• Title/Summary/Keyword: learner self-efficacy

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On the Effect of a Pilot Coding Education Support System for Complex Problem Solving Tasks

  • Jeon, Inseong;Song, Ki-Sang
    • International journal of advanced smart convergence
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    • v.7 no.4
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    • pp.128-137
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    • 2018
  • In the programming education, there is a great need of a teaching support system that can support the learner in the programming process regardless of the computer language due to instructor's difficulty of checking the progress of learners in real-time. Its importance is especially important in lower grade coding classes such as in K-12 education because they are not used to coding and so simple problems can be regarded as complex problems. For this, a pilot coding education support system based on Levenshtein distance algorithm which shows learners' progress to given solution in real-time was developed in order to help learners to solve complex problems easily, and the learners' motivation and self-efficacy was measured for estimating the usefulness of developed system targeting elementary school students. When the learners use the developed system, it was found that a statistically significant difference appears in the sub-factors of learning motivation compared with traditional class teaching environments. Among the sub-factors of self-efficacy, the efficacy dimension showed statistically significant difference too.

An Empirical Study on the Factors Affecting e-Learning Learners Satisfaction (e-Learning 학습자 만족도 영향요인에 관한 연구)

  • Seo, Chang-Gab;Lee, Seok-Yong
    • The Journal of Information Systems
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    • v.18 no.3
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    • pp.1-25
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    • 2009
  • As many universities introduce e-Learning classes as formal courses, numerous research topics relating to c-Learning such as, defining e-Learning, identifying factors affecting successful e-Learning deployment and examining relationships between the factors in e-Learning classes need to be focused on. However, most researches thai have been undertaken only consider the positive side or right functional dimension. This can result in e-Learning dissemination at universities being overlooked. In accordance with this indispensability, the negative factors, which are potentially inherent in e-Learning learner's perception and affect personnel e-Learning acceptance in university classes need 10 be acknowledged. The purpose of this study was to identify the negative factors affecting personnel e-Learning acceptance and to analyze the interrelation among the factors in this research model. The two independent variables avoidable convenience and reliant convenience, based on pilot test results, and self-efficacy and perceived playfulness, based on the relevant literature, are used to examine the research model. The research problem was tested with data collected from 446 respondents in 12 universities. This study developed and empirically analyzed a model representing the relationship by using the Structural Equation Model. The major findings of this study are, firstly, that the higher reliant convenience is negatively affecting the degree of system use and learner satisfaction, whereas avoidable convenience is only affecting the learner satisfaction. Secondly, the higher self-efficacy and stronger perceived playfulness affects the degree of system use as well as learner satisfaction. Finally, the degree of system use affects the learner satisfaction.

A Study on the Factors affecting the Satisfaction and Performance of Information Education in College (대학교의 정보교육 만족과 성과의 영향변인에 관한 연구)

  • Jun, Byoung-Ho
    • Journal of The Korean Association of Information Education
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    • v.14 no.4
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    • pp.477-488
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    • 2010
  • The purpose of this paper is to examine factors enhancing the performance of computer education designed for cultivating competing person for information society. It aims to analyze the affecting factors of computer education performance in terms of learner's aspect such as computer self-efficacy and environmental aspect such as educational facilities and professor's traits. The result shows that all factors(computer self-efficacy, innovativeness, motivation, self-regulated efficacy, professor's traits) except educational facilities are found to be significantly related to the performance of computer education. It is expected to provide guidelines on effective computer education and help to nurture talented person for information society in turn by investigating the affecting factors of the performance of computer education.

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The Relationship among Self-Directed Learning Ability, Academic Self-Efficacy and Academic Achievement (초등학생의 자기주도 학습능력, 학업적 효능감 및 학업성취 간의 관계)

  • Lew, Kyoung-Hoon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.10
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    • pp.462-470
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    • 2017
  • The purpose of this study is to identify the relationship among the self-directed learning ability, academic self-efficacy and academic achievement of elementary school students. The subjects of this study were 197 sixth graders. The results of this study were as follows. First, the correlations among self-directed learning ability, academic self-efficacy and academic achievement were significant. Second, among the variables of self-directed learning ability and academic self-efficacy, self-confidence, preference for task difficulty, self-understanding of learner and independent mind of learning were positively related to academic achievement. These results imply the need for measures to increase these variables of academic efficacy and self-directed learning ability in the field of education in order to improve students' academic achievement.

The Effects of Personal and Psychological Factors of Learners on e-Learning Effect and Intention to Reuse (이러닝 학습자들의 개인·심리적 요인이 이러닝 학습효과와 재이용의도에 미치는 영향)

  • Bae, Jae-Hong;Shin, Ho-Young
    • Journal of the Korea Convergence Society
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    • v.10 no.10
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    • pp.283-289
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    • 2019
  • This study classifies the characteristics of e-learning learners into personal and psychological factors and examines how they affect the e-learning effects and intention to reuse. For this purpose, a research study was conducted targeting university students at Y and K universities in Gyeongsangbuk-do. As a result, first, the grade, self-control, concentration and self-efficacy of the learner influenced the learning effect of e-learning. Second, learner's grade, e-learning experience, self-efficacy, and learning effect were found to influence e-learning intention. Therefore, the system design and the managerial role of the instructor should be considered in order to develop various contents considering the characteristics of university students and to manage the learning process by themselves. The results of this study are expected to provide effective data for improving the learning effect of e-learning and to provide basic data on individual characteristics of e-learning learners.

A Study on the use of SNS in college education: A Comparison of experienced learner and non-experienced learner (대학 수업에서의 SNS 활용에 대한 연구: 경험자와 비경험자 학습자의 비교)

  • Jun, Byoungho;Jun, Byoungchul
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.12 no.3
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    • pp.205-214
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    • 2016
  • Dramatic transformation in education has taken place and Internet Technologies have played a key role. Especially SNS has been considered as an effective educational tool because of its exceptional features such as discussion on course topics, feedback from peers and group collaboration. The purpose of this paper is to investigate factors affecting the attitude, intention to continuous use of SNS and performance in college education comparing between experienced learner and non-experienced learner. Self-efficacy on media usage, educational expectancy, subjective norm, habit, and enjoyment were identified as affecting factors based on prior researches. The results shows that all factors are significantly related to the learner's attitude on the use of SNS in college education. Experienced learner's attitude on educational use of SNS in college was found to be significantly related to the intention to continuous use and performance. This study can provide a guideline of effective strategy for SNS utilization in college education.

Differences in self-efficacy between block and textual language in programming education using online judge (자동평가시스템을 활용한 프로그래밍 교육에서 블록형 언어와 텍스트형 언어 간 자기효능감의 차이)

  • Chang, Won-Young;Kim, Seong-Sik
    • The Journal of Korean Association of Computer Education
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    • v.23 no.4
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    • pp.23-33
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    • 2020
  • Online judge provides compilation, execution, and immediate feedback on the source submitted by the learner, and ensures the accuracy and reliability of the evaluation, but it's difficult to select the language according to the level of the learner because most of them provide only textual language. In this study, a block language for online judge was developed and applied to high school classes, and the difference in self-efficacy between the block language and the textual language group was confirmed. It was found that Block language group have more ability expectation to overcome disgust experience than textual language group and Textual language group have significant decrease in ability expectation to start activity and to continue activity. It implies that Block language has an effect on self-efficacy for afterward programming activities, and methods of teaching, learning and evaluation should be devised in the case of textual language so that student's self-efficacy does not deteriorate at the initial and ongoing stage of activity. The results of this study are meaningful in that it provide various implications of methods for enhancing self-efficacy in high school class of programming.

Influence of Task Value and Academic Self-efficacy on Learning Engagement in Nursing Education using Smart Learning (스마트 러닝을 활용한 간호교육에서 과제가치와 학업적 자기효능감이 학습참여에 미치는 영향)

  • Kim, Eun-Jung;Seo, Dong-Hee;Ki, Eun-Jung
    • Journal of Digital Convergence
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    • v.18 no.7
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    • pp.229-236
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    • 2020
  • This study aimed to analyze the effects of nursing students' select task value and academic self-efficacy on learner's learning engagement. The subjects of this study consisted of 186 nursing students who completed the major course with Smart Learning of a university in G city. Data were collected from September 1 to November 30. 2018. This study was designed as a research study and multiple regression analysis was conducted to analyze the effects of task value and academic self-efficacy on learning engagement. The results showed that the degree of influence on learning engagement was in order of academic self-efficacy(β=.515) and task value(β=.244). It was found that both task value (r=.52, p<.001)and academic self-efficacy(r=.64, p<.001) had a significant positive effect on learning engagement. Based on the results of this study, we proposed teaching and learning strategies and suggestions for strengthening learner's learning engagement in smart learning which has recently been applied to increase the effectiveness of education.

The Effect of Flip Learning Learning Method on Self-directed Learning Ability, Critical Thinking Disposition, and Academic Self-efficacy of Nursing Students (플립러닝 학습법이 간호대학생의 자기주도 학습능력, 비판적 사고성향, 학업적 자기효능감에 미치는 효과)

  • Yang, Ji-Won
    • Journal of the Korea Convergence Society
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    • v.12 no.11
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    • pp.467-473
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    • 2021
  • The purpose of this study is to confirm the effect of health assessment classes applied with flip learning on self-directed learning ability, critical thinking disposition, and academic self-efficacy of nursing students. This is a comparative study before and after a single group, targeting sophomore students taking a health assessment by applying flip learning at a nursing college in K city, Gyeongsangbuk-do. The final analysis consisted of 104 subjects, and the pre-post difference was analyzed by a paired sample test. As a result, self-directed learning ability (t=-3.23, p<.01), critical thinking disposition (t=6.381, p<.001), and academic self-efficacy (t=-4.62, p<.001) were all statistically significantly increased. Based on the results of this study, it was confirmed that the flip-learning method is an effective program to enhance the self-directed learning ability, critical thinking ability, and academic self-efficacy of nursing students. In the long run, the application of the flipped learning learner will play a role in improving the educational environment and strengthening the abilities of students.

The Effects of the Convergence Study about Smart Learning in Nursing Education (간호교육에서의 스마트러닝 적용에 관한 융합연구의 효과)

  • Ki, Eun-Juong;Seo, Dong-Hee;Chung, Soon-Ah
    • Journal of the Korea Convergence Society
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    • v.9 no.11
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    • pp.519-527
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    • 2018
  • The purpose of this convergence study was to examine the effects of smart learning on learner's participation, academic self-efficacy and task value in nursing education. The study was designed using a nonequivalent control group no-synchronized design. The subjects of this study consisted of 86 experimental group and 95 control group who were nursing students. Data were collected from March 2 to June 8. 2018. The data were analyzed using the spss 18.0 program to perform independent t-test. There were not statistically significant differences in learner's participation(t=1.065, p=.288) but were statistically significant differences in academic self-efficacy(t=2.668, p=.008) and task value(t=2.070, p=.040). Therefore, the smart learning was effective in increasing academic self-efficacy and task value for nursing students. The smart learning is expected to be useful as effective teaching and learning strategies in nursing education.