• 대한수학회보
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• 제41권1호
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• pp.125-135
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• 2004

One of the intriguing and fundamental algorithmic graph problems is the computation of the strongly connected components of a directed graph G. In this paper we first introduce a simple procedure for determining the location of the nonzero elements occurring in $B^{-1}$ without fully inverting B, where EB\;{\equiv}\;(b_{ij)\;and\;B^T$ are diagonally dominant matrices with $b_{ii}\;>\;0$ for all i and $b_{ij}\;{\leq}\;0$, for $i\;{\neq}\;j$, and then, as an application, show that all of the strongly connected components of a directed graph G can be recognized by the location of the nonzero elements occurring in the matrix $C(G)\;=\;(D\;-\;A(G))^{-1}$. Here A(G) is an adjacency matrix of G and D is an arbitrary scalar matrix such that (D - A(G)) becomes a diagonally dominant matrix.

• 인터넷정보학회논문지
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• 제6권2호
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• pp.117-126
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• 2005

기존의 XML 문서 편집기는 일반 텍스트 위주의 편집을 하고 내부적으로 구문적 검사를 하지 않는다. 따라서 작성된 XML 문서가 잘 설계(well-formed) 되었는지 유효(valid) 문서인지를 검사하지 못한다. 본 논문에서는 XML 문서를 편집하는데 있어서 구문에 맞도록 설계할 수 있는 구문지향 편집기를 설계하고 구현한다. 또한 트리 기반의 편집기로 구현되어 있기 때문에 향후에 XML 문서 확장이 용이하며, 다른 시스템과는 달리 실시간으로 유효성을 검증할 수 있도록 설계되었다. 본 시스템은 향후에 XML 관련 어플리케이션 개발에 많은 영향을 줄 것으로 기대된다.

• 한국항공운항학회지
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• 제30권4호
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• pp.169-183
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• 2022

This study aimed to analyze the class effect of subjects to which Problem-Based Learning is applied to college students majoring in aviation service at university in Chungcheong. And we derive implications for continuously operating Problem-Based Learning classes. For the study, <Service Manners and Practice>, <Theory of Air Reservation Operation & Practice>, and <Introduction to In-flight Food & Beverage> were selected among the courses opened in the first semester of 2022. This study analyzes changes in communication competence, interpersonal skills, self-directed learning skills, higher-order thinking skills, information technology application skills, and problem-solving skills reflecting the core competencies of the universities to which the study students belonged. First, we analyzed the changes in communication competence, interpersonal skills, self-directed learning skills, higher-order thinking skills, information technology application skills, and problem-solving skills before and after classes by reflecting on the core competencies of the universities to which the study students belonged. As a result, all item except for interpersonal skills were improved. In addition, a qualitative analysis was conducted on the degree of learning improvement based on the contents of the reflection journal written during learning precess. As a result of the analysis, it was confirmed that it is effective for learning abilities such as communication, interpersonal relationships, self-directed learning skills, utilization of information, and problem-solving.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.1-14
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• 2016

The purpose of this study is to develop SPA system using diagnostic and formative assessment in earth science classes in order to discuss its effect on learning achievement and self-directed learning attitude. For this purpose, we developed total management system, app for teachers, and app for students. This research was practiced to 76 students in 5th grade. The results are as follows. Firstly, the group taking a class used by app for diagnostic and formative assessment had an effect of improving learning achievement. However, as for learning achievement long term endurance test, the group taking a class using app for diagnostic and formative assessment had no effect. Secondly, the group taking a class using apps for diagnostic and formative assessment had an effect of improving learners' self-directed learning attitude. As for self-directed long-term endurance test, the group taking a class using app for diagnostic and formative assessment had an effect. In conclusion, I hope that this SPA system might apply to the science classes as it is a system that will satisfy the needs of both teachers and students, giving much needed feedback to students.

• 한국산학기술학회논문지
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• 제13권1호
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• pp.147-155
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• 2012

본 연구는 역할극을 활용해서 간호학생의 기본간호학 술기능력을 평가하였으며, 이러한 실습교육평가방법을 통한 간호학생의 학습동기, 자기주도적 학습능력과 문제 해결과정을 파악하고자 하는 서술적 조사연구였다. 연구대상자는 기본간호학 실습 교과목 수강생 289명이었다. 결론적으로, 학습동기 및 자기주도적 학습능력은 간호과 지원이 적성에 맞고 졸업 후 진학을 하고자 하는 학생, 역할극을 활용한 평가가 적절하다고 생각하는 학생에서, 문제해결과정은 남학생이고, 역할극을 활용한 평가가 적절하다고 생각하는 학생에서 유의한 차이가 있었다. 또한 간호학생의 학습동기, 자기주도적 학습능력과 문제해결과정은 서로 상관관계가 있는 것으로 나타났다.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권3호
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• pp.357-382
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• 2016

The purpose of this study was to report the effects of self-directed and self-regulated learning programs on elementary, middle, and high school students through meta-analysis of previous studies. For this research, 22 of previous studies were selected which were all conducted in the country, and calculated the effect size of 'standardized change of the mean difference' for many factors included in each research. The findings were as follows: first, the overall effect sizes of self-directed and self-regulated learning programs on elementary, middle, and high school students were .665 and .702 in the affective and cognitive domain, respectively, meaning that the self-directed and self-regulated learning programs had average or greater effects on elementary, middle, and high school students and exerted somewhat greater effects in the cognitive domain. Second, when the areas of moderating effects were divided into self-directed and self-regulated learning, the former and latter had more influences on the cognitive and affective domains, respectively. Third, the elementary school level recorded a larger effect size both in the affective and cognitive domains than the secondary school level. Fourth, the findings show that the characteristics of affective domain, "reflective thinking" and "self-confidence," recorded a very large effect size both at the elementary and secondary school levels. Finally, the programs were more effective when the application period was one to four weeks in the affective domain and more than four weeks in the cognitive domain. And, Significance and implications of this research were discussed.

• 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.

• 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.

• 한국산학기술학회논문지
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• 제17권12호
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• pp.107-119
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• 2016

본 연구는 기본간호학 이론과목에 팀 기반수업을 적용한 후 간호학생들의 자기주도적 학습, 학업적 자기효능감, 학습만족도에 미치는 효과를 탐색한 서술적 조사연구이다. 연구대상자는 G지역 소재 일개대학 간호학과에 재학중인 2학년 간호학생 104명이었으며, 자료수집은 2016년 3월2일 부터 6월15일까지 실시하였다. 자료는 SPSS 21.0 Program을 이용하여 t-test와 one-way ANOVA, paired t-test, 피어슨 상관관계(Pearson's correlation coefficients) 통계방법을 활용하여 분석하였다. 연구결과를 살펴보면 일반적인 특성에 따른 학습만족도의 차이에서 입학 시 간호사에 대한 생각(F=3.751, p<.05), 기본 간호학 실습수업에 대한 흥미 정도에서 통계적으로 유의한 차이를 보였다(t=4.410, p<.05). 자기주도적 학습은 팀기반 학습적용 전 평균 3.39점에서 적용 후 평균 3.50점으로 0.11점 상승하였으며, 통계적으로 유의한 차이를 나타냈고(t=-2.083, p=<.05), 학업적 자기효능감도 팀기반 학습 적용 후 3.12점에서 3.65점으로 0.53점 상승하였으며, 통계적으로 유의한 차이를 나타냈다(t=-14.175, p=<.001). 팀기반 학습 적용에 대한 학습만족도는 평균 3.73점으로 중간이상으로 나타났고, 팀기반 학습 적용 후 자기주도적 학습은 학업적 자기효능감(r=.512, p<.001), 학습만족도(r=.421, p<.001)와 중간정도 크기의 양의 상관관계를 보였다. 본 연구결과 팀기반 학습은 자기주도적 학습, 학업적 자기효능감, 학습만족도를 높여주는 교수법으로 급변하는 의료환경에서 간호학생들에게 졸업과 동시에 요구되는 임상수행능력을 발휘하고 다양한 간호상황에 대응하여 임상문제를 효과적으로 해결할 수 있는 역량을 함양시킬 수 있는 학습방법임을 입증하였다. 본 연구결과를 근거로 기본간호학 뿐만 아니라 다양한 간호학의 교과목 특성에 맞는 팀기반 학습법을 적용해볼 것을 제언한다.

• 대한간호
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• 제33권3호
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• pp.56-69
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• 1994

This study was done to develop self - directed learning modules related to asepsis and elimination including urine and stool for Fundamentals in Nursing practice education contents and to measure the effectiveness of those modules. The subjects of this study were 96 sophomore students in the nursing college. Self-directed learning modules were developed by the researcher on the basis of the Lippincott Learning System of Kruger (1986) and Modules for Basic Nursing Care of Ellis (1992). Videotape was editted by using videotape made by the Lippincott Company and Film strip made by the Trainex Company with Korean dubbing. Self-directed learning was done for one week with the asepsis module and two weeks with the elimination modules after confirming the requiered level of knowledge acquisition through pre-test. For measuring proficiency in self-directed learning, a written test for cognitive domain, a sufficiency test for psychomotor domain, and a confidnece examination for affective domain were given. The data were analyzed using descritive statistics, and Pearson correlation coefficient using a SPSS-PC program. The results are summarized as follows: 1. Sufficiency test and confidence examination grades showed high levels in both asepsis and elimination. 2. Written test grades showed a high level in asepsis and elimination of urine but showed a medium level in eliminationin of stool. 3. Grades of sufficiency and confidence in asepsis and elimination practice were statistically significant with a moderate positive correlation (r=0.4- 0.5, p<0.001). 4. Grades of sufficiency and written tests in asepsis and elimination practice also were statistically significant with a moderate positive correlation (r=0.5-0.7, p<0.001). 5. Students showed relatively high contentment with the self-directed learning modules themselves but revealed relatively low contentment with video program and the self-directed learning process. In conclusion, this study disclosed that proficiency levels in cognitive, affective, and psychomotor domains were high when asepsis and elimination modules were applied. Also students showed high satisfaction with the modules themselves, but didn't show high contentment with the video programs. In considering low contentment with the self-directed learning process, it is estimated the students had experienced some difficulties about using self-directed learning modules because this was their first exposure to the self-directed learning module and they were already accustomed to the demonstration-practice method.