby affecting their class satisfaction. Methods: In this study, a self-administered questionnaire was conducted from November 8 to November 30, 2021, for 256 dental technology students. The collected data were analyzed using the IBM SPSS Statistics ver. 21.0 statistical program. Frequency and percentage, mean, standard deviation, t-test, ANOVA, post-hoc test, correlation analysis, and linear regression analysis were performed to analyze the data. Results: In the self-directed learning abilities, the attitude of the learners was shown to have the highest positive (+) correlation in both in-person and online classes, with a statistically significant effect (p<0.001) on class satisfaction in major subject classes. Moreover, the explanatory power of the model was 52.2% and 39.7%, respectively. Conclusion: We concluded from the study that there is a need for professors to improve teaching methods to increase learners' self-directed learning competence, through problem-based learning, discussion learning, team-based collaborative learning, and mentor-mentee learning, thereby enabling learners to lead classes themselves.

• 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 BIBLIA Society for library and Information Science
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• v.26 no.2
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• pp.5-23
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• 2015

The aim of this study is to analyze the effects of the creative writing program that is one of the practical strategy of information literacy on self-directed learning abilities of elementary school students. According to the results, this program raise the average score of 33.69 points from 130.14 to 163.83 significantly in their self-directed learning abilities. Among the specific abilities of them, this program affects learning planning and evaluation capability meaningfully. But the long term continuous of learning executive is not changed significantly by this program. As the results of after interview with the students who take part in this program, the most of them respond that they could reduce their fear of writing and apply the reading and writing strategies to other subjects. So, if we teach this program with subjects consistently and use the learning strategies of information literacy, we could improve the long term continuous of learning executive.

• The Journal of Korean Association of Computer Education
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• v.7 no.2
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• pp.77-84
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• 2004

In this thesis, We propose the self-directed learning and test-performing abilities assessment method to evaluate the learning and the test-performing abilities in which learners can not only control their own learning abilities for themselves, but also judge objectively learning and test-performing abilities. This method shows the membership degree of learning and test-performing abilities by using both the triangle-type membership function and the fuzzy logic. In addition, it gives the fuzzy grades to each item. The final membership degrees are calculated and the fuzzy grades are decided by the operation and composition of fuzzy relations on the membership degrees of learning and test-performing abilities. In this method, which is applicable to a writing subject for information searchers, learners are asked to analyse the membership degrees of the learning and test-performing abilities and the final fuzzy grades and to adjust a learning process for themselves.

• The Journal of the Convergence on Culture Technology
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• v.4 no.4
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• pp.207-212
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• 2018

The objective of this study was to investigate the effect of undergraduates' self-directed learning on the school life satisfaction and interpersonal relation ability. For this purpose, 341 undergraduates were targeted and analyzed. The results of the study are as follows. First, significant positive correlation was found in self-directed learning, school life satisfaction, and interpersonal relation abilities. Second, as a result of analyzing school life satisfaction, a sub-factor of self-directed learning, all of gender, grade, and age affected. In addition, sub-factors such as study confidence, study passion, study responsibility seemed to affect positively significantly in order. Third, as a result of analyzing the effect on interpersonal relation skills of self-directed study, there was no significant relation in gender, grade, and age. However, there was significant positive effect in study responsibility, study passion, and study confidence in order. Based on the results of this study, it was confirmed that school life satisfaction and interpersonal relation abilities are closely related to self-directed learning. This is significant in that to revitalize institutions such as educational service, study support for students, self-directed learning programs development in education field at the university, etc. are required.