• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.194-204
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• 2009

Purpose: Level of reflective thinking of students are important factors in the area of nursing studies on web-based PBL. These factors were used as a component of learning strategies. One was to understand general recognition to web-based PBL and reaction to the use of reflective journal. The other was to investigate the level of reflective thinking was related to learning activity. Method: PBL was adopted for an online course titled 'Nursing Assessment and Intervention'. Twenty graduate students were evaluated from questionnaire, reflective journals, and individual assignments. Result: Web-based PBL was strong for self-directed learning, team activity, creative thinking, diversity of thinking, and diverse process of learning while hard time, lack of cooperation, uncertainty of outcome, and lack of time were considered as weakness. Reflective journal gave moderate help to learning activities. The learners' learning activities was the lowest in the middle level of reflective thinking. Conclusion: Generally, graduate students in college of nursing showed slightly positive attitude to PBL experience and slightly positive reaction to the learning effect of reflective journal. PBL was estimated to be valuable and meaningful. There was no relationship between the level of reflective thinking and learning activities.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.427-438
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• 2014

In this study, we explored the factors related with preference for and participation in science-related activities of elementary school students. We developed a questionnaire to measure the characteristics of students such as motivation toward science learning, science aspiration, family science orientation, parental educational level and occupation, and the degrees of preference and participation of science-related activities. The questionnaire was administered to about 400 fourth graders in Seoul. The results revealed that the students with higher motivation toward science learning and/or science aspiration preferred and participated more in most activities. It was also found that parental educational level and occupation did not make an appreciable difference in preference and participation. The students who perceived their parents to be science-oriented, however, preferred and participated more in most activities. These results may offer practical implications for effective uses of both school and out-of-school science activities in elementary science education.

• The Journal of Korean Society for School & Community Health Education
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• v.23 no.4
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• pp.17-28
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• 2022

Objectives: This study aimed to provide the measures for improving the self-directed learning ability and the reference data for substantializing the educational programs by verifying the main factors affecting the self-directed learning ability of dental hygiene students in reality when the learners' autonomy is emphasized than ever. Methods: From June 20 to July 4, 2022, an online survey was conducted targeting total 218 dental hygiene students. The collected data was analyzed by using the SPSS Program Version 22.0. Results: First, in the results of analyzing differences in detailed items of self-directed learning ability according to the general characteristics, the 'students who entered the department of dental hygiene by considering their aptitude and interest' showed higher results than the 'students who entered the department by considering their high school record'. Second, when the academic efficacy, study immersion, and problem-solving ability of dental hygiene students were higher, their self-directed learning ability was also high. Third, the factor that had the greatest effect on self-directed learning ability of dental hygiene students was problem-solving ability, which was followed by academic efficacy and study immersion. Conclusion: Putting together the results above, in order to cultivate the problem-solving ability of dental hygiene students, it would be necessary to operate the problem-solving-centered simulation course that could foster critical thinking, interactions with others, and creative approach and solution to problems in dental medical site. It would be also possible to improve their academic efficacy by applying the learning mentoring & one-to-one learning counseling program, and also strengthening proper feedbacks for learners. Moreover, the study immersion could be strengthened by developing and operating the emotion-based learning motivation program & learning coaching program through the process of verifying the potential and growth needs of learners, exploring one's own resources through learning diagnosis/introspection, and exploring the career-related vision for strengthening the learning motivation, which could have positive effects on the improvement of self-directed learning ability.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.380-400
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• 2014

This study investigated the influence of the application of the career education programs related to the science of the elementary school on the career choice. For this study, a total of 32 lessons (4 units) utilizing the career education programs related the science curriculum were developed. The study subjects were 128 students from Y elementary school located in Incheon. A test with regard to the science related career choice and the science related career choice factors was performed before and after the lessons. For more detailed analysis, the experimental group was divided into two groups of female and male students; students who hope and do not hope career in science-related fields. As a result of the performance of career education programs, it showed a significant improvement in the 'science related career choice'. And, it also showed all significant improvements in 'science related major/department, education lecture selection'. It was possible to know that the students who do not wish science related jobs in the future also changed their mind on to the science. In addition, all the subcategories of the 'preference for science learning' area such as 'preference for science subject', 'preference for experiment', 'recognition of science subject availability', 'recognition of the impact of teacher' showed a significant improvement. The 'perception about career related to science' showed a significant improvement on the whole. There was no significant improvement on the whole in 'participation in science related activities'.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.18-25
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• 2023

The COVID-19 pandemic has had a significant impact on the educational landscape for students across the globe, leading to a shift towards long-term online learning. This study aims to examine the changes in the health status of college and university students before and after the transition to online classes. We conducted a survey questionnaire among 200 students enrolled at K University in Gangwon-do, including participants from both the Department of Visual Optics and the Department of Physical Therapy. The survey employed a 5-point Likert scale to evaluate a range of health-related factors, including physical and mental well-being, alterations in lifestyle, and academic performance. Both male and female students experienced a decline in physical strength and exercise during the online class period, while mental health and overall happiness showed improvement, particularly among female students. Notable shifts in lifestyle emerged, including an increased usage of electronic devices and enhanced familial connections. The study also shed light on intriguing trends related to academic accomplishments and adherence to official quarantine guidelines. In sum, the findings of this study offer valuable foundational information for the maintenance of students' well-being during online learning, as well as the development of effective strategies for online education in future academic settings.

• Korean Journal of Adult Nursing
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• v.19 no.5
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• pp.70-79
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• 2007

Purpose: This study was to evaluate clinical competence in relation to self-directed learning, critical thinking disposition, and participating in PBL(Problem-Based Learning) group activities of nursing students. Methods: Data were collected from 108 nursing students in Oct. 2006. Results: Clinical competence had a significant positive correlation with self-directed learning, critical thinking disposition, and participation in PBL group activities. There was a significant difference in clinical competence according to interpersonal relationship. Participation in PBL group activities was the most influential factor of clinical competence($R^2$=.34). Also, the influence of clinical competence increased with the addition of self-directed learning($R^2$=.42). Conclusion: It is essential to encourage the self-directed learning and participation in PBL group activities for the improvement of clinical competence. It is relatively important for clinical competence to consider the educational environment systematically.

• Journal of the Korean Society of School Health
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• v.26 no.1
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• pp.13-25
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• 2013

Purpose: This study is a descriptive correlation study to identify how factors such as motivation to learn, school adaptation, self-control, and self-esteem influence the degree of Internet game addiction and to provide basic data for nursing interventions for male middle school students. Methods: The subjects of this study were 418 male students in lst, 2nd and 3rd grade at three middle schools located in Ulsan. Data were collected from May 1, 2011 to May 31, 2011 and analyzed through descriptive statistical methods, such as the t-test, ANOVA, Sheffe's test, Pearson correlation coefficient and multiple regression analysis, via SPSS 18.0 program. The study's structured questionnaire was composed of 25 items of 'the Motivation to Learn Scale', 41 items of 'the School Adaptation Scale', 20 items of 'the Self-Control Scale', 10 items of 'the Self-esteem Scale', and 20 items of 'the Internet Game Addiction Scale'. Results: 163 students (39.0%) belonged to the non-addiction group while 255 students (61.0%) fell into the addiction risk group. The addiction risk group showed a higher degree of addiction than ones in the non-addiction group. The addiction risk group's average scores for motivation to learn, school adaptation, self-control, and self-esteem were lower than those of the non-addiction group. The statistically significant factors (p<.05) that increase the chance of addiction were grade, family atmosphere, self-control, trading of online game items, and the amount of time playing online games. Conclusion: On the basis of the findings of this study, it is suggested that; qualitative research on the routes of addiction be conducted to find out ways to prevent and nurse addicted students; considering the fact that the average age of Internet users is getting lower and lower, a study targeting primary school students be implemented; since the influences of the variables covered in this study turned out to be relatively low, other factors, especially environmental factors, should also be investigated.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.3
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• pp.255-272
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• 2023

This study sought implications for further revitalizing student-centered classes by measuring and analyzing the effects of the operation of major courses applying blended learning for library and information sicence (LIS) students on learning immersion, result achievement, and learning satisfaction. The results are as follows: First, as a result of comparative analysis between the pre and post scores of learning immersion, result achievement, and academic satisfaction after operating the blended learning class, the average score of the post-survey was high. Second, among the factors of learning immersion, significant results were found in academic reasons, academic concentration, interest, and control. In particular, the effect of academic concentration and control was high. Third, among the factors of outcome achievement, significant results were found in achievement motivation, satisfaction, relationship utilization ability, and class attitude. The effect of satisfaction and relationship utilization ability was particularly high. Fourth, both general satisfaction and learning-related satisfaction were very effective in academic satisfaction factors. In sum, it was found that the operation of major courses applying blended learning was effective for LIS students.

• (The)Korea Educational Review
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• v.23 no.4
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• pp.79-99
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• 2017

This study aims at analyzing the course selecting standards of college students including Electives and Major courses. For the purpose of this study, we developed a survey through analyzing previous related-research and conducting interviews and pilot study. Using our survey questions, on- and off-line survey was conducted for 301 college students from November 1st to December 5th. As a result of the survey, college student's course selecting standards consist of five factors including 'convenience in learning', 'characteristics of instructors', 'practicality of courses', 'expectations of and interests in learning', and 'external factors.' With the result of factor analysis, we analyzed course selecting standards of college students divided into Electives and Major courses. For electives, 'convenience in learning' was most considered among five factors, followed by 'expectations of and interests in learning', 'external factors', 'characteristics of instructors' and 'practicality of courses.' On the other hand, 'characteristics of instructors' was the highest consideration of college students when selecting courses in Major subjects, followed by 'convenience in learning', 'expectations of and interests in learning', 'external factors' and 'practicality of courses.' This study examined what standards affect college student's course selection, considering Electives and Major courses respectively. We suggested further study on how college students select their courses and how this affect their satisfaction with college education.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.87-110
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• 2007

Past studies conducted on the students' verbal participation both in and out of class have explored and identified variables affecting the process of learning to speak English. However, little is known about the causes and effects of these variables. A survey form developed from a previous study was administered to 468 university students taking English conversation classes from native speakers of English. To better understand the causes and effects of speaking barriers, path analysis was administered as the main tool of investigation. The results of the study indicate that familiarities toward NS (Native Speaker) teachers, learner faithfulness, che-myon, NS teachers' classroom management skills, and NS teacher's trustworthiness account for 50.72% of speaking grades. These factors are causally related to learner attitudes. However, with regard to speaking grades, all of the above factors except che-myon are also causally related with each other. Therefore, it was concluded that learner attitudes can be improved by minimizing che-myon, however, che-myon itself cannot be a predictor of speaking grades. To validate the findings of the study, related research work is discussed and implications are provided.