• Korean Journal of Adult Nursing
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• v.16 no.4
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• pp.636-647
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• 2004

Purpose: This study aimed at developing the problem-based learning packages on the respiratory and cardiac system of an adult-health nursing course, and to examine the effect of PBL on the knowledge, learning attitude and motivation in nursing students. Method: A total of 7 PBL packages were developed through the analysis of learning contents and integration of concepts. Clinical scenarios used in 7 PBL packages were selected and composed at a respiratory and a cardiovascular unit, a medical ICU and a chest-surgery unit of C university hospital in G-city. The PBL method was implemented 3 hours a week for 12 weeks to 35 students of an experimental group, and the conventional lecture was implemented to 38 students at C college of C province from Sept. to Dec. 2002. A pretest-posttest experimental design was used. Result: The PBL students (n=35) scored significantly higher knowledge than conventional students (n=38) in the area of problem solving (t=3.418, p=. 001). But, there is no significant difference in the memory-dependent knowledge. Also, The level of learning attitude (t=3.570, p=. 001) and learning motivation (t=3.446. p=. 001) was significantly higher in PBL students. Conclusion: PBL method appears to be effective in improving nursing students' problem-solving knowledge and positive learning attitude and motivation.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.8
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• pp.637-645
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• 2021

Mobile devices have become attractive learning devices for education. The digitalization of the higher education system in Sri Lanka by 2020 is part of the government's effort to modernize and enhance the country's overall education system particularly in view of the COVID-19 pandemic. Theoretically, this study contributes to the M-Learning model in higher education institutions via the integration of literature on technology adoption (TAM and UTAUT) with the variables of Perceived Usefulness, Perceived Ease of Use, Attitude, Effort Expectancy, Social Influence, and Facilitating Condition. The attitude towards M-Learning amongst higher education students was gauged via an online questionnaire survey. The convenience sample comprised 344 students from the Advanced Technological Institutes (ATI) in Batticaloa District, Sri Lanka. Descriptive statistics, a measurement, and structural model, and hypotheses testing were used to analyze the derived data. The findings indicate that mobile learning is significantly affected by perceived ease of use, social influence, effort expectancy, and facilitating condition, but negatively affected by attitude and perceived usefulness. The exhaustive literature review revealed that there are very few M-Learning studies related to digital learning in the context of higher education in the Batticaloa district.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.425-432
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• 2021

The purpose of this study was to examine the mediating effects of Informal Learning Activity on the relationship between Cultural Contents Industry Workers' Protean Career Attitude and Career Commitment. The results of this study were as follows: First, Protean career attitude of cultural contents industry workers had positive effect on career commitment. Second, Informal learning activity of cultural contents industry workers had partial mediating effect on the relationship between protean career attitude and career commitment. Based upon these results, several suggestions were suggested to promote cultural contents industry workers' protean career attitude, career commitment, and informal learning activity.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.27-35
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• 2015

General education is changed by accepting the change in education environment to digital generation, emphasis about student-centered education, and change of teacher's role. E-learning has taken center stage as an effective learning environment but the problems are drawn for the absence of interaction that is important in learning. In this study, on the basis of questionnaire results about learning using website, we operated blended-learning where students come and go in cyberspace and physical space to set up the lesson environment for emphasizing interaction. We selected a control group (N=40) and an experimental group (N=40) from second grade students in a middle school for this research. General instructor-led lessons were implemented in the control group and blended-learning lessons to emphasize interaction between teacher and students were implemented in the experimental group. The experiments were applied to eight class-hours in 'characteristics of matter' unit. We implemented Test of Science Related Attitude (TOSRA) to the students before and after the lessons and administered questionnaire for checking attitude changes and perception in students. The results of the test show that the experimental group students were more encouraged and became more confident and curious about scientific learning than the control group students. The analysis of the interview and results of TOSRA show that blended-learning provided guidance and feedback by the teacher to the experimental group students more than the control group students. Blended-learning is suggested as a learning-method that is helpful in improving scientific attitude in students because it enables them to express their experiences without limit of time-space and promote interaction between teacher and students.

• Journal of Science Education
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• v.35 no.1
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• pp.91-101
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• 2011

In this study, Jigsaw III cooperative learning strategy and traditional learning strategy have been applied to the 'electricity' chapter of grade 8 science textbooks to know the effects of learning strategy, gender, and GPA on the students' science achievement and science learning attitude of middle school female students in gender-separated classes. For this purpose, 143 students of 4 classes in separated classes were chosen from a middle school in Daegu. One female class and one male class were assigned to the experimental group and other female class and male class were assigned to the control group. Traditional learning strategy was applied to the control group and the Jigsaw III cooperative learning strategy was applied to the experimental group. Four worksheets for expert groups were used for 18 hours through 5 weeks. Both tests for science achievement and learning attitude were administered as pre and post test. The test results were analyzed through analysis of covariance(ANCOVA) as pre test score as covariant The overall conclusions of this study were as follows: The Jigsaw III cooperative learning has improved science achievement, especially on subjective-type questions, of female students and mid-lower level students. The Jigsaw III Cooperative Learning has also improved self-directed attitude toward science learning. Female students have expressed more positive opinion about the Jigsaw III cooperative learning.

• The Mathematical Education
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• v.59 no.4
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• pp.373-387
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• 2020

The purpose of this study is to verify the effects of personalized learning platforms applied with machine learning recommendation modules that upgrade recommended algorithms by themselves through learning big data analysis on students' learning time, self-directed learning ability, mathematics achievement, and attitudes toward mathematics, and the correlation between them. According to the study, customized learning affected learning time, self-directed learning ability and mathematics attitude, while learning time affected self-directed learning ability. Self-directed learning ability has had a significant impact on the attitude of mathematics and mathematical achievements. As a result of the mediated effectiveness test, the indirect impact of customized learning on mathematics attitude and mathematics performance was significant through the medium of learning time and self-directed learning ability.

• Management & Information Systems Review
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• v.34 no.5
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• pp.127-148
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• 2015

The results indicate that direction of online reviews have a significant effect on both information reliability and product attitude. In addition, consumers' shopping experience also shows a moderating effect between the direction of online reviews and the dependent variables. Furthermore, product type also shows a moderating effect on the information reliability, yet not on the product attitude. In clarify the relationship between the satisfaction and success of smart-learning smart learning and learner analyzes the main factors that affect the learning flow results, The smart learning variety of properties, personalization, complexity affects the learning flow variety, personalization, ubiquity affects the interaction, It was analyzed by a useful impact on the learner interactivity and immersive learning outcomes. This gives the implications of the smart learning attributes are important in order to maximize the learning experience for smart learning.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.75-87
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• 2012

The purpose of this study is to find out the effects of internet resource-based problem-based learning on the academic achievement in science and the attitude toward science of elementary school students. One experiment class and one control class of grade 6 students were selected to perform a prior investigation on the academic achievement in science and the attitude toward science, then the experiment class attended 4 weeks of lessons that was applied the internet resource-based problem-based learning, and the control class attended the traditional lessons based on the guidelines of teachers. After conducting lessons, a post investigation was performed for each class and the results were analyzed to produce the following conclusions. First, the internet resource-based problem-based learning could be seen to be effective in improving the students' academic achievements in science. The internet resource-based problem-based learning seemed to make students recognize the lesson details better and grasp well the questions given during lessons from the process of finding solutions among many informations and data on the internet. Second, the internet resource-based problem-based learning had a positive effect on all attitudes' areas toward science of students. It looked like that the internet resource-based problem-based learning taught the students to use the internet resources and gave them a friendly feeling, so the children could actively participate in class and had positive recognition on science. Third, from teacher observation and the result of the student recognition investigation, we could know that the students showed lots of interests in the internet resource-based problem-based learning, and they were able to understand the scientific theories in the process of solving problems that were relevant to real life, and thought science in a positive way.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.729-738
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• 2023

This study aimed at examining the relationship among organizational learning competency, organizational commitment, protean career attitude, and organizational innovativeness as perceived by university faculties and staff as organizational innovation becomes a key challenge for universities to thrive for strengthening competitiveness. The analysis results are as follows. First, organizational learning capabilities showed a positive effect on organizational innovativeness. Second, organizational learning capabilities had a positive effect on organizational commitment. Third, organizational commitment had a positive effect on organizational innovativeness. Fourth, in the relationship between organizational learning competency and organizational innovativeness, organizational commitment showed a mediating effect and protean career attitude showed a moderating effect. Through this study, The results implies that universities should provide organizational environment to enhance organizational commitment of university faculties and develop protean career attitude thrive in changing environment.

• Journal of The Korean Association of Information Education
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• v.5 no.1
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• pp.145-156
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• 2001

The purpose of this study is to set up the situated learning model for computer education and to investigate which method has better effect on the students' computer skill and learning attitude among the situated learning model and the traditional learning model. The result of this study is as follows. In order to investigate the effect of the students' learning attitude, students had been tested on six factors: the Understanding, the Interest, the Achievement, the Concentration, the Applicability, and the Spontaneity. As for the Understanding, the traditional learning model has better effect on students than the situated learning model. But the situated learning model was much superior in the other factors to the traditional learning model. Next, it had been examined how much students improved their computer skills under the situated learning model and under the traditional learning model. The study showed that the traditional learning model resulted in a little bit higher scores than the situated learning model. However, it was a great success to find out that the situated learning model is superior in the students' learning attitude to the traditional learning model.