• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.389-400
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• 2010

This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.21-30
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• 2015

Information and knowledge society in the 21st century computer education is very important. Computer programming education in computer education is very important. There are very few teaching and learning model of computer programming education. In this paper, we develop a self-regulated learning model for students to be self-regulated learning. In this study, we propose self-regulated learning elements, a self-regulated learning steps and self-regulated learning modele. Self-regulated learning elements are task level, generalized level, and efficiency level. Self-regulated learning phases are problem understanding, design, and coding, testing, and maintenance. Self-regulated learning models are to copy, to modify, create, and to challenge. The results of this study are as follows. At Correlations between learning elements and achievement, generalized level, and efficiency level are higher than the task level. At Correlations between learning and achievement, Understanding and design stages are higher than the other stages. At Correlations between learning model and achievement, to transform, to create, and to challenge are higher than to copy.

• Asia pacific journal of information systems
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• v.16 no.1
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• pp.1-21
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• 2006

e-Learning can be seen as not only one of Internet-based information technologies which can provide education services but also one of teaching-learning methods which can implement self-directed learning. Thus, for evaluation of e-Learning effectiveness, both information-technology-based learning environment and learners' abilities in self-learning and computer-using should be considered simultaneously. This study suggests a research model for evaluating the effectiveness of e-Learning, which is theoretically based on information systems success model, constructivism and self-efficacy. The model is composed of three parts: effectiveness, learning environment, and learners' self-efficacy. Effectiveness is a part of dependent variables: satisfaction and academic performance. Learning environment and learners' self-efficacy can be considered as two sets of explanation variables for effectiveness. The former consists of learning management system, learning contents, and interactions that are provided bye-Learning and the latter means learners' self-regulated efficacy and computer self-efficacy. We show validity of the model empirically by surveying the college students who have experienced e-Learning. In result, most of all hypotheses suggested in this model are accepted in low significant level.

• Education of Primary School Mathematics
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• v.6 no.2
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• pp.55-64
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• 2002

According to changing the society rapidly in the 21s1 century, the self-regulated learning ability is considered as an ability of which people should carry on their lives. The purpose of this study was to investigate prospective elementary school teachers in mathematics teaching method class in terms of the following areas: (1) the degree of their abilities shown the lower level factors of motivated strategies for learning such as self-efficacy, intrinsic value, anxiety, cognitive strategy use, and self-regulation (2) relations between factors of motivated strategies for loaming and performance of prospective elementary school teachers The results show that the prospective elementary school teachers showed above the mean value of the motivated strategies for learning and there are positive relations among lower level factors of motivated strategies fur learning except anxiety, positive relation between motivated strategies for learning and achievement. In order to help the prospective elementary school teacher to improve their motivated strategies fur learning in their elementary mathematics teaching method lecture, several methods such as mathematical connections to real world problem, history of mathematics and interview with mathematicians and application of feller's ARCS model to elementary mathematics education are suggested.

• Journal of KIISE:Software and Applications
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• v.32 no.4
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• pp.327-334
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• 2005

Recently, ICT has emerged as an indispensable tool for teaching a variety of subjects in education systems. In this paper, we examine the effect of the instructional models for ICT on the practical ability in the application of information with relation to the levels of self-regulated learning strategies. Students were divided into 3 groups, according to the instructional model for ICT which were problem search learning, problem solution learning, and discussion learning. As an experimental tools, we did pretest using self-regulated learning strategies measurement questionnaire and did pretest and posttest using practical ability in the application of information measurement questionnaire. The results show that higher level of self-regulated teaming strategies group has high practical ability in the application of information than lower level group. Other interesting results are also provided.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.872-880
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• 2016

The purpose of this study is to find the research trends relating to flipped learning through keyword network analysis. For investigating this topic, final 100 papers (removed due to overlap in all 205 papers) were selected as subjects from the result of research databases such as RISS, DBPIA, and KISS. After keyword extraction, coding, and data cleaning, we made a 2-mode network with final 202 keywords. In order to find out the research trends, frequency analysis, social network structural property analysis based on co-keyword network modeling, and social network centrality analysis were used. Followings were the results of the research: (a) Achievement, writing, blended learning, teaching and learning model, learner centered education, cooperative leaning, and learning motivation, and self-regulated learning were found to be the most common keywords except flipped learning. (b) Density was .088, and geodesic distance was 3.150 based on keyword network type 2. (c) Teaching and learning model, blended learning, and satisfaction were centrally located and closed related to other keywords. Satisfaction, teaching and learning model blended learning, motivation, writing, communication, and achievement were playing an intermediary role among other keywords.

• Journal of the Korea Society of Computer and Information
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• v.29 no.6
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• pp.193-200
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• 2024

This study aims to answer the following questions: 'Do university students who are satisfied with their online courses have higher academic achievement?' and 'What are the key self-regulated learning strategy factors that influence satisfaction and academic performance?'. To do this, this study conducted a survey of university students taking online courses and collected a total of 95 questionnaires. Research method used structural equation model. The results of the analysis showed that, First, satisfaction and academic achievement in university online courses were found to be unrelated. Second, the factors affecting satisfaction and academic achievement were found to be different. Time management was analyzed as a significant factor affecting both satisfaction and academic achievement, while interaction was found to affect satisfaction only. These findings can be used as a basis for developing practical policies to prioritize and support self-regulated learning as an effective teaching method in university online courses.

• 전자공학회논문지 IE
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• v.48 no.1
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• pp.36-44
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• 2011

The purpose of this study was to develop the basic design principles for the engineering mathematics teaching model that supported college students to become collaborative problem solvers. For this purpose, the following four design principles were drawn from the steps of systems approach, especially with consideration of needs of engineering students, professors, curriculum and relevant research on mathematical education. As a result, the four design principles for the engineeering mathematics teaching model were drawn as follows: (1) Improve students' basic mathematical learning abilities through repetition and elaborative practice of the basic mathematical concepts and principles, (2) Develop students' problem solving abilities through collaborative projects or learning activities with peers, (3) Facilitate students' reflection and provide teacher's monitoring and prompt feedback during their learning process, and (4) Build up online learning environments that enable students to become self-regulated learners.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.81-97
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• 2015

Although Flipped Classroom(FC) which has recently attracted attention of educational field, showed its various educational effects such as learning academic achievement, attitude, collaborative learning and self-regulated learning. other studies also showed a number of significant problems and challenges in practically implementing. Thus, this study aims to investigate in-service and pre-service teachers awareness of FC in order to explore its educational feasibility for successfully adopting it to classrooms through the alternative solutions to its limitations. To achieve this goal, we firstly conducted literature review on teaching and learning models and guidelines to draw educational prerequisites and then analyzed needs of 156 pre-service teachers and 42 in-service teachers. According to survey results, 80% of teachers are willing to apply FC to their classes and hope to be offered with pre-learning activity materials and guidelines. They consider junior high school students and college students as appropriate learners, social science, science, Korean, and English as suitable subjects, and video content as optimal materials for pre-learning activities.

• Journal of The Korean Association of Information Education
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• v.21 no.5
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• pp.487-495
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• 2017

The flipped learning is an inverted teaching model where students learn the basic concepts using short videos at home and then come to class to enable effective practice and interactions among teachers and students. However, due to the students' lack of self-regulated competence, most students have difficulties of comprehending the instructional materials out of class by themselves. In this paper, we develop an interactive app for active flipped learning in the mathematics courses in the elementary schools. We examine the effectiveness of the active flipped learning on learners groups with different achievement levels in learning 4th grade mathematics concepts in the elementary schools. The pretest and posttest survey results show that the proposed flipped learning approach has better performance compared to the traditional flipped learning approach.