• 제목/요약/키워드: Self-directed learning strategy

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Vygotsky 이론에 근거한 수학과 자기주도적 학습 능력 측정 도구 개발 (Development of the Self-directed Mathematics Learning Test Based on Vygotsky)

  • 이종희;김선희
    • 대한수학교육학회지:학교수학
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    • 제7권3호
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    • pp.253-268
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    • 2005
  • 학생들이 스스로 학습을 준비하고 실행하며 반성하는 자기주도적 학습 능력을 갖는 것은 수학 교과에서 중요한 일이다. 본 연구는 수학 교과에서 자기주도적 학습 능력에 대한 개념화를 Vygocky의 이론에 더하여 시도하였다. 자기주도적 학습의 요소를 동기, 전략, 메타인지 측면에서 고찰하고, 준비, 실행, 반성의 학습 과정에서 자기주도적 학습 능력의 요인을 10가지로 분석하였다. 이 요인을 바탕으로 수학과의 자기주도적 학습 능력을 측정할 수 있는 도구를 문항으로 개발했으며, 이것을 요인분석의 방법으로 검증하였다.

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Analyses on the Perception's Differences of Online Teaching Activity according to the Level of Self-Directed Learning in Higher Education Using the IPA Technique

  • SUNG, Eunmo;CHOI, Jieun
    • Educational Technology International
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    • 제22권1호
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    • pp.57-85
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    • 2021
  • The purpose of this study was to identify learners' perception of teaching activities in online classes that were forcibly switched due to COVID-19, and to compare and analyze differences in importance and performance of online teaching activities according to the level of self-directed learning in university students. To address these goals, 31 university students who took courses operated as online classes at university participated in this study, and the collected data were analyzed according to IPA procedures and methods. As a result, for online teaching activities, class attendance check and encouragement, clarity of class objectives, the ability to deliver the content of learning, and the ability of the instructor to deliver lectures were identified as factors to be constantly emphasized. Depending on the level of self-directed learning, there were significant differences between importance and performance in high level learners' interaction strategy with instructor, interaction strategy with learner, and timely provision of instructor's feedback. On the other hand, there was no significant difference between the importance and performance of online teaching activities for learners with a low level of self-directed learning. Based on these research results, several implications for the design of effective online teaching activities in future university education were proposed.

Influences of Physical Education Classes based on Flipped Learning of Self-directed Learning Abilities and Attitude towards These Classes, for Middle School Students

  • Lee, Dae Jung;Kim, Dae Jin
    • International Journal of Contents
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    • 제15권2호
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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.

초등과학에서 그리기 중점의 사고지도를 활용한 수업 전략의 효과 (The Effects of Instructional Strategy using Thinking Maps focused on Drawing in Elementary School Science)

  • 김정선;박재근
    • 한국초등과학교육학회지:초등과학교육
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    • 제35권1호
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    • pp.54-64
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    • 2016
  • The purpose of this study is to develop instructional strategy which utilizes thinking maps focused on drawing as a measure to enhance science learning motivation, self-directed learning activity and science academic achievement of learners, and to examine the effects of its application. The target unit for this study is 'life cycle of plants' in the fourth grade of elementary school. Two classes of 4th grades of elementary school were selected and divided into two groups. The learners of experimental group have completed thinking map by drawing a picture to express the results to be observed and measured, and used it to arrange the learning contents. The result of this study is as follows. First, it is proven that using thinking maps focused on drawing actually helped improving the motivation of learners to study science. Second, it is proven that this strategy was effective to change their self-directed learning ability in positive ways. Third, it contributed to the improvement of learners' science academic achievement. We found out that the application of this strategy enabled them to enjoy the mapping using drawing, to be immersed in learning, to better recognize the scientific concepts and the structure of learning contents, and to have a positive awareness of the usefulness of thinking maps focused on drawing.

The Relationship Between Life-Learning Competency and Self-Directed Learning Ability, Problem-Solving Ability, and Academic Achievement of University Students in the Context of Higher Education

  • SUNG, Eunmo
    • Educational Technology International
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    • 제18권2호
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    • pp.249-263
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    • 2017
  • The purpose of this study was to examine whether respondents showed gender differences in life- learning competency, self-directed learning ability, problem-solving ability, and academic achievement and to identify relationships among variables of university students in the context of higher education. To address those goal, the data set was analyzed that nationally collected from Korea Youth Competency Measurement and International Comparative Research III by National Youth Policy Institute in South Korea. 680 samples were used in the study that were 343 males and 337 females of university students. As results, statistically significant difference was showed in the participants' gender. Male university students were higher score than female university students in All variables. Also, learning agility in life-learning competency was strongly related to self-directed learning ability and problem-solving. Thinking skills in life-learning competency was strongly related to academic achievement in university students in higher education. In terms of learning strategy in the context of higher education, some suggestions have been made for university students.

중학생의 자기주도학습능력과 정서조절전략에 따른 학교생활만족도 (The School Life Satisfaction of Middle School Students according to Self-Directed Learning Capability and Emotion Regulation Strategy)

  • 박정현;장윤옥;정서린
    • 한국가정과교육학회지
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    • 제28권2호
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    • pp.21-39
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    • 2016
  • 본 연구는 중학생의 자기주도학습능력과 정서조절전략에 따른 학교생활만족도의 차이를 알아보는데 그 목적이 있다. 본 연구의 대상은 중학생 499명으로 자기주도학습능력, 정서조절전략, 학교생활만족도 척도로 구성된 질문지를 조사도구로 사용하였다. 수집된 자료를 분석하기 위하여 빈도 및 백분율, 각 측정도구의 타당도와 신뢰도를 파악하기 위해서 요인분석을 실시하고 Cronbach ${\alpha}$계수를 산출하였다. 본 연구의 구체적인 연구문제를 분석하기 위해서 이원배치분산분석(Two Way ANOVA)을 실시하였으며, 상호작용 효과가 유의한 집단 간의 구체적인 차이를 알아보기 위해 일원배치분산분석(One Way ANOVA)과 $Scheff{\acute{e}}$의 사후검증을 실시하였다. 본 연구에서 얻어진 연구결과와 논의를 통해 얻은 요약 및 결론은 다음과 같다. 첫째, 중학생의 자기주도학습능력과 행동적 정서조절전략에 따른 학교생활만족도는 유의한 차이가 있는 것으로 나타났다. 둘째, 중학생의 자기주도학습능력과 인지적 정서조절전략에 따른 학교생활만족도는 유의한 차이가 있는 것으로 나타났다. 셋째, 학생의 자기주도학습능력과 부정 회피적 정서조절전략에 따른 학교생활만족도는 유의한 차이가 있는 것으로 나타났다. 가정과 교육의 교과내용은 실천적 학문으로써 학습관리와 스트레스관리 등의 자기관리 영역을 포함하고 있으므로 이러한 본 연구의 결과를 자기관리 영역의 수업활동에 적용하고 활용한다면 청소년의 학교생활 만족도의 증진에 도움이 될 것이다.

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

  • 채유미
    • 한국산학기술학회논문지
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    • 제21권6호
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    • pp.227-237
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    • 2020
  • 본 연구는 자기주도학습 촉진 수업방법이 자기주도학습준비도를 향상시킬 수 있을 것인지, 학업성취도 수준에 따른 효과를 살펴보고자 하였다. C 지역 4년제 보건행정학과 1학년 '의학용어' 수강생 63명을 대상으로 팀활동 중심의 자기주도학습 촉진 수업방법 적용 후 자기주도학습준비도를 조사하여 SPSS 24.0 통계 프로그램을 이용하여 비교분석하였다. 자료조사는 2016년 9월 6일 1차, 12월 6일 2차로 이틀에 걸쳐 진행되었다. 일반적인 특성과 학업성취도 수준에 따른 자기주도학습준비도 향상 효과를 평가하기 위해 일반선형모형의 반복측정 분산분석을, 자기주도학습준비도에 영향을 미치는 요인을 확인하기 위해 회귀분석을 실시하였다. 자기주도학습준비도를 연령별로 살펴보면 18세 이하군은 수업전 177.3점에서 180.8점, 19세 이상군은 192.9점에서 196.5점으로 향상되었다(p<0.05). 수업 후 전반적인 자기주도학습준비도 향상을 보였으며 학업 성취도가 높은 그룹과 낮은 그룹 모두 통계적으로 유의한 자기주도학습준비도 향상을 보였다(p<0.05). 회귀분석 결과 자기주도학습준비도 관련 변수들의 모델 설명력은 41.1%로 높았으며 연령과 수시시험이 자기주도학습준비도와 통계적으로 유의한 양의 상관관계를 보였다(p<0.05). 학습자를 둘러싼 환경이 자기주도적으로 학습할 수 있도록 하는 정도와 적절한 피드백이 주어질 때 자기주도학습 향상에 긍정적인 영향을 미칠 수 있음을 확인할 수 있었다. 암기과목에서 자기주도학습 역량을 이끌어내고 싶은 교수자나 수업설계자들에게 기초자료가 될 수 있을 것으로 기대된다.

자기주도적 학습능력 향상을 위한 e-PBL 시스템 연구 (A Study on e-PBL System for Improvement of Self-Directed Learning Ability)

  • 서성원;김의정
    • 한국정보통신학회논문지
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    • 제17권6호
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    • pp.1471-1476
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    • 2013
  • 본 연구는 K대학부설과학영재교육원 학생 중 웹기반 사이버 토론 학습 프로그램인 "Science Cyber Conference" 참가자를 대상으로 문제중심학습(Problem-based Learning; PBL)전략을 적용한 시스템을 개발하여 16주 동안 프로그램을 진행한 후, PBL 전략이 '자기주도 학습 능력'에 미치는 영향에 대해 알아보았다. 이와 더불어 PBL 수업 과정에 대한 학습자의 인식을 조사하였다. 웹기반 PBL 전략을 적용한 프로그램 진행 후 학습자의 '자기주도 학습 능력'이 통계적으로 유의미하게(p<.05) 효과가 있었다. 특히 '자기주도 학습능력'은 하위 영역 7개 중 '학습자 신념'을 제외한 모든 6개의 영역에서 유의미한 차이를 보였다.(p<.05) 또한 웹기반 PBL 전략을 사용한 수업이 긍정적이라는 인식을 보였다.

간호학생의 자기주도적 학습, 비판적 사고성향이 임상수행능력에 미치는 영향 (The Influence of Self-directed Learning & Critical Thinking Disposition on Clinical Competence in Nursing Students)

  • 권말숙
    • 한국간호교육학회지
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    • 제17권3호
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    • pp.387-394
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    • 2011
  • Purpose: The purpose of this study was to investigate self-directed learning and critical thinking disposition which influence clinical competence in nursing students. Method: As a descriptive study, a total of 271 third year students were recruited from a nursing college in Daegu. A structured questionnaire was self-administered from June 7, 2011 to June 10, 2011. The data were analyzed using SPSS/WIN version 12. Results: In self-directed learning, there were significant differences in gender (t=2.26, p=.025), satisfaction of major (F=7.77, p=.001), and satisfaction of clinical experience (F=10.39, p<.001). Critical thinking disposition differed in gender (t=2.82, p=.005). Moreover gender (t=4.00, p<.001), satisfaction of achievement (F=6.50, p=.002), satisfaction of major (F=4.24, p=.015), and satisfaction of clinical experience (F=9.54, p<.001) differed with clinical competence. Clinical competence was positively related to self-directed learning (r=.45, p<.001) and critical thinking disposition (r=.51, p<.001). According to the result of multiple regression, critical thinking disposition (t=5.80, p<.001), satisfaction of achievement (t=3.33, p=.001), gender (t=2.93, p=.004) and self-directed learning (t=2.35, p=.019) were significant factors of clinical competence explaining 33.0% of the variances. Conclusion: Critical thinking disposition, satisfaction of clinical experience, gender and self-directed learning had a positive effect on clinical competence in nursing students. To enhance clinical competence for nursing students, it is necessary to develop self-learning teaching strategy and curriculum.

보건계열 대학생들의 학습전략 영향요인 (Learning Strategies Influencing factors of the Students in the Department of Health Science)

  • 문인오;정지나;서명희
    • 디지털융복합연구
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    • 제17권5호
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    • pp.407-416
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    • 2019
  • 본 연구는 보건계열 대학생들의 학습전략에 영향을 미치는 요인들을 분석하고자 하였다. 자료수집은 J도 소재의 2개 대학에 재학 중인 보건 의료분야 전공 대학생 373명을 대상으로 자가보고식 설문지를 통해 이루어졌으며, 수집된 자료는 SPSS/WIN 23.0 프로그램을 이용하여 분석하였다. 연구결과 학습 전략은 진학동기, 전공 만족도에 따라 유의한 차이가 있었으며, 학업적 자기 효능감과 자기주도적 학습은 학년, 진학동기, 전공만족도에 따라 유의한 차이가 있었다. 학습전략과 독립변수 간 상관계수는 학업적 자기 효능감(r=.478, p<.001), 자기주도적 학습(r=645, p<.001), 학업 스트레스(r=-.193, p<.001)로 유의하였다. 자기주도적 학습(${\beta}=0.61$), 전공만족도(만족)(${\beta}=0.31$), 전공만족도(보통)(${\beta}=0.24$)의 순으로 학습전략에 영향을 주며, 전체 설명력은 42.6%였다. 연구 결과를 토대로 전공만족도 개선방안과 자기주도적 학습능력 향상방안의 모색은 보건계열 대학생들의 학습전략을 높이는데 긍정적 영향을 줄 수 있을 것이다.