• 디지털산업정보학회논문지
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• 제19권3호
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• pp.105-115
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• 2023

This study analyzed the effects of learning participation motivation and collaborative self-efficacy on knowledge sharing behavior in an online learning environment. Collaborative learning in the online learning environment took the initiative in team formation, learning topic selection, learning planning and execution, and reflection. Collaborative learning was operated as an extracurricular program, and a survey was conducted targeting students who finally completed all learning activities. The results of the study are as follows. First, goal-oriented motivation and self-Efficacy for group work, showed significant influence on knowledge sharing behavior. Second, activity-oriented motivation did not show a statistically significant effect relationship. Interpreting the analysis results, it can be judged that the higher the goal-oriented motivation and self-Efficacy for group work of students who performed collaborative learning in an online learning environment, the higher the willingness to share knowledge, skills, and information they know. This study explored the outcomes of collaborative learning conducted in an online learning environment. It is meaningful that the learner's learning participation motivation was identified and the effect of self-Efficacy for group work, which can be expressed in collaborative learning situations, on knowledge sharing behavior, which is a necessary behavior for group performance, is significant.

• 대한수학교육학회지:학교수학
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• 제6권1호
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• pp.37-57
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• 2004

본 연구에서는 7차 교육과정에서 요구하는 교실 수업 개선의 한 방법으로 웹 자료의 활용이 초등학교 수학과의 자기 주도적 학습에 어떻게 영향을 주는가를 알아보는데 그 목적이 있다. 본 연구를 통하여 웹 자료가 아동들에게 적극적인 학습태도를 갖게 해 주며, 수학 개념 형성을 용이하게 해 주며 협동학습에 도움을 주며 수준별 학습을 강화시켜 주고 문제해결력을 신장시키고 스스로 객관적 평가를 할 수 있도록 하여 자기 주도적 학습에 긍정적 영향을 주었음을 알 수 있었다.

• 한국과학교육학회지
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• 제17권4호
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• pp.415-423
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• 1997

The purposes of this study were to investigate the intercorrelations among various motivational patterns and learning strategies and to examine the differences in motivation and strategy usage in terms of students' science achievement level, gender, and grade. A questionnaire on achievement goal, self-efficacy, self-concept of ability, expectancy, value, causal attributions, and learning strategies was administered to 360 junior high/high school students (178 males, 182 females). Students who adopted performance-oriented goal tended not to be task oriented. Task-oriented students had high levels of self-efficacy, high self-concept of ability, and expectancies for future performance in science. They also valued science and attributed thier failures to the lack of effort. However, performance-oriented students evaluated their ability negatively, did not value science, and attributed thier failures to uncontrollable causes. With respect to learning strategy, task-oriented students tended to use deep-level strategy, whereas performance-oriented students tended to use surface-level strategy and not to use deep-level strategy. High-achieving students, boys, and junior high school students were more task-oriented, evaluated their ability more positively, and valued science more than low-achieving students, girls, and high school students, respectively. High-achieving students and boys also used deep-level strategy more than each of their counterparts. However, no significant difference in learning strategy was found between junior high school students and high school students. Educational implications of these findings are discussed.

• 가정과삶의질연구
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• 제26권3호
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• pp.53-64
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• 2008

This study was to investigate the learning motive types and degree of psychological well-being of middle-aged married women attending the Korea National Open University and to examine the difference in their psychological well-being according to the types of learning motives. For these purposes, a survey was conducted to 263 middle-aged married women from 36 to 60 at the Korea National Open University. The findings were as follows: First, learning motive types of middle-aged women could be classified into 3 types; a non-oriented type, an activity and goal-oriented type and a multi-oriented type. A multi-oriented types were the most popular among those. Second, the overall level of self-respect was above the median, but the life satisfaction level was below the median. Third, there was difference in their self-respect level according to the learning motive types. That is, students who had a multi-oriented learning motive were higher self-respect level than those who had an activity and goal-oriented learning motive. Therefore, lifelong education is very significance in these days when average life span is prolonged.

• 디지털융복합연구
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• 제16권4호
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• pp.355-361
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• 2018

본 연구는 중학생의 자기이해가 자기주도 학습에 어떠한 영향을 미치는지 알아보며, 자기이해가 자기주도 학습에 미치는 영향관계에서 미래지향적 사고가 갖는 매개효과를 분석하는데 목적이 있다. 이를 위해 G지역 중학생 240명을 대상으로 자기이해 척도, 미래지향적 사고 척도, 자기주도 학습 척도를 이용하여 설문조사를 실시하였다. 매개효과를 검증하기 위해 구조방정식 모형을 사용하였다. 주요 분석결과는 다음과 같다. 첫째, 중학생의 자기이해가 자기주도 학습에 영향을 미치는 것으로 분석되었다. 둘째, 자기이해가 자기주도 학습에 미치는 영향에 있어서 미래지향적 사고는 완전 매개효과를 보이는 것으로 분석되었다. 이상의 결과는 중학생의 자기주도 학습 고취를 위해 자기이해와 미래지향적 사고 발달을 고려한 전략이 필요함을 시사하며, 가정과 학교차원의 자기이해 및 미래지향적 사고 프로그램 개발에 기초 자료로 활용될 수 있을 것이다.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.124-133
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• 2012

Modern society requires people with practical knowledge that is able to recognize actual problems in the complex reality and solve the problems. Due to that reason, the 7th National Curriculum aims to basically cultivate ability adaptable to information-oriented global age by maximizing students' individuality and creativity. However, as existing education is hard to improve creativity, logical thinking, information processing skills, and problem-solving ability in the information-oriented age, self-directed learning is getting highlighted. Therefore, this study aimed to look into how learner-oriented IPER for self-directed learning and problem-based learning(PBL) in middle school science affected academic achievement of science and self-directed learning characteristics. As the results of the study are as follows. First, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on learners' academic achievement increase, it showed that the class with IPER instruction model was more effective. Second, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on self-directed learning characters, IPER was more effective than PBL overall, and among sub-areas, 'openness', 'self-concept', 'initiative', 'future-oriented self-understanding', and 'self-evaluation' were more effective in IPER while 'creativity' was more effective in PBL. However, among sub-areas 'responsibility' and 'learning enthusiasm' didn't show statistically significant difference. Third, the results of the post-survey to compare and analyze learners' perception regarding the application of IPER instruction model and PBL instruction model, the two models were positively affective. In addition, as the result of comparing the two models, IPER was more positive than PBL.

• 한국간호교육학회지
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• 제9권1호
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• pp.144-154
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• 2003

Recently, in the academic disciplines critical thinking has been emphasized as the new evolution in education. Problem-based learning is suggested as the evolutionary learning method in developing critical thinking. In the nursing education, PBL is offered as an appropriate teaching method to prepare nurse student for professional. PBL is a student-centered learning strategy aimed at developing critical thinking, motivating self-directed study and attaining autonomy. The purpose of this study was to develop the communication curriculum of nursing education based on PBL and implementing of it. PBL module was developed focused on five communication situations. And learning strategies to facilitate the learning process and the guided questions to stimulate student inquiry were also developed. This PBL education was conducted for six students in the master's course during the 14 weeks from March, 2000 to June, 2000. The outcomes of the PBL education were examined based on the content analysis of the students reflective journal. As a result, it was found that students experienced the effect of it focused on self-oriented, group-oriented, and practice-oriented domain. In the self-oriented domain, the findings indicate that there were 5 kinds of concepts including 'motivation for self-directed study', 'transition toward certainty in knowledge acquisition', 'attempt to apply their prior knowledge into new situation', 'enhancement of self-image in real situation', 'self-growth with self reflection'. In the group-oriented domain, there were 3 kinds of concepts including 'cognitive work in group', 'perception of co-responsibility in attaining learning objectives', 'socialization with group members'. In the practice-oriented domain, there were 3 kinds of concepts including 'linkage theoretical knowledge with real situation', 'attempt to apply in real situation', 'development problem solving skill in real situation'. In conclusion, PBL had a significant effect on self, group, and clinical domain. And assessing PBL outcomes is challenging because standardized instrument do not develop yet. So the findings of this study can suggest the basic data for examining the PBL outcome.

• 정보처리학회논문지A
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• 제11A권4호
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• pp.297-302
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• 2004

정보화 사회에서는 전통적 교육환경이 웹기반의 자기주도적 학습시스템으로 변화 하고 있다. 웹기반 학습시스템은 인터넷을 사용하기 때문에, 학생들로 하여금 학습에 적극적이고 자발적으로 참여할 수 있는 기회를 제공하고, 학습진도를 스스로 제어하고 평가할 수 있는 장점이 있다. 본 논문에서는 자기 학습계획서를 학생 스스로가 만들고, 만들어진 학습계획서가 학습진도를 안내하고 평가하도록 하는 시스템을 연구하였다. 본 학습 시스템은 UML을 활용하여 객체지향적 개념으로 설계되었기 때문에 유지보수가 가능하고 클래스별로 재사용 될 수 있다.

• 한국정보통신학회논문지
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• 제22권8호
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• pp.1061-1067
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• 2018

최근 4차 산업혁명 시대에서는 소프트웨어 분야의 기술이 많은 부가가치를 낳으면서 국가의 성패를 좌우하기도 한다. 이에 세계 각 나라들은 소프트웨어 교육에 많은 노력을 아끼지 않고 있다. 본 연구에서는 전문가들을 활용하여 성격유형검사의 설문 항목을 재구성하고 학습자들에게 적용한 연구를 진행하였다. 프로그래밍 수업을 하면서 학습자들의 태도를 관찰하였고, 성격유형에 따라 학습 동기와 자기주도적 학습 능력에 미치는 영향을 알아보았다. 연구결과, 학습자의 성격유형에 따른 학습 동기와 자기주도적 학습의 측면에서 유의미한 차이가 나타났다. 따라서 각 성격유형의 장점을 적용하면 학습 동기와 자기주도적 학습의 효과 증진을 도모할 수 있을 것으로 기대한다.

• 대한지역사회작업치료학회지
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• 제8권2호
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• pp.1-14
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• 2018

목적 : 학습지연을 동반한 ADHD성향을 지닌 아동에게 교육매체를 접목한 과제 중심 다감각운동 프로그램을 적용한 후 자아효능감과 쓰기능력의 변화를 알아보고자 하였다. 연구방법 : 학습지연을 동반한 ADHD성향을 지닌 아동을 대상으로 과제 중심 다감각운동 프로그램을 실시하였다. 연구절차는 사전검사, 중재, 사후검사 순으로 진행되었다. 사전-사후검사로 자아효능감 및 KNISE-BAAT 쓰기검사 '가'형과 '나'형을 사용하였다. 중재는 총 8회기 동안 실시하였다. 수집된 자료는 SPSS version 18 프로그램을 사용하여 분석하였다. 결과 : 과제 중심 다감각운동 프로그램 적용 결과 자아효능감(학교, 사회), 쓰기능력(어휘구사력, 문장구사력)에 유의미한 향상이 나타났다. 결론 : 과제 중심 다감각운동 프로그램은 학습지연을 동반한 ADHD성향을 지닌 아동의 자아효능감 및 쓰기능력을 향상시킬 수 있는 유익한 중재방안으로 활용될 수 있을 것이다. 후속 연구에서는 교육매체를 접목한 과제 중심 다감각 운동 중재모형을 다양하게 구안할 필요가 있다고 사료된다.