• 한국경영과학회지
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• 제31권3호
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• pp.127-143
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• 2006

While e-learners' satisfaction would be determined by qualify of e-learning environment including learning management systems, learning contents and interactions, the influence of quality on satisfaction can be changed by e-learners' self-regulated efficacy The objective of this study is to show difference of the relationship between qualify and satisfaction In e-learning by self-regulated efficacy. For this purpose, we propose a research model which consists of five quality factors in e-learning as explaining variables, satisfaction as a result variable and self-regulated efficacy as a control variable. For empirical test of this model, the sample is collected from e-learning classes in a college and divided into two groups by self-regulated efficacy in order to analyze the effects of control variable. By multi-group analysis, we show two groups are different from each other in the relationship between quality and satisfaction of e-learning environment.

• Journal of Information Technology Applications and Management
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• 제12권3호
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• pp.57-80
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• 2005

This study defined the notion of general idea on m-learning as based upon e-Learning and mobile internet related literature review and identified the m-Learning distinctive features. Also, this study has searched for factors that are expected to influence the use intended for m-Learning from self-regulated learning, which is acknowledged to be a useful method for learning accomplishment in education field, in order to measure the relationship between learners' motivation and use intention. Then it has empirically validated the conceptual model based on Davis' TAM (Technology Acceptance Model) As a result, self-efficacy, self-determination, interest, contents quality, time management, help seeking, and Peer study are factors affecting Perceived usefulness. Also self-efficacy, self-determination, interest, contents qualify, time management, and peer study are factors affecting perceived ease of use. Finally both perceived usefulness and perceived ease of use are significant factors affecting use intention.

• Educational Technology International
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• 제11권1호
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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.

• 한국콘텐츠학회논문지
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• 제12권6호
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• pp.328-337
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• 2012

본 연구는 간호학생들의 학업적 자기효능감, 학습동기, 자기주도적 학습태도 및 문제해결능력을 확인하고 문제해결능력에 영향을 미치는 요인을 파악하고자 수행하였다. 연구대상은 3년제 전문대학 2개교의 간호학생 217명이었고 자료수집은 구조화된 설문지를 이용하여 2012년 3월 2일부터 3월 31일까지 하였다. 연구결과, 대상자의 학업적 자기효능감은 성별, 출신학교, 성격성향에서 유의한 차이가 있었고, 학습동기는 출신학교, 졸업 후 교과목 활용도에서 유의한 차이가 있었다. 자기주도적 학습태도는 출신학교에서 유의한 차이가 있었으며 문제해결능력은 졸업 후 교과목 활용도에서 통계적인 유의한 차이를 보였다. 대상자의 문제해결능력에 영향을 미치는 요인은 자기주도적 학습태도, 학습동기, 및 학업적 자기효능감으로 문제해결능력을 37.3% 설명하였다. 결론적으로 간호학생의 문제해결능력을 높이기 위해서는 학업적 자기효능감, 학습동기 및 자기주도적 학습태도를 높이는 교육프로그램 개발이 필요하다.

• 대한치과기공학회지
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• 제41권3호
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• pp.233-244
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• 2019

Purpose: The purpose of the study is to learn the importance of self-directed learning about career-preparation behavior of department of dental technology students. Methods: Using the questionnaire, the department of dental technology in Gyeongnam Province conducted a survey of students of department of dental technology at A and B college for one month from May 15, 2019 through June 15, 2019, and finally 204 students were surveyed for Self-esteem, Self-determination, Self-efficacy, Internal control, College life adaptation, Self-directed learning, and Career-preparation behavior. Results: Self-esteem among students has been shown to improve self-directed learning by increasing the stress of college life, and self-efficacy has only a direct effect on self-directed learning. In addition, self-determination and internal control of department of dental technology students were found to be variables that have a common positive effect on college life adaptation and self-directed learning. In addition, college life adaptation gives direct positive effect to self-directed learning, but indirect effect through self-directed learning was found to be stronger than direct effect on career-preparation behavior, and the career-preparation behavior of students was further strengthened through self-directed learning. Conclusion: The changes in college restructuring and various policies also suggest that students should actively seek ways to instill certainty about their major's vision and career path within the college rather than deciding their future through extreme measures such as academic secession at a time when anxiety and uncertainty about their career is strong.

• 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.

• 동서간호학연구지
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• 제23권2호
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• pp.107-114
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• 2017

Purpose: The purpose of this study is to investigate the influencing factors of self-leadership, academic self-efficacy and instructor-student interaction on self-directed learning in nursing college students. Methods: This study used a descriptive survey design. Participants were 190 nursing college students at three universities in Jeollanam-do and Gyeongsangnam-do. Data were collected from May 10 to June 12, 2016 using self-report questionnaires. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS 19.0. Results: The results showed that the self-leadership of the nursing students was 3.49, academic self-efficacy, 3.17, instructor-student interaction, 3.71, and self-directed learning, 3.43, respectively. Self-directed learning of nursing college students was positively associated with self-leadership(r=.65, p<.001), academic self-efficacy(r=.61, p<.001) and instructor-student interaction (r=.36, p<.001). 001). Self-leadership, academic self - efficacy, major satisfaction, GPA 4.0 or above explained 65% of the total variance in self-directed learning among nursing college students. Conclusions: The findings of this study indicated that nursing interventions for increasing self-leadership, academic self-efficacy and major satisfaction should be developed to improve self-directed learning of nursing students. Additional studies for changes in the overall teaching and learning environment to promote the self-directed learning environment in nursing education should be conducted.

• 디지털융복합연구
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• 제14권3호
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• pp.309-318
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• 2016

본 연구는 간호대학생들의 자기효능감과 자기주도학습준비도가 셀프리더십에 미치는 융복합적 요인을 확인하고자 하였다. 자료수집을 위해 2015년 9월부터 2015년 11월까지 K시에 위치한 K대학교 간호학과 학생 273명을 대상으로 자기효능감, 자기주도학습준비도, 셀프리더십에 대한 자료를 수집하여 분석하였다. 연구결과 자기효능감은 연령에 따른 차이가 있었으며, 자기주도학습준비도는 학년에 따른 차이가 있는 것으로 나타났다. 또한 자기효능감, 자기주도학습준비도, 셀프리더십은 서로 유의한 순 상관관계가 있는 것으로 나타났으며, 자기주도학습준비도는 셀프리더십의 유의한 예측요인인 것으로 나타났다. 본 연구결과를 통해 간호대 학생들의 대학교육에서부터 자기주도학습 준비도 증진을 위해 노력함으로써 간호대학생들이 향후 임상현장 및 보건의료 각 분야에서 리더의 역할을 수행할 수 있을 것으로 여겨지므로 학습자의 의견을 포함한 자기주도학습준비도 향상 프로그램 개발과 운영이 요구된다.

• 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.

• 컴퓨터교육학회논문지
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• 제22권1호
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• pp.31-46
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• 2019

본 연구에서는 소프트웨어 교육의 효과성을 증진하기 위하여 소프트웨어 교육 학습자들의 자기주도학습 유형을 분석하고 각 유형에 따른 특징을 살펴봄으로써 보다 전략적인 소프트웨어 교육을 위한 교육적 시사점을 제공하고자 하였다. 이를 위해 K대학교에서 온라인 소프트웨어 교육과정에 참여하고 있는 중학생 429명을 대상으로 설문을 실시하고, 자기주도학습 유형을 분석하기 위해 잠재계층 분석을 실시하였다. 그 결과, 소프트웨어 교육 학습자들의 자기주도학습 유형은 '최고수준 자기주도학습형(계층 1)', '자기 학습스타일 인식형(계층 2)', '자기 학습스타일 선호형(계층 3)', 그리고 '자기주도학습 부재형(계층 4)'으로 나타났다. 또한 소프트웨어 교육 학습자들의 자기주도학습 유형에 따른 소프트웨어 학업성취도 수준은 '최고수준 자기주도학습형(계층 1)'이 가장 높고, '자기 학습스타일 선호형(계층 3)' 가장 낮은 것으로 확인되었다. 이러한 결과를 바탕으로 소프트웨어 교육을 위한 시사점을 제시하였다.