• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권2호
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• pp.109-122
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• 2009

This study investigates the change in two theoretical constructs, attitudes toward mathematics and mathematics self-efficacy, among college students involved in a learning community model. The case of this study was a developmental mathematics class offered at a historically black college located in the southeastern United States. Subjects included 31 students enrolled in an introductory mathematics course, some of whom participated in a learning community (treatment group). The participants completed mathematics attitudes and mathematics efficacy instruments twice: at the beginning of the semester and again at the end. Data was analyzed using descriptive statistics and a non-parametric statistic. The results showed that students' attitudes toward mathematics and mathematics self-efficacy are strongly correlated; the mathematical problem-solving efficacy changed significantly over time and it is significantly higher in the treatment group than in the control group; and the treatment group produced better outcomes. These findings indicate that a learning community model can increase students' mathematics self-efficacy beliefs. It is recommended that mathematics self-efficacy and attitudes toward mathematics be measured over an extended period of time when a learning community is implemented.

• International Journal of Contents
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• 제16권3호
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• pp.18-32
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• 2020

The aim of this study was to perform a meta-analysis of the learning outcomes of immersive learning technologies in English language teaching (ELT). This study examined 12 articles, yielding a total of 20 effect sizes. The Comprehensive Meta-Analysis (CMA) program was employed for data analysis. The findings revealed that the overall effect size was 0.84, implying a large effect size. Additionally, the mean effect sizes of the dependent variables revealed a large effect size for both the cognitive and affective domains. Furthermore, the study analyzed the impact of moderator variables such as sample scale, technology type, tool type, work type, program type, duration (sessions), the degree of immersion, instructional technique, and augmented reality (AR) type. Among the moderators, the degree of immersion was found to be statistically significant. In conclusion, the study results suggested that immersive learning technologies had a positive impact on learning in ELT.

• 셀메드
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• 제13권10호
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• pp.10.1-10.5
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• 2023

Objective: A report investigating the positive effects of Korean language learning on the psychological healing of local students studying Korean during the period of disobedience in Myanmar. Methods: 37 students studying Korean at local foreign language universities in Myanmar and unable to attend school anymore due to their opposition to the military regime are experiencing psychological symptoms of distress and anger. Results: In this survey, Most Myanmar students responded that they receive psychological healing through self-study of the Korean language. Conclusion: It can be inferred that Korean language learning has psychological healing effects.

• International Journal of Advanced Culture Technology
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• 제11권2호
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• pp.56-63
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• 2023

I proposed the architectural guideline for educational environment based on design thinking approach to integrate and enhance learners' activities and achievements. The physical environment of design education learning space should be applied by teaching methods and learning activities, especially for STEAM-based convergent education, the architectural space conditions should support the design process based on design thinking. The learning environment conditions influence design education with physical design factors and learners' communication, and the flexible environment based on design thinking, which is crucial for design education. The 3 steps of design thinking experiences also allow students to learn the context of ideas, skills and outcomes. Therefore, I argued that the learning surrounding based on design thinking needs flexible and mobile, connected, integrated, organized, and team-focused environments to support learners' understanding, participation, and collaboration, and to achieve the design process based on research findings. For spaces for convergent learning environments based on design thinking, common design principles should be reviewed, such as coexistence with technology, safety and security, transparency and spatial extension, multi-purpose space and outdoor learning.

• Perspectives in Nursing Science
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• 제7권1호
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• pp.36-42
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• 2010

Purpose: This study was done to identify the preferences for learning style and the degree of self-directed learning and influencing factors on it among nursing students working on a Bachelor of Science in a nursing program at Suwon. Methods: The study sample included 156 nursing students. A self-report questionnaire was used to assess the data. The data was analyzed using the SPSS/WIN program for descriptive and inferential statistics. Results: Most of the students preferred lectures rather than discussion or team projects as a teaching method. Students preferred deliberating, sensing, and the use of visuals for their learning style. In addition, they favored sequential learning over comprehensive learning. Self directed learning had better outcomes in 3rd and 4th year students than 1st or 2nd year students. Additionally, active learners and high achievers who had a good GPA showed higher self directed learning than the others. Conclusion: In order to maximize students' self-directed learning, study guidance will be necessary for freshmen and for some who experience difficulties in studying nursing courses. Nursing faculty members should pay close attention to facilitate student's self directed learning, and encourage more discussions in the classes.

• 한국인터넷방송통신학회논문지
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• 제11권5호
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• pp.193-201
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• 2011

본 논문은 개방형 콘텐트에 기반하여 세계 모든 지역 학우들과 상호작용적인 온라인 학습 그룹 경험을 제공하는 개방형 사회적 u-learning 공동체에 대한 전체론적 개념 및 모델을 표현하였다. 상호작용적인 사회적 u-learning 공동체 설계를 통해 학습에 있어서 유비쿼터스 환경이 가지는 장점들을 개념화하고 극대화하도록 한다. 제안된 모델은 최신 웹 기술, 고도의 상호작용을 가능하게 하는 실시간 협력 기술, 관련 콘텐트 및 다른 학습자와 해당 학습자를 연결하여 주는 지능형 추천 시스템, 학습자의 학습 결과를 평가하고 분석하는 기법 등을 통해 가능하다. 따라서, u-learning 설계는 상호작용적이고 매력적이면서 고도로 측정 가능 시스템이어야 한다.

• 공학교육연구
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• 제7권4호
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• pp.22-31
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• 2004

이미 여러 분야에서 모집단의 실향에 대한 질적 평가 방법 중 우수하다고 정립이 된 조사기법인 '초점그룹(focus group)'을 공학교육의 학습 성과의 성취도 평가에 이용하려면, 본 기법에 대한 정확한 이해를 바탕으로 우리 교육 실정과 공학 교육의 특징을 살펴 적용하여야 한다. 본 연구는 '초점그룹'에 대한 소개와 함께, 공학 교육의 학습 성과 평가에 활용할 때 제기될 수 있는 문제점들을 파악하고 대안을 제시함으로서, 학습 성과 평가의 새로운 기법으로써 '초점그룹'을 활용하고자 하였다. 조사 기획, 실행, 분석 단계에서 일어날 수 있는 문제점들을 정리하고 가능한 해결 방안에 대해 연구하였다. 실제 공학교육에 적용을 위한 실행에 이용할 수 있도록 조사 지침서의 간단한 예도 연구 제시하였다.

• 한국문헌정보학회지
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• 제30권2호
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• pp.127-148
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• 1996

학교도서관매체센터가 학교교육에 긍정적 영향을 줄뿐만 아니라 평생학습사회의 하부구조임을 밝히는 것이 본 논고의 목적이다. 평생학습사회는 사회구성원의 학습욕구와 이를 지원할 수 있는 학습환경이 구비됨으로써 형성될 수 있다. 그리고 학교도서관매체센터는 사회구성원들의 학습욕구를 형성시켜주는 산실로 규명된다. 민주주의 사회에서 사회구성원들이 학습욕구를 강하게 가질 때 사회환경이 학습하기에 적절하고 편리하도록 변형된다는 것은 자연스러운 논리이다. 결과적으로 학교도서관매체센터는 사회구성원의 학습욕구를 만들어 내고 또 이에 응하는 사회환경을 조성하는 원동력을 조성해 낸다고 할 수 있다. 그러므로 필자는 학교도서관매체센터가 평생학습사회의 중요한 하부구조라고 밝히고 있다.

• 한국IT서비스학회지
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• 제22권6호
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• pp.103-114
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• 2023

In the post-pandemic era, colleges and students keep passion for learning online sine its unique advantages. This study explores how students' basic psychological needs drawn from self-determination theory, connect to interaction, and learning engagement in the context of online learning. While prior research explored students' intentions, digital interactions, and engagement in online learning, this study aims to come up with a united conceptual model drawing the three basic psychological needs and interaction and their effects on learning engagement. 178 response data collected through a questionnaire survey, were analyzed using PLS-SEM. Findings indicate that online learning interaction enhances intrinsic motivation, leading to higher learning engagement. Autonomy emerges as the most influential psychological need on learning engagement. This study integrates self-determination theory with online learning interactions and engagement and offers practical insights. Future research should examine long-term outcomes and diverse student populations.

• 한국간호교육학회지
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• 제14권1호
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• pp.55-62
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• 2008

Purpose: The purpose of this study was to compare and analyze learning satisfaction, critical thinking disposition, learning attitude and motivation between Problem Based Learning and Subjective Based Learning. Method: The research was performed between September and December, 2005 and 2006, including the development of PBL packages and their application. Statistical analysis was performed using SPSS 13.0. An independent t-test, $X^2$-test, and Pearson Correlation Coefficient were performed to compare the two groups on each of the measures. Result: There were no statistically significant differences among participants in the two groups according to general characteristics. However, The PBL group scored significantly higher on learning satisfaction, critical thinking disposition, learning attitude and motivation. Conclusion: This study contributes to our understanding of student outcomes of the PBL approach compared to the SBL approach. PBL needs to be extended over individual nursing courses for the unification of related courses and a curriculum.