• Journal of Digital Convergence
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• v.20 no.5
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• pp.47-52
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• 2022

The purpose of this study is to confirm the effect of nursing process education applying action learning on the critical thinking tendency, self-leadership, and self-directed learning ability of nursing college students. A total of 96 subjects were studied, and data collection was from September to December 2021. For data analysis, the frequency, percentage, and corresponding sample t-test were used using spss/win 23. Results show that self-directed learning ability(t=-3.76, p<.001) was significantly improved. In addition, critical thinking disposition and self-leadership(r=.730, p<.001), critical thinking disposition and self-directed learning ability (r=.701, p<.001), self-leadership and self-directed learning ability(r=.734 p<.001) had a statistically significant positive correlation between them. As a result of this study, it can be seen that the nursing course education applied to action learning has a positive effect on the self-directed learning ability of nursing college students. In the future, research is needed to confirm the effects of various teaching and learning methods.

• Journal of East-West Nursing Research
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• v.20 no.2
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• pp.154-159
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• 2014

Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) program on problem solving ability, critical thinking disposition and self-directed learning in junior nursing students caring for patients with respiratory diseases. Methods: One-group pretest-posttest design was used. TBL program was carried out for 2 hours a week for 6 weeks. Data were collected by questionnaires from 167 nursing students from March 6 to June 5, 2013. Data were analyzed by paired t-test and Pearson correlation coefficient. Results: At the completion of TBL program, significant improvement was found in problem solving ability (t=-6.04, p<.001), critical thinking disposition (t=5.02, p<.001) and self-directed learning (t=5.96, p<.001). There was a significant positive correlation among problem solving ability, critical thinking disposition and self-directed learning. Conclusion: In conclusion, TBL is a useful teaching and learning method on nursing students. We suggest that it is needed to measure the educational effects of TBL against other teaching methods in the future studies.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.127-152
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• 2004

The purpose of this study is to elaborate design strategies for a Web-based self-directed cooperative distance language learning community. Research was done regarding the theoretical foundations for self-directed cooperative language learning and Web-based learning communities. The components of a Web-based community for self-directed cooperative language learning system are also investigated. As a result of this study, design strategies for Web-based communities are suggested. There are performance and supporting environments(synchronous/asynchronous) for self- directed cooperative language learning. There are also cultural experiences and communication factors in the performance field. Furthermore, matching communicators, finding and offering information, language learning content and other supporting agents are important in the supporting environment.

• Journal of Korea Multimedia Society
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• v.7 no.7
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• pp.944-955
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• 2004

The modern society as a high-level information-oriented society lays a great emphasis on lifelong education. It emphasizes all the learners' creative learning ability and various teaching-learning methods as well. We need the self-directed learning to meet these requirements, and one of the solutions is the self-directed teaching-learning process employing the web. Though many educators, so far, developed a number of teaching materials, they are no more than web-based teaching materials for simple learning activities or simple item-bank systems. So, this paper suggests an problem-solving based and self-directed learning system on web in order to overcome such simplicities, and it shows design and implementation of the system. Suggested learning system enables learners to get thinking skill though self-directed control of learning level after they learn the basic concepts and principles on the web as self-directed learning. For example, the system was applied to mathematics education for a middle school students. It supports a test of questions chosen from the item bank in a self-directed way, and helps learners to understand their learning levels for themselves and to solve their questions through on-line discussions with their instructor. The system can also be helpful in improving the learners' learning effects by sharing mutual information through the data room or the Q&A between learners and learners or between learners and instructors.

• Perspectives in Nursing Science
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• v.7 no.1
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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.

• Korean Medical Education Review
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• v.12 no.2
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• pp.5-11
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• 2010

The purpose of this article is to propose an alternative viewpoint on medical education, known as the Erudition paradigm. This study aims to confirm the essence of erudition rather than teaching and learning through discussing the foundations of self-directed learning principles in medical education. By reactivating the meaning of self-directed learning, this study debates the proprieties of the erudition paradigm beyond pedagogy; that is to say, the school-oriented educational paradigm. After all, this study reveals that all humans are Homo Eruditio, born with an erudite instinct, and it is necessary to inspire his/her encouragement in erudition by using self-directed learning.

• Journal of Korean society of Dental Hygiene
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• v.15 no.2
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• pp.303-310
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• 2015

Objectives: The purpose of this study was to examine the influence of cooperative learning on the learning attitude and self-directed learning capability of learners. Methods: The subjects were 50 sophomores enrolled in cooperative learning for 12-week period from March to June, 2014. A self-reported questionnaire was completed by the subjects. The instruments were 16 questions of learning attitude, 32 questions of self-directed learning, academic achievement, and 12 questions of satisfaction with instruction by Likert 5 scale. Cronbach's alpha was 0.84 in the previous study and 0.78 in this study. Self-directed learning was modified by Yoo and Cheong. Cronbach's alpha of self-directed learning was 0.86 in this study. Academic achievement was assessed by before and after the cooperative learning class. Cronbach's alpha was 0.95 in this study. Their learning attitude and self-directed learning capability were evaluated before and after the cooperative learning, and their satisfaction with the instruction and academic achievement were assessed by the written examination. Results: The score of learning attitude increased from 2.89 in the pretest to 3.38 in the posttest. The self-directed learning of the students increased from 2.98 in the pretest to 3.48 in the posttest. The academic achievement of students also increased from 82.0 in the pretest to 85.2 in the posttest. The satisfaction with instruction was 4.24 of Likert 5 scale. There were significant differences in satisfaction with instruction, cooperative learning and academic achievement. Conclusions: It is important to develop the cooperative learning program linked to self-directed learning for the dental hygiene students continuously. This study will provide the basic data and information for the development of new teaching methods for the dental hygiene.

• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.1-12
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• 2005

In this paper, we analyze the course 'computer' on middle and high schools. and propose new organization of the course to enhance the ability of self-directed learning. We also develop a learning system for new organization, based on self-directed teaching and learning principles. The developed learning system makes students choose the topics according to their interest and advance learning by the schedule they set by themselves. To promote students' participation, the teacher also gives students various learning tasks. Through e-board and Q&A, we also accelerate mutual communication among teachers and students, to do teaching-learning activities vigorously.

• Journal of The Korean Digital Architecture Interior Association
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• v.12 no.3
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• pp.67-79
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• 2012

The purpose of this study is to suggest the interior architecture design studio through the pedagogical method of educational technology for college students who lack self-directed learning. The pedagogical method has been organized to make a student-centered class based on the operation of existing architectural design studios. This teaching and learning method emphasizes the role of teachers as facilitators to help students lacking in self-directed learning in the design process, the BIM visualization to give students an expression of design project and the critics to give students an experience of working circumstances. The results of this study can be summarized as follows. First, This pedagogical model can improve the self-directed learning of students, accomplish the design process well through teamwork, and provide problem based learning (PBL) to settle obstacles that come up during the project. Second, through this model, students can improve their field design capacity by instructor, design feedback and criticism. Finally, This model can suggest new pedagogical methods for interior architectural design studios and management of student-centered studios.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.187-210
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• 2006

This study aims to investigate the effects of the implementation of self-directed learning through the homepage between the teacher and the students for English reading classes. The study focuses on the questions of whether the self-directed learning through the homepage, compared to the teacher-centered learning, would enable a significantly positive change in the students' achievements and of what their responses to this new learning method are. 72 students were grouped into an experimental and a control group, and then each group was subdivided into three levels (high, medium, low) of proficiency. Findings demonstrate that the experimental group showed statistically more significant increases in their scores of reading proficiency test than the control group. For the question of students' responses to the learning experience, the three groups within the experimental group responded to a questionnaire survey with regard to the positive attitude of learning, the effectiveness of self-directed learning and its learning materials, and usability of the homepage. In general, the experimental group considered the experience satisfactory, although the degree of positive responses varied according to the proficiency level of the group. This suggests the importance and effectiveness of self-directed learning using the computer and internet as a supplementary learning tool.