• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.504-514
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• 2013

Purpose: This study was to identify the educational effects of self directed learning applying basic nursing practice contents of e-learning on nursing students' knowledge, self-confidence, and learning satisfaction. Method: This study applied a quasi-experimental pre-test and post-test control group design with 63 freshman nursing students (31 experimental group, 32 control group) of G. university in Incheon, Korea as subjects. The e-learning content was about the application of topical medications, central line care, and blood transfusion. All were available at the web site in school. Self-directed e-learning was more than 120 min.(3 times a week, 2 weeks)during Sep-Nov in 2011. In both groups, there were no significant difference in general characteristics, self-directed learning readiness, knowledge, and self-confidence for the pre-homogeneity. Results: The experimental group showed a higher level of improvement in knowledge and learning satisfaction but not significantly. However, the self-confidence was significantly improved in the experimental group. Conclusion: When self-directed learning using e-learning contents added to the conventional practical class, it may be beneficial for the nursing students to learn skills effectively.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2007.10a
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• pp.687-690
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• 2007

Opening and participation, blog that mean public ownership, 2.0 series with UCC etc.. etc. is popularized to supply spread of latest web 2.0 technologies. While e-Learning was speaker initiative, lean much to elder brother knowledge last month and real condition that participation of learners is inactive in this running race meantime, e-Learning 2.0 that apply web 2.0 know-hows is offering environment that can spring this boundary. Because e-Learning applies well web 2.0, necessity of development of this running race 2.0 systems is risen with participation of learners and public ownership. e-Learning 2.0 may improve each other efficiency of study epochally exchanging studying method or know-how, information, summary notebook etc. with participation and public ownership.

• Journal of the Korea Society of Computer and Information
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• v.17 no.2
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• pp.69-76
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• 2012

The purpose of the study is to identify the relationship among the variables related learner's satisfaction, flow experience and self-directedness and verify the path model of causal relationship among those variables in web based computer e-learning. Based on the theoretical rationale, we hypothesized the path model including learner's satisfaction as outcome variable, flow experience and self-directedness as causal and mediating variables. A total of 193 students were participated in this study and the main results showed as follows: 1. Learner's self-directedness showed significant (p<.01), indirect effect on learner's satisfaction mediated by flow experience and the flow experience showed significant (p<.01), direct effect on learner's satisfaction; 2. Among 7 constructs of self-directedness, 'creative approach', 'love of learning', 'self-confidence as a learner' showed significant (p<.01), indirect effects on learner's satisfaction mediated by 'clear goals' construct among flow experience.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.589-623
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• 2015

This study is to find out a way to foster self-directed learning math skills for the low-income youth at child care centers. Taking advantage of EBS materials, we found the youth, low-income youth in particular, were positively influenced to learn mathematics in the way of self-directed and action learning. This program gives a model of the self-directed math learning using the EBS mathematics materials. From the survey of this study, we found see that students started to have a positive attitude for learning and they started to gain new mathematical concept, and improved their problem solving, reasoning, communication and representation skills with these new leaning environments. This study tells us that this type of cooperative learning could help them to have an objective assessment, and gave a positive impact on self-directed learning.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.563-585
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• 2010

The major goals of this study are to find the factors that enhance self-directed math learning in college math classes and to provide the students with the opportunities to check and develop their self-directed math learning attitude. For these research goals, we prepared the questionnaires that asked about their learning motivations, basic learning ability, self-discipline strategies, and self-directed learning strategies. Another purpose of the questionnaires was to give them the chances to check and improve their attitude toward those learning strategies, motivation and ability. From the research results, we find that the important factors for self-directed learning are internal & external motivations, concentration ability, and the goal-setting and plan-making abilities. In addition, concentration ability, good habit, stress-control, recognition of math value, and self-directing ability are found to be necessary for the desirable learning environment. On the other hand, we find that the ability to perform note-taking, class preparation and review, time-control, and test-control is required for the selection and practice of self-fitting learning strategies. Finally, we provided our own self-directed math learning model. Our model, containing the necessary factors for self-directed math learning, is the revised and modified one of Knowles(1975)'s 5 stage self-directed learning model that comprises diagnosis of learning desire, setting learning goals, grasping human&material resources, selection and practice of proper learning strategies, and evaluation of learning results.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.4
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• pp.815-825
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• 2007

The existing web-based self-directed learning systems are in short for the ability of learning skills assessment. Even worse, hey only give test scores as an indicate for test skills, which is also not a good measure for learning skills assessment and makes it difficult to assess learning skills objectively and to present clear assessment criterion. In this paper, we proposed an improved self-directed learning system using fuzzy logic, which can be controlled by learners themselves and helps to evaluate their on learning process. We also implemented the system on the written examination of Engineer Information Processing. The purposed system lust calculates membership functions of learning tine, learning frequency, testing time, and test score. Using them the final membership functions of learning and test skills are calculated and presented in a graphical, i.e. mon understandable, way to user. The purposed system helps learners to assess their achievement and to plan future schedule, and the survey result on the students used the system also supports that.

• Proceedings of the Korean Society of Computer Information Conference
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• 2010.07a
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• pp.503-506
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• 2010

정보기술의 급격한 발달은 오늘날의 교육체계를 변화시키고 있다. 본 논문에서는 끊임없는 지식습득과 평생교육이라는 모토로 학습자의 다양한 상황을 고려한 웹 기반 자기 주도적 학습기능을 가진 문제은행 시스템을 설계하고 구현하였다. 자기가 원하는 학습과 자기 수준별 학습평가를 통하여 학습 습득률과 전달률을 높이고, 교수가 전달하고자 하는 내용을 강조함으로써 교수와 학습자간의 신뢰성을 높이고 학습능률을 높이는데 목적이 있다. 인터넷이 되는 장소라면 언제, 어디서나 원하는 학습이 이루어지고 일상생활에서 접하는 다양한 형태의 문제해결에 필요한 학습이 즉시 이루어 질수 있는 환경이 구현되도록 하였다.

• Journal of the Korea Society of Computer and Information
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• v.15 no.2
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• pp.135-146
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• 2010

In this paper, we propose an Recommendation System for supporting self-directed learning on e-learning marketplace. The key idea of this system is recommendation system using revised collaborative filtering to support marketplace. Exisiting collaborative filtering method consists of 3 stages as preparing low data, building familiar customer group by selecting nearest neighbor, creating recommendation list. This study designs recommendation system to support self-directed learning by using collaborative filtering added nearest neighbor learning course that considered industry and learning level. This service helps to select right learning course to learner in industry. Recommendation System can be built by many method and to recommend the service content including explicit properties using revised collaborative filtering method can solve limitations in existing content recommendation.

• The Journal of the Korea Contents Association
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• v.5 no.2
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• pp.19-28
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• 2005

A web-based instructor-learner system has changed the form into a learner-centered environment. Especially a self-regulated learning which is a self-leading and a positive learning, is an ideal learning, and the interest on it is more increasing. In this research, learners can organize the individualized course based on the learner's demand and learning level after making a contract process with the system, The self-regulated learning system which can recognize a learning status and result by analyzed data, and which can lead to a learning goal effectively by establishing a learning strategy, is designed and implemented. The proposed system provides the learner-centered learning environment which can process the differentiated and flexible individualized-teaming service considering an individual characteristic.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.231-243
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• 2006

웹 커뮤니티 기반 온 오프라인 연계 자기주도 학습모형은 일반적으로 전통적인 면대면 교육방식이 갖고 있던 시간과 공간상의 제약 및 상호작용성의 한계를 극복하려던 e-Learning의 노력에서 한 걸음 더 나아가, e-Learning 교육 방식에 전통적인 면대면 교육방식이 갖고 있는 교육적 장점을 결합, 적절히 활용함으로써 학습효과를 극대화하기 위한 학습전략-소위 Blended Learning이다. 이에 이 논문에서는 교실이라는 제한된 범위를 넘어 다른 지역, 다른 학습자끼리 공동 관심사항에 대해 각기 자료를 검색하고, 취합하여 결과물을 공유하는 시스템을 적용하였다. 이 연구는 많은 사람들과의 연계를 통해 지기주도적 상호작용을 활성화한다는 점 이외에도 전문가 집단의 도움을 쉽게 받을 수 있으며 서로 다른 환경과 문화에 대해 통찰할 수 있는 기회를 제공해 준다는 점에서 의의가 있다.