• 대한안전경영과학회지
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• 제24권3호
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• pp.61-74
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• 2022

In a rapidly changing environment, it is essential for companies to develop their capabilities for sustainable growth. To this end, informal learning at work plays an important role for small and medium-sized enterprises that are having difficulties in human resource development. If the GRIT of workers and the spiritual leadership of leaders are maintained at an appropriate level, the effect of informal learning will increase. This study derived the following results through a survey of workers participating in the Work-learning Dual System in Korea. First, experience and feedback among informal learning activities have a significant positive effect on competency development. Second, the higher the level of the GRIT of workers, the greater the magnitude of the positive effect of experience and feedback on competency development, showing a positive moderating effect. Third, in the case of workers with high GRIT, capacity development is strengthened as experience or feedback increases, and the higher the level of spiritual leadership, the greater the scope of reinforcement. On the other hand, it can be seen that in the case of workers with low GRIT, competency development weakens as experience or feedback increases, and the higher the level of spiritual leadership, the greater the extent of the weakening.

• 한국콘텐츠학회논문지
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• 제22권2호
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• pp.358-369
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• 2022

이 연구의 목적은 스마트폰을 통해 외국어(영어)를 학습하는데 있어 사용자 경험을 제고할 수 있는 학습 에이전트의 의인화 설계 요인을 검증하는 것이다. 이 연구에서는 콘텐츠를 전달하는 학습용 에이전트를 설계할 때 학습 촉진, 신뢰, 매력 인식에 영향을 미치는 의인화 요인 중 에이전트의 체화 유무, 인간적 본성(HN)의 부여 정도, 역할 설정(지도자 vs. 동반자) 효과를 실험 연구로 검증하였다. 실험결과 HN은 단독으로는 학습 촉진 효과가 나타나지 않았으며, 이미지와 역할은 학습 촉진 효과뿐 아니라 다른 사용자 경험 요인도 향상시켰다. HN요인은 이미지와 역할 요인과 결합되어 설계될 때, 학습 촉진 및 신뢰성, 매력성과 같은 전반적인 사용자 경험 효과에서 효과가 나타났다.

• 대한간호
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• 제31권5호
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• pp.65-71
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• 1992

In nursing, a practice discipline, it has been argued whether the mastery of clinical competence depends on types of learning styles, learning experience, and the use of specialized skills. All these problems are not limited to nursing education. Later educators identified the importance of reflective learning which is a vital element in any form of learning and that teachers and students need to consider how they can incorporate some forms of reflection in the courses. The purpose of this study is to review educational articles for understanding better what reflection in learning is, to identify the theme which is of important relevance to professional practice, from the book, Educating the reflective practitioner, and to discuss the theme within nursing education. Reflection in learning was defined by Dewey(1933) as the process which is involved the perception of relationships and connections between the parts of an experience. This experience is passed on when two people becoming involved with each other in a conversation. schon(1987) emphasized that learning conversation, which is a part of the interaction of student and teacher, is an important factor of the process of reflection-om-actopm. In clinical nursing education, good relationships between teacher and student, faculty's role, interpersonal skills are critical in learning conversation. Then Practing nurses who accept the need to choose nursing actionss on the basis of reflection, who accepet the necessity for understanding and being able to communicate the reasons for action are a powerfful force for the development of nursing into an increasingly more effective profession for the benefit of patients.

• 디지털융복합연구
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• 제8권4호
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• pp.165-176
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• 2010

본 연구는 영어학습이 이루어지는 e-Learning 환경에서 학습효과에 영향을 미치는 요인들과 몰입경험 간의 관계를 알아보는데 그 목적이 있다. 이를 위하여 영어식사고구조, 사전영어능력, 영어자기효능감 그리고 몰입을 학습효과에 영향을 미치는 독립변수로 설정했으며, 연구의 결과는 다음과 같다. 첫째, 영어식사고구조, 사전영어능력, 영어자기효능감, 몰입, 학습효과 간의 각각의 관제는 통계적으로 정적인 상관관계가 있다. 둘째, 영어식사고구조, 사전영어능력, 영어자기효능감 모두 몰입을 예측하였으며, 몰입경험이 또한 학습효과를 예측한다. 셋째, 영어자기효능갑과 학습효과 간의 관계에서 몰입 경험이 매개역할을 하는 것으로 나타났다.

• International Journal of Advanced Culture Technology
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• 제10권2호
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• pp.62-68
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• 2022

Evaluation as learning is important for the learner competency test, and the applicable method is studied. Assessment is the role of diagnosing the current learner's status and facilitating learning through appropriate feedback. The system is insufficient to enable process-oriented evaluation in small educational institute. Focusing on becoming familiar with the AI through experience can end up simply learning how to use the tools or just playing with them rather than achieving ultimate goals of AI education. In a previous study, the experience way of AI education with PLAY model was proposed, but the assessment stage is insufficient. In this paper, we propose ELAS (Experiential K-12 AI education Learning Assessment System) for small educational institute. In order to apply the Assessment factor in in this system, the AI-factor is selected by researching the goals of the current SW education and AI education. The proposed system consists of 4 modules as Assessment-factor agent, Self-assessment agent, Question-bank agent and Assessment -analysis agent. Self-assessment learning is a powerful mechanism for improving learning for students. ELAS is extended with the experiential way of AI education model of previous study, and the teacher designs the assessment through the ELAS system. ELAS enables teachers of small institutes to automate analysis and manage data accumulation following their learning purpose. With this, it is possible to adjust the learning difficulty in curriculum design to make better for your purpose.

• 수산해양교육연구
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• 제24권2호
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• pp.180-202
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• 2012

The purpose of this study was to extract an u-PBL support system core value and design strategy based upon field experience learning. To accomplish this the study, first of all, analyzed the core values, design strategy which was selected after needs analysis and literature review of theories and cases regarding the PBL, e-PBL, blended-PBL, Field experience learning based on ubiquitous environment, and learning model based on ubiquitous technology. This study identified the three core values as; systemic support for instructional activity, just in time support for instructional activity and support for interaction facilitation. As further research areas, it might be useful to develop u-PBL instructional support system based upon the model designed from this study. Also, research concerning the verification of the model based upon implementation of the program case might be necessary.

• International Journal of Contents
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• 제17권2호
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• pp.65-76
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• 2021

The aim of this study was to explore the use of Google Classroom as a learning management system for College English. The study targeted 34 university students. They took part in various activities, such as writing reactions to video lectures, peer-editing essays, and recording video presentations, et cetera. For the study, a t-test was conducted to evaluate the English development of the students. The two essays that each student wrote were used as the data sources. The result (t=-5.854, p=.000) indicated an improvement in their English writing proficiency. In addition, a survey was conducted to gather students' feedback regarding their perceptions towards the course. The study covered five aspects of their experience: Google Classroom, language development, Quizlet, classroom experience, and essay-writing experience. From the results, students indicated a positive response to the program. The use of Google Classroom in an online learning setting accomplishes two things; it helped the students in the development of their English proficiency, and provided activities that students find interesting, which in turn stimulates their self-learning spirit.

• 산업융합연구
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• 제22권1호
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• pp.169-176
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• 2024

본 연구의 목적은 간호대학생들의 비대면 학습을 경험한 그 의미와 본질을 파악하고자 질적 연구방법을 적용하여 파악하였다. 비대면 학습에 참여한 학생중 12명을 대상으로, 2022년 3월부터 4월까지 실시하고 3그룹의 포커스 집단을 구성하여 면담하였다. 면담자료는 Coaizzi의 현상학적 연구방법을 사용하여 분석하였다. 연구 결과 4개의 주제와 12개의 하부주제로 도출되었다. 4개의 주제는 '자유로움', '효율성', '자기통제', '사회성 부족'등으로 나타났다. 간호대학생들은 비대면 학습을 통해 비대면 학습의 의미를 알게 되었다. 간호대학생들의 비대면 학습 경험을 통해 비대면 학습의 참된 의미를 분석하고 알 수 있었다. 본 연구 결과 간호대학생의 비대면 학습 경험에 대한 참여자들의 내적이해를 제공하였으며, 이는 비대면 교육 프로그램에 다양하게 적용할 수 있을 것이다.

• 통상정보연구
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• 제9권2호
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• pp.103-120
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• 2007

The knowledge based economy requires more and more people to learn new knowledge and skills in a timely and effective manner. These needs and new technology such as computer and Internet are fueling a transition in e-learning. According to specialist's opinion, imagination experience studying is generalized, and learning environment that language barrier by studying, multi-language studying Machine that experience past things that disappear through simulation, and travel area, and experience future changed state disappears is forecasting to come. This is previewing finally that it may become future education that education and IT, element of entertainment is combined. Already, became story that argument for party satellite of e-Learning existence passes one season already. e-Learning is utilized already in all educations that we touch by effectiveness by corporation's competitive power improvement and implement of lifelong education in educational institutions through present e-Learning. It is obvious that when see from our viewpoint which is defining e-Learning by one industry and rear by application to education as well as one new growth power about these, e-Learning industry becomes very important means that can solve dilemma of growth real form. Only, special quality of digital industry that e-Learning is being same with other digital industry and repeat putting out a fire rapidly, and is repeating sudden change that these evolution is not gradual growth of accumulation and improvement of technology that is appearing consider need to. In the meantime, we need to observe about evolution of Information Technology. Because there is some scholars who e-Learning's concept foresees to evolve by u-Learning.(although, a person who see that these concept is not more in marketing terminology by some scholars' opinion is). This u-Learning's concept means e-Learning that take advantage of ubiquitous technology as Ubiquitous-Learning's curtailment speech. Ubiquitous, user means Information-Communication surrounding that can connect to network freely regardless of place without feeling network or computer. There is controversy about introduction time regarding these direction, but e-Learning is judged to evolve by u-Learning necessarily. Because keep in step and age that study all contents that learner wants under environment of 3A (any time, any whrer, any device) by individual order thoroughly is foreseen to come in ubiquitous learning environment that approach more festinately.

• 한국CDE학회논문집
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• 제21권4호
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• pp.397-408
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• 2016

VR and AR are widely used in many applications to provide more immersive visualization and natural interaction for learning and experiencing virtual but realistic tasks. Energy saving is considered as one of the most important issues throughout the world in order to overcome global warming and energy crisis. In particular, the awareness of home energy saving is regarded as a first step to deal with this issue. In this paper, we suggest a new learning environment using virtual and augmented reality (VR/AR) for home energy saving experience. In particular, it presents a comparative study of the user experience in home energy awareness using immersive virtual reality and mobile augmented reality. The first person user experience using immersive VR wearing head mounted display (HMD) and the third person user experience using mobile AR are implemented and systematically compared with each other in terms of the learning effect of energy saving and qualitative usability. Implementation results will be given to show the advantage and effectiveness of the proposed approach.