• Korean Journal of Childcare and Education
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• v.17 no.5
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• pp.25-41
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• 2021

Objective: The purpose of this study was to analyze the effect of a director's support for coding education perceived by childcare teachers on the participation of teachers in the learning community and the intention to implement coding education. Methods: The participants of this study were 312 early childhood teachers working at daycare centers in Seoul, Gyeong-gi, and In-cheon area. The data were collected through the survey questionnaires and analyzed using a structural model to explore the relationship between variables. Results: Verifying the mediating effect of infant teacher participation in the learning community between a director's support and infant teacher's intention to implement coding education positively mediates the director's support and infant teacher's intention to implement coding education. In particular, it was discovered that the intention to participate in coding-related learning communities had the greatest impact on infant teachers' intentions to implement coding education based on total effectiveness. Conclusion/Implications: The above analysis results suggest that in order to enhance the intention of infant teachers to implement coding education, it is necessary to support the learning community related to coding education and encourage participation from infant teachers.

• Korean Journal of Construction Engineering and Management
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• v.20 no.5
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• pp.31-41
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• 2019

The purpose of this study is to investigate the participation of vocational training program of construction engineers and the impact of workplace learning (formal learning and informal learning) on human resource performances of construction engineers. The data of 306 construction engineers were extracted from 10,069 workers in various industries those were collected by 6th human resource company panel survey done by Korea Research Institute of Vocational Education & Training. This study found that, compared with workers in other industries, participation rate of construction engineers in workplace learning (formal learning, informal learning) was relatively low, and especially the participation rate of informal learning was significantly low. Regression analysis showed that participation in formal learning did not affect positive job performance and job satisfaction. On the other hand, informal learning has a positive effect on job capability, job satisfaction, and organizational commitment.

• Journal of Distribution Science
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• v.18 no.4
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• pp.27-37
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• 2020

Purpose: This exploratory research is to give managerial implication to sales personal management. This study focused on antecedents of job satisfaction and organizational commitment specially in HRD programs and system by participation and effect toward job. Research design, data and methodology: This research focuses on relationship analysis among job satisfaction, organizational commitment and HRD programs of logistics and sales personnel in Korea. HRD program consider two parts one is participation and other is effect toward job. And three HRD program is included education & training, system and self-directed Learning. This study used 7th HCCP data from KRIVET and 748 employee data is analyzed. SPSS18 is used and frequency, reliability, correlation and regression analysis are conducted. Results: Result shows that job satisfaction is positively affected by education & training participation, HRD system participation and HRD system effect toward job. Organizational commitment is positively affected by education & training participation, HRD system participation, education & training effect toward job and HRD system effect toward job. However self-directed Learning participation negatively affect organizational commitment. Lastly job satisfaction partially mediates between HRD and organizational commitment. Conclusions: Based on the results, this paper provide implication to academic, practical HRD and suggest feature research.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.63-72
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• 2018

This study was conducted to explore the impact of learning strategies on the level of participation in the online collaborative learning process. To do this, We studied 91 students who took professorship courses at A university in the Seoul metropolitan area. At the beginning of the semester, the learning strategies were measured through MSLQ, rehearsal, elaboration, organizing, critical thinking, metacognition, learning management, effort control, peer learning, and seeking help. Next, cooperative tasks were carried out to measure the interaction, and group composition consisted of 4-5 persons. The level of participation was measured by scores given to the messages created for interaction. The process of collaborative learning was divided into the steps of identifying learning goals, learning plans, performing individual learning, sharing learning results, and writing reports. The effects of learning strategies on participation level were analyzed through multiple regression analysis (stepwise selection method). As a result, the learning goal step influenced the highest level of metacognition, and the learning plan is the management of the learning time, the demonstration of the learning execution, the adjustment of the effort, the acquisition of help, the collegial learning, Writing was influenced by organization, elaboration, critical thinking, and critical thinking, metacognition, and elaboration.

• Journal of Korean Home Economics Education Association
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• v.14 no.3
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• pp.77-88
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• 2002

This study was designed to examine students' utility cognition and related variables on the ‘understanding of family and work’ in the Home Economics course. The subjects were 503 middle and high school students, and university students in Jeonju city. The results are as follows : 1) The level of utility cognition on the ‘attitude of sexuality’ was found to be relatively high in the Home Economics course. 2) There were gender difference in the evaluation of learning environment. and grade differences in the evaluation of learning environment, participation in class of Home Economics, needs for Home Economics, evaluation of learning environment. 3) The utility cognition of Home Economics course significantly differed by gender, participation in class of Home Economics. needs for Home Economics, evaluation of learning environment. and Perception of Home Economics. 4) The needs for Home Economics emerged as the most important variable in the utility cognition of Home Economics course.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.149-158
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• 2020

Corona19 has experienced radical changes in teaching methods in primary and secondary schools and higher education institutions, and the Ministry of Education has continued various attempts and support to ensure the quality of teaching and to promote learning participation in distance education. In this study, the support policy of the Ministry of Education for the post-Corona era was reviewed, and the professors' experiences in remote education were investigated and analyzed through intensive interviews. As a way to utilize programs to support participation in learning in real-time distance education, first, consideration of the proper period of concentration of learning by learners, second, coping with unexpected problems during learning activities, and using small meeting rooms and chatting as a collaboration tool were presented.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.345-353
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• 2006

Over the past few years, training professionals have become more pragmatic in their approach to technology-based media by using it to augment traditional forms of training delivery, such as classroom instruction and text-based materials. This trend has led to the rise of the term blended learning. Blended learning, an environment of e-learning, is a powerful learning solution created through a mixture of face-to-face and online learning delivered through a mix of media and superior learning experiences. In this article we design and implement an e-learning environment for blended learning. The environment focused on following factors: learning activity and participation of learners, and real time feedback of instructor.

• Korean Journal of Adult Nursing
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• v.19 no.5
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• pp.70-79
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• 2007

Purpose: This study was to evaluate clinical competence in relation to self-directed learning, critical thinking disposition, and participating in PBL(Problem-Based Learning) group activities of nursing students. Methods: Data were collected from 108 nursing students in Oct. 2006. Results: Clinical competence had a significant positive correlation with self-directed learning, critical thinking disposition, and participation in PBL group activities. There was a significant difference in clinical competence according to interpersonal relationship. Participation in PBL group activities was the most influential factor of clinical competence($R^2$=.34). Also, the influence of clinical competence increased with the addition of self-directed learning($R^2$=.42). Conclusion: It is essential to encourage the self-directed learning and participation in PBL group activities for the improvement of clinical competence. It is relatively important for clinical competence to consider the educational environment systematically.

• Journal of Christian Education in Korea
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• v.64
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• pp.173-202
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• 2020

This study was conducted in order to investigate the structural relationship bewteen the learning participation motive effect on servant leadership in the church family ministry program and the sense of community. First, analyizing previous studies, a structural model was developed. Then, in the effort of verifying the structural model, 607 responses out of 700 questionnaires distributed into nationwide churches and institutes participating in church family ministry program were collected as target data. Informations on learning participation motive, servant leadership, and sense of community were collected through the questionnaires after the church family ministry program. In order to study the structural relationship between the servant leadership effect on learning participation motive and the sense of community, the collected data were analyzed according to structure equation model analylsis. As a result, the structural model this study suggested was found proper. Accordingly, it was verified that the sense of community carrying the effect of intrinsic and extrinsic motives, two of learning participation motives, affected servant leadership. Also, it was verified that the subfactors of the sense of community played important role in enhancing servant leadership in cause and effect relationship between learning participating motive and servant leadership. Therefore, in church family ministry program, it can be suggested that moderating sense of community under the consideration of participants' intrinsic and extrinsic motives makes moderating the level of learning participation motive possible.

• KIPS Transactions on Software and Data Engineering
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• v.13 no.1
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• pp.28-34
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• 2024

Since e-learning is conducted based on the learner's autonomy, motivation to continuously participate is crucial for success in e-learning. As the number of adult learners participating in lifelong education increases, it is necessary to study learner participation and the motivating factors. Drawing upon the Expectancy-Value Theory and Self-Regulated Learning Theory, this study analyzed the influence of motivational factors (value, costs, cognitive regulation, and scheduling) on learner participation. An e-learning program was implemented on MoodleCloud, and learners completed a survey before going through the program. Regression analysis was conducted using the survey response data along with the participation score, calculated using the log data. The results of the analysis demonstrated that value and scheduling significantly influenced learner participation, with gender differences found in value. This means that as adult learners perceive higher value in the e-learning program and possess better scheduling skills, they are more likely to participate. These findings can be utilized in developing teaching and learning strategies for both learners and instructors, ultimately helping to prevent dropout in e-learning.