• Title/Summary/Keyword: Self-directed learning readiness

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The Relationship between Teaching Presence and Self-Directed Learning Readiness in e-Learning Environment

  • ZHANG, Wen;PARK, Innwoo
    • Educational Technology International
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    • v.11 no.1
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    • pp.119-143
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    • 2010
  • This study was conducted to find out the relationship between teaching presence and self-directed learning readiness in e-learning environment. 219 cyber university students finished the web-formatted questionnaires. The Self-Directed Learning Readiness Scale-Adult Based Education instrument and Teaching Presence Scale instrument were used. The results of the present study can be concluded as follow. First of all, teaching presence and self-directed learning readiness have a very high relationship in e-learning environment. Secondly, all five components of teaching presence have significant correlations with self-directed learning readiness. Thirdly, depending on the results of multiple regression analysis, only components of instructional contents and facilitating communication predict the self-directed learning readiness.

The Effect of Readiness to Self-Directed Learning on Nursing Practice Competence (간호사의 학습 관련 자기주도성이 간호실무 수행능력에 미치는 영향)

  • Choi, Jun-Hee;Jeong, Jeong-Hee
    • Journal of Korean Clinical Nursing Research
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    • v.17 no.1
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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.

The Effects of Self-efficacy and Self-directed Learning Readiness to Self-leadership of Nursing Student (간호대학생의 자기효능감 및 자기주도학습준비도가 셀프리더십에 미치는 융복합적 영향)

  • Lee, Sun-Young;Kim, Yun-Young
    • Journal of Digital Convergence
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    • v.14 no.3
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    • pp.309-318
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    • 2016
  • This study aims to investigate the effects of self-efficacy and self-directed learning readiness to self-leadership of nursing students. The data of self-efficacy, self-directed learning readiness and self-leadership was collected for the nursing students of K university in K city from Sep. 2015 to Nov. 2015. The results show that self-efficacy is different according to subjects' age, and self-directed learning readiness is different according to the grade. The correlations among self-efficacy, self-directed learning readiness and self-leadership are significant, and the self-directed learning readiness is a significant predictor of self-leadership. It is expected that the nursing students will be able to act as a leader in clinical practice and health care by promoting self-directed learning readiness from the university education, and it is required to develop and operate the self-directed learning readiness program including the opinions of learners.

Analysis of Relationships and Effects of Pre-service Early Childhood Teacher's Motivations of Choosing a Teaching Profession Related to Educational Belief and Self-directed Learning Readiness (예비유아교사의 교직 선택동기, 교육신념과 자기주도학습준비도의 관련 및 효과 분석)

  • Yoo, Kwiok
    • The Korean Journal of Community Living Science
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    • v.28 no.1
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    • pp.115-130
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    • 2017
  • This study was conducted to examine the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness. The sample included 308 early childhood education major students, and the data were collected using the Modified Orientation to Teach Survey (MOTS), Teaching-belief type scale, and self-directed learning readiness scale. A statistical analysis included correlation analysis and stepwise multiple regression analysis. The results were as follows: 1) analysis of the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness conveys that intellectual stimulation and self-directed learning had the strongest relationships while nature of work had the weakest. For educational belief and self-directed learning readiness, maturationism and interactionism showed significantly positive correlations while behaviorism displayed a negative correlation. Behaviorism had a significantly negative correlation with openness for challenge, a sub-factor of self-directed learning. 2) Analysis of the effect of pre-service early childhood teacher's motivations of choosing a teaching profession and educational belief on self-directed learning readiness indicates that pre-service early childhood teacher's motivations of choosing a teaching profession had a stronger effect on self-directed learning. These results suggest the following: successful performance as an early childhood teacher not only requires receiving institutionalized education but also self-directed learning while working as an early childhood teacher.

Effect of Flow Experience, Self-directed Learning Readiness and Internet Addiction on Academic Achievement in Web-based Computer Education (몰입경험, 자기주도학습 준비도, 인터넷 중독이 웹기반 컴퓨터교육의 학업 성취도에 미치는 영향)

  • Jang, Phil-Sik
    • Journal of Digital Convergence
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    • v.10 no.1
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    • pp.293-300
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    • 2012
  • This study investigates the causal relationships among flow experience, self-directed learning readiness, internet addiction and academic achievement in web-based computer education. The gender differences in path models were also examined. The results indicated that, self-directed learning readiness has positive and direct influence on flow experience and academic achievement. And self-directed learning readiness has a negative and direct influence on internet addiction. For female students, academic achievement was positively and directly influenced by flow experience and indirectly by self-directed learning readiness. However, the mediating effect of flow experience and indirect effect of self-directed learning readiness were not significant for male students.

A relationship between Self-Directed Learning Readiness and Learning Style of university students majored in science and engineering (이공계 대학생의 자기주도학습준비도와 학습유형의 관계)

  • Jeon, Me-Ae
    • 대한공업교육학회지
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    • v.38 no.2
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    • pp.240-266
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    • 2013
  • The purpose of this study is to investigate the self-directed learning readiness of university students' majored in science and engineering as life-long learners, and to analyze the relationship between self-directed learning readiness and learning style. Participants of this study are 142 students majored science and engineering in H university of Chung-nam province to participate in taking self-directed learning readiness tests and Kolb's learning style tests. The results of this study are as follows: First, the average of overall participants' self-directed learning readiness is 3.41, which is possibly regarded as 'an average' according to Guglielmino & Guglielmino (1991)'s interpretation of scores. Second, among four basic scales of participants' learning styles, the highest is found in Active Experiment (AE), the lowest is found in Abstract Conceptualization (AC). In addition, the highest thing of the four learning styles found among the participants is divergers (36.6%) and the lowest is convergers (13.4%). Finally, this study compares the high-level and low-level groups of self-directed learning readiness score with learning style. there is a statistically significant correlation between the score of self-directed learning readiness and CE, AC (p=.01). Therefore, self-directed learning readiness is related to learning style.

Analysis of the Effect of Self-Directed Learning Method in Medical Team Education (의학용어학습에서 자기주도학습준비도 촉진 수업방식의 효과 분석)

  • Chae, Yoo-Mi
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.6
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    • pp.227-237
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    • 2020
  • This study was designed to examine whether the self-directed learning method could improve self-directed learning readiness and the effects of academic achievement level. Self-directed learning readiness was investigated among 63 first-year Medical Terminology undergraduates in the C area. A repeat measurement variance analysis of the general linear model was conducted to evaluate the effects of improving self-directed learning readiness according to the general characteristics and level of academic achievement, while a regression analysis was performed to identify the factors affecting self-directed learning readiness. Self-directed learning readiness increased from 177.3 to 180.8 for those under 18 years of age, and 192.9 to 196.5 for those over 19 years of age (p<0.05). After the team activity, the overall self-directed learning readiness was improved, and both high- and low-achieving groups showed statistically significant improvements (p<0.05). The environment surrounding learners was confirmed to have a positive effect on improving self-directed learning when given the right degree of self-directed learning and appropriate feedback. The study results are expected to form basic foundation material for professors and class designers who want to draw self-directed learning skills from memorizing subjects.

Effects of Cyber Universities' Career Maturity on Academic Stress : Mediator Effects of Self-directed Learning Readiness (사이버대학생의 진로성숙도가 학업스트레스에 미치는 영향 : 자기주도 학습 준비도의 매개효과)

  • Kim, Hyun-Ah;Lee, Jayoung
    • The Journal of the Korea Contents Association
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    • v.14 no.11
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    • pp.486-496
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    • 2014
  • The purpose of this study was to examine the role of self-directed learning readiness between career maturity and academic stress. To examine it, a total of 582 cyber universities were participated in this study, and correlation analysis and regression analysis were conducted. Therefore, career maturity was significantly positive correlated with self-directed learning readiness and it was significantly negative correlated with academic stress. In addition, it was revealed that self-directed learning readiness mediated between career maturity and academic stress. Based on the results, we discussed the strategies for reducing academic stress for cyber students, limitations and suggestions for future researches were also discussed.

A Study on the Critical Thinking Disposition, Self-directed Learning Readiness and Professional Nursing Competency (간호사의 비판적 사고성향, 학습 관련 자기주도성 및 간호업무수행능력에 관한 연구)

  • Park, An-Na;Chung, Kyung-Hee;Kim, Weon Gyeong
    • Journal of Korean Academy of Nursing Administration
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    • v.22 no.1
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    • pp.1-10
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    • 2016
  • Purpose: A descriptive survey was used in this study to identify the relationship between nurses' critical thinking disposition, self-directed learning readiness and professional nursing competency and to examine factors that influence professional nursing competency. Methods: The data were collected from 188 nurses and analyzed using t-test, ANOVA, $Scheff{\acute{e}}$' test, Pearson correlation, and stepwise multiple regression analysis with the SPSS/WIN 20.0 PC program. Results: Professional nursing competency was found to have significant pure correlations with critical thinking disposition (r=.59, p<.001), and self-directed learning readiness (r=.54, p<.001). The most influential factor influencing nurses' professional nursing competency was critical thinking disposition, followed by self-directed learning readiness (${\beta}=.25$, p=.003), work department (${\beta}=.19$, p=.001), total clinical career (${\beta}=.19$, p=.003), and position (${\beta}=.12$, p=.040), and these factors explained 43.8% of the variance in professional nursing competency. Conclusion: The findings indicate the necessity of developing and applying strategies and educational programs to enhance individual nurse's critical thinking disposition and self-directed learning readiness. Furthermore, exploration is needed on ways to enhance professional nursing competency.

Effects of Self-Directed Learning Readiness on Academic Performance and Perceived Usefulness for Each Element of Flipped Learning

  • KIM, Minjeong;CHOI, Dongyeon
    • Educational Technology International
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    • v.19 no.1
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    • pp.123-151
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    • 2018
  • This study aims to examine the effects of self-directed learning readiness (SDLR) on academic performance and the perceived usefulness for each elements of flipped learning. Based on their SDLR scores, 69 students were assigned to a high SDLR group and a low SDLR group. Academic performance was measured by the completion rate of a pre-class online learning and the final exam score, and perceived usefulness for each element of flipped learning was measured by a survey designed by the researcher. For academic performance, the high SDLR group showed a significantly higher completion rate than the low SDLR group, but no significant difference was observed in their final exam scores. Students in the high SDLR group perceived in-class student-centered activities as more useful than those in the low SDLR group. Additional qualitative analyses indicated that students needed more support from instructors and well-prepared peers. Finally, this study suggested that more examination on the various learning characteristics that may influence the effectiveness of flipped learning should be done.