• 한국간호교육학회지
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• 제25권2호
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• pp.163-172
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• 2019

Purpose: The purpose of this study was to identify the effects of nursing students' belongingness and self-esteem on self-directed learning in clinical practice. Methods: The participants were 163 senior nursing students. Using a structured-questionnaire, data were collected from September to October 2016. Data were analyzed using independent t-test, ANOVA, $Scheff\acute{e}$, test Pearson's correlation coefficients, and multiple linear regression. Results: Self-directed learning in clinical practice had statistically significant correlation with belongingness (r=.47, p<.001) and self-esteem (r=.52, p<.001). Factors affecting self-directed learning were self-esteem (${\beta}=.38$, p<.001), belongingness (${\beta}=.30$, p<.001), and more than 5 members of clinical practice (${\beta}=.15$, p=.017). These three variables explained 35% of self-directed learning. Conclusion: In order to enhance self-directed learning in clinical practice of nursing students, nursing schools should provide training to increase self-esteem in nursing students. In addition, an appropriate number of students should be considered, so that they can have a well-developed sense of belonging to clinical practice.

• 한국멀티미디어학회논문지
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• 제24권1호
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• pp.117-124
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• 2021

Korean education in China began at Peking University in the 1950s. At present, The Korean language education in China has made remarkable progress in many aspects such as scale, scope, level and achievement. In addition, with the increasingly frequent economic and cultural exchanges or cooperation between China and South Korea and the increasing trend of internationalization, the prosperity of Korean wave culture and the sound development of China-South Korea relations, the country's demand for Korean language talents is increasing day by day. However, with the rise of Korean education in China in recent years, some hidden problems also surfaced. In this paper, the Korean language proficiency test(TOPIK) is used to evaluate the Korean language proficiency of Korean learners, and Chinese juniors are used to evaluate the Korean language proficiency. In addition, a questionnaire survey was conducted to analyze the learning media of Chinese Korean learners at the present stage, and the relationship between learning media and learning outcomes was concluded. At the same time, deficiencies and problems existed in Korean education in colleges and universities were proposed and their own ideas were put forward.

• 농촌지도와개발
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• 제22권2호
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• pp.233-243
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• 2015

This study is for understanding differences of satisfaction followed by learning and teaching presence perceived by learners and participation motivation on learning in a distance education. General characteristics of learner are classified as an entrance type, sex, age, new/transfer of distance university learners. Perceived presence is classified with learning presence and teaching presence. Participation motivation on learning is classified with the directivity of activity, goal, and study based on the reason of participating in classes in a distance university. And this research tried out to find the effects of learner's characteristics, perceived presence, and participation motivation on learning satisfaction. The results are as follows. First, there was no meaningful difference of general characteristic on satisfaction. It means sex, age, and entrance type did not have an effect on satisfaction. Second, with the level of presence perceived by learner, satisfaction has meaningful differences. It means that students who had higher learning presence perceived of distance university showed higher satisfaction, and so as in teaching presence perceived on satisfaction. Third, factors effecting satisfaction based on participation motivation on learning differ with types of motivation. There was no meaningful difference of the level of activity directivity study participant on satisfaction, but was a meaningful difference of goal directivity and of study directivity in participation motivation on learning satisfaction. It was the learning presence that had a significant effect on learning satisfaction of adult learning.

• 한국콘텐츠학회논문지
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• 제14권11호
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• pp.982-994
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• 2014

본 연구는 전문대학 학생들의 기초적 학습능력을 높이기 위한 방법을 모색하기 위하여 학습전략과 학습효과를 측정하는 방법을 찾는 전단계로서 교수학습센터에서 사용할 수 있는 학습태도검사를 개발하기 위한 목적으로 진행되었다. 전문대학 신입생 984 명을 대상으로 한 설문조사 결과 학습태도검사로 33문항이 선정되었는데, 다섯 가지 요인으로 명명된 효과적인 내용정리, 우선순위와 자기관리, 학습습관 점검 및 개선, 목표 설정과 실행, 학습계획은 서로 높은 정적 상관관계(.53~.72)를 보이며 특히 학과적성에 긍정적인 학생일수록 다섯 요인의 점수가 높게 나타났다. 또한 일반적 특성에 따라 다섯 요인에 유의한 차이를 보였으므로, 대상에 따라 차별화된 교수학습방법을 운영하는 방안도 고려한다면, 더욱 효과적인 학습전략이 될 것으로 기대한다.

• 정보교육학회논문지
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• 제10권1호
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• pp.143-152
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• 2006

기업에서 실제로 수행된 블렌디드 학습(Blended Learning)의 효과성을 규명해보고 이를 토대로 온라인 학습과 오프라인 학습을 효과적으로 병행하기 위한 시사점을 도출하고자 본 연구가 수행되었다. 연구 목적을 달성하기 위해 블렌디드 학습의 효과성에 대한 설명적 혼합설계 방식으로 체제적 분석을 시도하였다. 블렌디드 학습의 효과에 대한 양적 분석 결과, 종합진단과 타인진단에서는 블렌디드 학습이 리더십 역량을 향상시키는데 유의미한 영향을 미치는 것으로 나타났고, 사후 설문조사 및 핵심 면담대상자집단과의 면담 결과 블렌디드 학습의 유용성을 확인할 수 있었다. 이러한 연구 결과를 바탕으로, 블렌디드 학습 방식으로 운영한 프로그램의 분석을 통해 블렌디드 학습 효과에 영향을 주는 특성을 분석하고, 블렌디드 학습의 효과성 검증에 대한 방향을 제시하고자 하였다.

• 치위생과학회지
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• 제22권2호
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• pp.126-129
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• 2022

Background: The problem with current dental hygienist education is that it operates as an education system based on the national examination rather than on a practical basis; thus, graduates have difficulties in practice after obtaining their license. This study aimed to propose a job-oriented curriculum by analyzing the links between the task analysis of Korean dental hygienists and dental hygiene learning goals. Methods: This study performed a relationship analysis based on a second job analysis study of dental hygienists conducted by the Korea Health Personnel Licensing Examination Institute and the learning goals of the Korean Dental Hygiene Faculty Association. Results: Based on the links between the task and learning goals of the dental hygienist, they were classified into six types: 1) tasks listed in the license exam and learning goal, 2) tasks not listed in the license exam but listed in learning goals, 3) tasks not listed in learning goals, 4) learning goals not related to tasks, 5) learning goals listed in a few tasks, and 6) tasks related to several learning goals. The results showed that most of them correspond to the 5th classification, followed by the 3rd and 4th categories, which are mostly basic science learning goals. Tasks without learning goals are not included in the curriculum; thus, the curriculum needs to be supplemented. The overlapping learning goals of several subjects for one job skill must be reduced in job-oriented education. Conclusion: We suggest that the dental hygiene curriculum be developed based on task analysis and reflected in the national dental hygienist exam. The clinical practice performance of dental hygienists will take further leap forward through task-oriented education.

• 교육시설
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• 제21권2호
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• pp.29-32
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• 2014

• 교육시설
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• 제23권5호
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• pp.21-25
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• 2016

• 인재니움
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• 제2권3호
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• pp.6-11
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• 1995

• 공학논문집
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• 제6권2호
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• pp.61-74
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• 2004