• 수산해양교육연구
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• 제24권2호
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• pp.146-165
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• 2012

The purpose of this study is development of learning coaching program that is grafted onto advantage of Self-directed learning and coaching intended for Youth-After-School-Academy children and analysis the effect on self-efficacy and Self-directed learning ability from this program. The program of this study is developed on the base of Seels & Richey's 'ADDIE Model'. In order to verify the effect of this study, two times tests were carried out on 14 persons of the experimental group and the control group respectively, before and after the program was performed. The MANCOVA & ANCOVA was done on the difference between the post-test results of the experimental group and the control group. Findings of this study might be summarized as follows: First, the post-test result in the experimental group on self-efficacy was meaningfully higher than in the control group. Second, on Self-directed learning ability the result in the experimental group was also higher than in the control group. Therefore, learning coaching program impacted on self-efficacy and Self-directed learning ability of Youth-After-School-Academy children. This program that aim to discover the potential on learning, expect to be effective for children education of today when pursue Self-directed learning ability and creativity.

• 한국콘텐츠학회논문지
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• 제22권10호
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• pp.816-826
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• 2022

이 연구의 목적은 학습주도성 향상을 위한 자기주도학습 프로그램을 실시하여 학업적 자기효능감과 자기주도학습 능력 향상의 효과를 검증하는데 있다. 이를 위해 대학생 28명을 대상으로 프로그램을 실시하여 사전- 사후 점수를 측정하였다. 프로그램의 효과성을 알아보기 위해 프로그램을 실시하기 전 사전 점수와 프로그램을 실시한 이후의 사후 점수를 비교하는 단일집단 사전-사후 설계 방법을 활용하였다. 자기주도학습 프로그램은 총 8회기 동안 운영되었다. 연구결과는 다음과 같다. 첫째, 학습주도성 향상을 위한 자기주도학습 프로그램에 참여한 대학생의 학업적 자기효능감의 사전-사후 점수는 증가하였으나, 통계적으로 유의미한 수준은 아닌 것으로 나타났다. 둘째, 학습주도성 향상을 위한 자기주도학습 프로그램에 참여한 대학생의 자기주도적학습 능력의 사전-사후 평균 점수는 유의미하게 상승하였다. 이러한 결과를 통해 학습주도성 향상을 위한 자기주도학습 프로그램의 시사점과 후속연구를 위한 제언을 제시하였다.

• 한국콘텐츠학회논문지
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• 제16권6호
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• pp.1-8
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• 2016

우리나라는 영재교육에서의 자기주도적 학습 능력의 신장을 매우 중요한 목표로 내세운다. 최근에는 다양한 프로그래밍을 활용한 영재 학습 프로그램이 개발되었고 이를 통해 학습자들의 자기주도적 학습 능력이 향상되기도 한다. 하지만 프로그래밍 활용 영재 학습 프로그램은 정보 영재를 대상으로 개발된 것이 대부분이다. 이에 본 연구에서는 자기주도적 학습능력의 향상을 위한 앱인벤터를 활용한 수학영재프로그램의 개발과 적용에 관해 탐구하였다. 4, 5학년으로 이루어진 초등 수학 영재 1개 학급을 대상으로 모둠별로 앱인벤터를 활용해 수학 퀴즈를 만드는 활동을 하였다. 실험 적용 후 실험집단의 내재적 동기, 자율성, 개방성 등 자기 주도적 학습 능력의 하위 요소의 사후 검사 값이 유의도 .002이하로 매우 유의하였다. 따라서 앱인벤터의 활용을 통한 수학영재프로그램의 개발과 적용은 수학 영재 학습자의 자기주도적 학습 능력의 전 영역에서 효과적이었음을 확인할 수 있었다.

• Perspectives in Nursing Science
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• 제7권1호
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• pp.36-42
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• 2010

Purpose: This study was done to identify the preferences for learning style and the degree of self-directed learning and influencing factors on it among nursing students working on a Bachelor of Science in a nursing program at Suwon. Methods: The study sample included 156 nursing students. A self-report questionnaire was used to assess the data. The data was analyzed using the SPSS/WIN program for descriptive and inferential statistics. Results: Most of the students preferred lectures rather than discussion or team projects as a teaching method. Students preferred deliberating, sensing, and the use of visuals for their learning style. In addition, they favored sequential learning over comprehensive learning. Self directed learning had better outcomes in 3rd and 4th year students than 1st or 2nd year students. Additionally, active learners and high achievers who had a good GPA showed higher self directed learning than the others. Conclusion: In order to maximize students' self-directed learning, study guidance will be necessary for freshmen and for some who experience difficulties in studying nursing courses. Nursing faculty members should pay close attention to facilitate student's self directed learning, and encourage more discussions in the classes.

• 문화기술의 융합
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• 제9권6호
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• pp.889-897
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• 2023

본 연구에서는 협동학습 비교과 프로그램 참여가 대학생들의 자기주도학습 능력 향상에 어떠한 영향을 미치는지 살펴보고자 하였다. 협동학습 비교과 프로그램을 운영하기 위하여 교내 시스템을 통해 자발적인 방식으로 학생들을 모집하였다. 총 128명의 학생이 선정되었다. 이들은 참여 인원에 따라 그룹을 이루어 9주간에 걸쳐 협동학습 비교과 프로그램에 참여하였다. 프로그램 실시 전과 프로그램이 종료된 이후 참여 학생들의 자기주도학습 능력에 대한 설문조사를 실시하였다. 실험집단 사전-사후 검사를 통해 프로그램의 효과성에 대해 살펴보았다. 그 결과는 다음과 같다. 첫째, 협동학습 비교과 프로그램에 참여한 학생들의 자기주도학습 능력의 점수가 유의미하게 향상되었다. 둘째, 자기주도학습 능력에 대한 면밀한 분석을 위해 자기주도학습 능력의 하위요소에 대해 살펴본 결과 자기주도학습능력의 하위요소인 자아인식과 학습전략의 점수는 유의미하게 상승한 것으로 나타났다. 그러나 학습동기, 학습상황은 점수가 향상하였으나 그 수준이 통계적으로 유의미한 것은 아닌 것으로 나타났다. 이러한 결과를 바탕으로 하여 우리는 대학생들의 자기주도학습 능력 향상을 위한 논의와 대학에서의 협동학습 활성화 방안에 대해 제시하였다.

• 임상간호연구
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• 제17권1호
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• pp.16-26
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• 2011

Purpose: The purpose of this study is to investigate nurses readiness to self-directed learning and its correlations with nursing practice competence in a tertiary hospital in Seoul, Korea. Methods: A cross sectional survey design was utilized to assess nurses readiness to self-directed learning and job performance. The data used in this study were obtained from 286 nurses who have been working on general ward for over 1 year. Data were analyzed by ANOVA, t-test, Pearson's correlation analysis, and multiple regression using SAS 9.1 program. Results: The mean score of the readiness to self-directed learning is 3.56 and that of nursing practice competence is 2.71. The readiness to self-directed learning was statistically different according to level of education, and clinical work experience. Nursing practice competence was also significantly different according to level of education, clinical work experience, marital status, age, and working division. The readiness to self-directed learning and nursing practice competence seem to have significant positive correlation to each other (r=.555, p<.001). The readiness to self-directed learning explains 32.0% of nursing practice competence (F=20.20, p<.001). Conclusion: These findings indicate that program development for enhancing the readiness to self-directed learning is needed to improve nursing practice competence. We also need continuous efforts to improve nurses initiatives and creativity.

• 한국초등과학교육학회지:초등과학교육
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• 제40권1호
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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.

• 한국임상보건과학회지
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• 제4권2호
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• pp.571-581
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• 2016

Purpose. This study was to identify the relationship between self-directed learning and nursing student's satisfaction of clinical practice. Methods. This study was designed to measure the level of satisfaction according to the contents, guidance, environment, time, and the evaluation of clinical practice. Two hundred thirty-one nursing student from baccalaureate program in H-gun was sampled. A scale consisting of 75 questions, developed by the researcher, was used to gather data from September 14 through 27, 2012. The data was analyzed by descriptive statistics, paired t-test, pearson correlation, and multiple linear regression using the SPSS WIN 18.0 program. Results. The results were summarized : Self-directed learning didn't show a significant different by grade(t=0.83, p=.934). Nursing student's satisfaction of clinical practice didn't show a significant different by grade(t=0.26, p=.798). The relationship between self-directed learning correlated with the degree of nursing student's satisfaction in clinical practice(r=.44, p<.001). The factors of self-directed learning described nursing student's satisfaction of clinical practice as $R^2$=.215(F=9.858, p<.001). Conclusions. It was found that a higher degree of satisfaction in clinical practice depends on a higher degree of self-directed learning. Therefore, nursing faculty should plan intervention to improve satisfaction level of clinical practice by fostering self-directed learning.

• 수산해양교육연구
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• 제24권6호
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• pp.935-949
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• 2012

The purpose of this study was to investigate the structural relationship among the self-efficacy, self-directed learning ability, school adjustment and learning flow in middle school students by the structural equation modeling analysis. The subjects of this study consisted of 553 middle school students. The data were analyzed with descriptive statistics, Pearson correlations and structural equation modeling analysis by using the SPSS 12.0 and AMOS 5.0 statistical program. The results of this study were as followed: First, there were significant correlations among the self-efficacy, self-directed learning ability, school adjustment and learning flow. Second, the self-directed learning ability and school adjustment directly affected the learning flow. Third, self-efficacy and school adjustment variables indirectly affected learning flow. The indices of the best fit model on these variable were adequate. This study shows that the self-efficacy, self-directed learning ability, school adjustment are the significant predictor for the learning flow during adolescent.

• 한국콘텐츠학회논문지
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• 제15권11호
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• pp.658-671
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• 2015

본 연구는 블렌디드 액션러닝프로그램이 대학생의 자기주도적 학습능력 향상에 미치는 영향을 탐색하였다. 이를 위해 수도권 D 대학의 사범대학 학생들을 대상으로 실험집단 30명, 통제집단 30명을 구성하여 연구를 수행하였다. 연구대상의 평균연령은 22.3세이며, 2-4학년 재학생으로 인구통계학적 배경은 비교적 동질적이다. 교육사회학(교직과목) 수업에서 실험을 수행하였다. 연구는 학기 초에 자기주도적 학습 능력을 사전 검사하였다. 이후에 실험집단은 블렌디드 액션러닝프로그램으로 수업을 진행하였고, 통제집단은 액션러닝프로그램으로 수업을 진행하였다. 학기가 종료되는 시기에 사후 검사를 실시하였다. 자료 분석은 사전 검사 점수를 고려하여 집단 간 사후 검사 점수를 비교하기 위해 공분산분석(ANCOVA)을 수행하였다. 그 결과 첫째, 대학생들의 자기주도적 학습능력 향상을 위해서는 액션러닝프로그램 보다 블렌디드 액션러닝프로그램이 효과적인 것으로 나타났다. 둘째, 인지적, 경험적 수준이 낮은 학습자 대상의 수업에서는 액션러닝프로그램 보다 블렌디드 액션러닝프로그램이 더욱 효과적인 것으로 나타났다. 셋째, 학습자원 관리와 학습전략 활용 측면에서는 액션러닝프로그램과 블렌디드 액션러닝프로그램 공히 영향을 미치지 못하는 것으로 나타났다. 이상의 내용을 종합해볼 때 대학생의 자기주도적 학습능력을 향상하기 위해서는 다양한 교수방법 중 전통적 집단강의보다 학습자들의 참여 및 실천학습 방법인 액션러닝프로그램이 효과적인 교수방법이지만, 대학생들의 지적, 경험적 측면의 초보적 수준을 고려할 때 블렌디드 액션러닝프로그램의 적극적 활용이 요구된다.