• 컴퓨터교육학회논문지
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• 제10권5호
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• pp.43-51
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• 2007

본 연구의 목적은 프로그래밍 교육을 지원하기 위한 동료 에이전트를 개발하고, 실제 프로그래밍 교육에 적용하여 동료 에이전트의 교육적 효과를 검증하는 것이다. 학습자와 에이전트 사이의 역할을 동료 프로그래밍 관점에서 Tutor와 Tutee로 정의하고, 에이전트가 학습자의 수준을 진단하기 위한 베이지안 네트워크 학습자 모델을 개발하였다. 이를 기반으로 동료 에이전트는 학습자의 수준에 따라 적절한 피드백이나 학습내용을 제공한다. 개발된 동료 에이전트 시스템을 실제 프로그래밍 교육에 적용한 결과, 학습자의 학업성취도와 자기효능감 증진에 효과가 있는 것으로 나타났다. 이는 동료 에이전트 학습 시스템이 학습자의 인지적 영역과 더불어 정의적 영역에 있어서도 긍정적인 영향을 주는 것을 의미한다.

• 디지털산업정보학회논문지
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• 제18권1호
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• pp.79-91
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• 2022

In this study, the effects of self-efficacy, perceived usefulness, perceived ease of use, and depression on college students' academic persistence in the COVID-19 epidemic and the resulting non-face-to-face education situation were identified as mediating effects on learning satisfaction. In the second semester of 2020, a survey was conducted on students enrolled in a four-year university in Daegu and the data were statistically analyzed. The path coefficient was estimated by the Smart PLS bootstrap method and the significance of the path coefficient was verified. The Sobel Test was conducted to verify the mediating effect of academic continuity intention as a parameter. The research results can be summarized as follows. First, it was found that self-efficacy and perceived usefulness had a significant influence in the relationship with learning satisfaction. Second, the relationship between learning satisfaction and academic continuity intention was found to have a significant influence. Third, depression and ease of use did not show any significant influence in the relationship between learning satisfaction. Finally, a Sobel Test was conducted to verify the mediating effect of academic continuity intention with self-efficacy, usefulness, ease of use, and depression as independent variables and learning satisfaction as parameters. As a result of both regression analyses, it was found that β values decreased, and learning satisfaction had a mediating effect. As a result of this study, it is suggested that research to increase learner satisfaction and develop various contents to increase the effectiveness of education that can increase self-efficacy and perceived usefulness should be conducted in parallel. I think this study can be used as basic data in establishing measures to continue studying for college students in natural disaster situations or psychological crisis situations called COVID-19.

• 한국콘텐츠학회논문지
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• 제21권1호
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• pp.292-310
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• 2021

COVID 19의 영향이 교육계에도 직접적인 영향을 미치고 있다. 특히, 비대면 수업이 선택이 아닌 필수가 된 상황에서 실시간 화상강의에 대한 학습자의 만족과 이용의도를 높일 수 있는 방안에 대해 관심이 높아지고 있다. 본 연구에서는 화상강의 특성으로서 학습자-교수자 간 상호작용성, 사회적 실재감, 이용가능성, 자기효능감, 참여정도가 인지된 유용성과 이용 용이성, 학습 만족과 화상강의 이용의도에 영향을 미치는지 분석하였다. 연구결과, 인지된 이용 용이성에는 학습자-교수자 상호작용성과 이용가능성, 자기효능감이 정적인 영향을 미치는 것으로 나타났으며, 인지된 유용성에는 이용가능성을 제외한 모든 변인이 정적인 영향을 미치는 것으로 확인되었다. 또한, 인지된 유용성과 이용 용이성은 학습 만족과 화상강의 이용의도를 높이는 요인인 것으로 확인되었으며, 학습 만족 역시 화상강의 이용의도에 정적인 영향을 미치는 주요 변인인 것으로 나타났다. 본 연구는 실증적인 분석을 통해 향후 많은 교육 현장에서 활용하게 될 실시간 화상강의에 대해 여러 이론적, 실천적 시사점을 제공했다는 점에 의의가 있다.

• 공학교육연구
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• 제26권4호
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• pp.11-21
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• 2023

In engineering education, stimulating students' questions and encouraging learning participation are crucial for achieving higher-order thinking abilities. This study aims to investigate the use and effect of an online communication channel in fostering engineering students' questioning abilities. Consequently, in this research, we gauged students' satisfaction with an engineering class that implemented a communication channel, and scrutinized the changes in their perceptions regarding the significance of questions, their engagement in learning, and their academic self-efficacy. In addition, we interviewed the students who participated in the class. The outcomes are as follows: Firstly, student satisfaction improved compared to the previous semester's class where the communication channel was not utilized. Secondly, learners' understanding of the importance of asking questions positively escalated, alongside their actual frequency of posing questions. Thirdly, there was an improvement in learners' active engagement in their studies and their academic self-confidence. The findings of this research suggest that communication channels should be employed to motivate learners to pose questions and involve students in effective learning.

• 해양환경안전학회지
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• 제24권7호
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• pp.889-897
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• 2018

해사대학 학생은 졸업 후 우리나라 해운산업 발전을 이끌 중요한 전문인력이므로, 건강증진행위를 통해 성공적으로 이론과 실습 교육과정을 포함한 학교생활을 마치는 것이 필요하다. 이에 본 연구는 해사대학 학생의 건강증진 프로그램 개발을 위한 기초자료 수집을 위해 해사대학 학생의 건강증진행위 영향요인을 파악하기 위한 설문조사를 실시하였다. 해사대학 학생의 건강증진행위 수준은 다른 대학생들보다 낮았으며, 건강증진행위 하부 영역은 대인관계, 영적성장, 스트레스관리, 영양습관, 신체활동, 건강책임감 순으로 낮아졌고, 건강증진행위에 가장 영향을 미치는 요인으로는 학습자의 수업참여, 건강증진 자기효능감, 자아존중감, 사회적 지지의 순인 것으로 확인 되었다. 해사대학 학생들의 건강증진행위를 향상시킬 수 있도록 학생들의 특성을 고려한 차별화된 건강증진 프로그램을 개발하고 입학 때부터 조기에 체계적인 적용이 요구된다.

• 디지털융복합연구
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• 제20권5호
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• pp.897-908
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• 2022

본 연구의 목적은 개인의 학습 자기효능과 기업의 혁신적 지식전달과 같은 학습전이풍토가 디자이너의 특성을 고려한 디자인 역량강화교육과 개인성과와의 관계에서 매개역할을 할 것이라는 가설을 증명하는 것에 있다. 이는 단순히 교육의 만족도를 조사하는 기존의 연구와는 달리 디자이너의 특성에 근거한 학습 자기효능감과 디자이너가 조직의 문화에 영향을 주는 학습전이 풍토에 대한 정량적 분석을 하여 디자인 교육훈련의 의미를 확장하는데 의의가 있다. 구체적으로 본 연구에서는 7개의 가설을 설정하였고, 그 결과 디자이너 대상 디자인 역량강화 교육과 학습 자기효능감, 기업의 학습전이풍토는 개인성과에 유의한 영향을 미치는 것으로 나타났다.

• 컴퓨터교육학회논문지
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• 제5권4호
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• pp.19-29
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• 2002

이 논문은 개인차가 심한 컴퓨터 실습 수업에서 개별화수업을 위한 대안적인 교수 방법의 하나인 동료교수법의 효과를 탐구하는 데에 그 목적이 있다. 동료교수법의 효과를 검증하기 위하여, 고등학교 1학년 128명의 학습자를 대상으로 정규 수업 과정에서 동료교수법을 실시한 후, 학습자의 인지적인 측면인 학업 성취도와 정의적인 측면인 자기효능감의 변화를 분석하였다. 연구 결과, 학습자의 학업 성취도에서는 유의미한 결과를 얻지 못했지만, 학습자의 자기효능감의 증진에는 긍정적인 영향이 있음을 발견하였고, 동료교수법에 참여한 학습자와의 개별 면담을 통하여, 동료교수법이 학업 성취와 학습자의 정의적 측면에 미치는 긍정적인 영향을 추정할 수 있었다.

• Educational Technology International
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• 제13권1호
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• pp.145-173
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• 2012

The purpose of this study is to develop collaboration scripts as an instructional means to facilitate argumentation in computer-supported collaborative learning, and to analyze their effects. To develop collaboration scripts for argumentation, researchers used activity theory as a conceptual framework and refined the design principles by design-based research. Using LAMS, collaboration scripts for argumentation were developed based on the ArgueGraph. To examine their effects, 72 participants were divided into two groups by internal scripts and randomly allocated to one of three external scripts. Applying mixed methods, researchers analyzed argumentation competence related to the cognitive aspect, examined self-efficacy related to the motivational aspect, and identified the factors influencing collaborative learning processes and outcomes. Researchers found that the internal script is a critical factor to determine the dimensions, degrees, and duration of improvement in argumentation competence. That is, learners with higher internal scripts improved highly in the quality of single arguments, while learners with lower internal scripts improved continuously in the quality of argumentation sequences. The effects of the external scripts varied with the internal script levels and supporting periods. Besides, collaboration scripts for argumentation had positive effects on learners' self-efficacy, and learners with higher internal scripts had better self-efficacy. The factors influencing collaborative learning processes and outcomes showed different results depending on the learning context. Therefore, when scripting learner's interaction in CSCL, researchers should design the scripts adaptable to a natural context of activities.

• 한국HCI학회:학술대회논문집
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• 한국HCI학회 2008년도 학술대회 2부
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• pp.71-77
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• 2008

This study conducted to tried to find a way of on-line assessment of learner's interest and comprehension during interactive learning process. The result of experiment confirmed hat learners' behavior patterns acquired from log data could be good predictors of learner's level of interest and comprehension in actual performance on KORI program. To predict learning outcome depending on the behaviors of individual learners, self-efficacy and mastery goal orientation were measured as individual differences. Then, participants were asked to use TA program KORI program at home for ten days and their response patterns were recorded through network. After using KORI, the levels of interest and comprehension were measured. As the result of multiple regression analysis, each learner's interest and comprehension were predicted depending on the combination of log data captured on real-time. This prediction process was done differently depending on learners' characteristics. Since equations which predict learners' interest and comprehension are different depending on learners' characteristics, differential interfaces should be provided depending upon changes in their level of interest and comprehension.

• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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• pp.167-178
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• 2006

The purpose of this study was to explore characteristics of sixth grade students' opistemological beliefs in science and the relationship to learner's characteristics: learning motivation, learning strategies, and logical thinking. The subjects were 265 sixth graders and data was collected through two types of questionnaires, translated and modified by researchers: opistemological beliefs regarding science, learning motivation & strategies. The results of this study were as follows. The students believed that the goals of science were related to activations such as 'Science is experiment', or 'Science is invention: These beliefs were connected with the emphasis of science classes or the focus of the science curriculum. However, the students' beliefs related to the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge were oriented to modern opistemological views. Moreover, the beliefs were meaningfully related to students' characteristics: learning motivation, learning strategies, and logical thinking. Among the students' characteristics, logical thinking was especially related to all of the factors of students' beliefs: the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge. However, the students who believed that scientific knowledge came from scientists, science teachers, or science textbooks had high levels of self-efficacy. Therefore, the belief that scientific knowledge is formed by self-discovery, in order to generate high self-efficacy, needs to be encouraged. From the results, it is possible to check the orientation of current science education based on the students' opistemological beliefs. In addition, the resources can be accumulated for persevering in our efforts to achieve a positive orientation for science education.