• 한국항공운항학회지
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• 제30권3호
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• pp.38-53
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• 2022

Recently, the acquisition and production of information using digital tools and the creation of new knowledge are emphasized as important educational elements. Therefore, in this study, the effect of learning achievement according to the digital literacy level of college students was analyzed. For the analysis, a questionnaire is conducted with college students majoring in aviation services attending universities in Seoul Capital Area and Chungcheong area. To verify the hypothesis of the study, demographic characteristics are identified based on the questionnaire, reliability and validity of measurement items are verified, and structural equation model analysis is performed to verify the hypothesis. The analysis results are as follows. First, among the sub-factors of digital literacy competency of college students majoring in aviation service, 'technology use' is found to have a positive effect on 'cognitive flow' and 'emotional flow' of learning flow except 'behavioral flow'. Second, among the sub-factors of digital literacy competency, 'self-learning' is found to have a positive effect on 'cognitive flow', 'emotional flow', and 'behavioral flow' in learning flow. Third, the sub-factors of learning flow, 'cognitive flow', 'emotional flow', and 'behavioral flow' have a positive effect on 'learning satisfaction'. Fourth, 'learning satisfaction' is found to have a positive effect on 'learning outcomes'. Based on the research results, practical support measures and strategies for educational success are presented.

• 아동학회지
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• 제34권1호
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• pp.1-20
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• 2013

This study examined the emergent literacy development of children and the effects of the home literacy environment on it. 861 pairs each-consisting of a mother and a child aged from three to six years old were asked to complete the early literacy parent questionnaire (Boudreau, 2005) and the home literacy environment questionnaire (Park & Kim, 2008). The results showed that : (1) girls achieved higher scores than boys in emergent literacy and its subcategories. (2) there were age differences in all of the subcategories of emergent literacy except the categories of 'orientation toward literacy' and 'phonological awareness'. (3) The study revealed that 'reading books' in the home literacy environment was the most contributive variable in predicting emergent literacy after controlling the age and gender followed by 'literacy learning'

• 아동학회지
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• 제26권4호
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• pp.173-188
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• 2005

To examine relationships between learning-related social skills(LRSS) and literacy development a sample of 167 children aged 5-6 years were selected from 3 preschools in Seoul. Instruments for measuring LRSS were the cooperation, assertion, and self-control scales of the Social Skills Rating System (Gresham & Elliott, 1990) and the mastery behaviors scales of the Child Behavior Rating Scale (Bronson, et al. 1990). Literacy development was measured by the Concepts about Print(Woon, 1999), the Learning Readiness Scale(Korean Educational Development Institution 1998), and the Writing Development Scale(Lee, 1997). Teachers rated children's LRSS. Data were analyzed by mean, standard deviation, t-test, bivariate correlation, and regression analysis. LRSS correlated with children's literacy development. Mastery behaviors were the best predictor of literacy development.

• 한국문헌정보학회지
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• 제50권1호
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• pp.161-187
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• 2016

본 연구에서는 학교도서관 프로젝트학습에서 학습자가 학습환경을 스스로 조절하고 통제하는 자기조절학습이 정보문해에 대한 태도와 정보문해능력에 어떤 영향을 미치며, 영향을 미치는 심층적인 이유는 무엇인지 연구하였다. 연구결과 자기조절학습의 인지조절능력, 동기조절능력, 행동조절능력이 정보문해에 대한 태도와 정보문해능력에 통계적으로 유의한 영향을 미치는 것으로 나타났다. 자기조절학습이 정보문해에 영향을 미치는 이유를 심층 분석한 결과 협동학습, 정보환경에 대한 경험, 시간 운영, 정보문해교육에 대한 노출, 동기유발, 교사와의 관계, 만족지연, 사전지식 요인이 도출되었다.

• 한국도서관정보학회지
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• 제38권4호
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• pp.19-44
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• 2007

이 연구에서는 학교도서관이 교육과정과 연계한 정보문해 서비스를 제공하기 위한 장애요인과 해결 방안을 탐색해 보았다. 장애요인으로는 정보문해를 ICT 활용능력으로 잘못 이해하고 있다는 점, 그리고 장서, 도서관 전담인력 등의 미비 등을 들었다. 정보문해에서 문헌정보의 중요성, 온라인을 이용한 도서관 이용지도, 정보문해 수업을 위한 Big6 문제해결 모형 및 교수-학습 과정안, 수업의 실천과정에서 필요한 서식 등을 제시하였다.

• 한국과학교육학회지
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• 제21권5호
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• pp.893-905
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• 2001

Korean students ranked the 3rd out of 32 participating countries in the first cycle of PISA(Programme for International Student Assessment) science field, which assessed 15-years-old students' scientific literacy. PISA developed several variables such as parents' socio-economic status, parents' educational attainment, family wealth, and cultural possession, to investigate the effects of background variables on scientific literacy. On the other hand, motivation and engagement in science study were not given much attention, partly because science was the minor area in the first cycle of PISA. Therefore, PISA Korea developed a series of variables to collect data on students' learning motives and out-of-school activities in science as a national option. The results are as followings. First, Korea was found to be one of the PISA participating countries with the scientific literacy achievement least influenced by parents' socio-economic status, family wealth, and parents' cultural possession. Second, the degree of achievement in scientific literacy according to parents' educational attainment was in a positive correlation, similar to the overall tendency of PISA. Third, the most crucial learning motive for Korean students was their desire to develop scientific thinking abilities or obtain science knowledge. On the other hand, choosing jobs in the field of science or parental expectation was the least important learning motive. In particular, the motive for scientific learning was found to have a positive relationship with the degree of scientific literacy achievement. Therefore, the higher the students achievement, the stronger the motive for scientific learning in order to develop their ability to think scientifically or acquire science knowledge. Fourth, Korean students were shown to participate very little in out-of-school scientific activities other than watching TV programs related to science. Whatever the activities may be, the more actively involved students are in out-of-school scientific activities, the higher their scientific literacy achievement. Fifth, Korean girls were rather passive compared to boys in all areas, including science learning motive and out-of-school scientific activities. The gender difference was especially more pronounced in out-of-school scientific activities with wider gaps in such activities as reading scientific books or articles and visiting science-related web sites.

• 정보교육학회논문지
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• 제16권3호
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• pp.319-326
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• 2012

본 논문에서는 Computational literacy교육에서 Computational Thinking을 향상시키기 위하여 디자인 기반 학습을 제안하였다. 디자인 기반 학습은 CT를 길러주기 위하여 CL교육에서 시도하는 학습 방법으로 MIT의 연구를 바탕으로 본 연구에 맞게 수정, 보완하여 적용하였다. 초등학교 4학년 단위 영재학급 학생을 대상으로 EPL교육을 실시한 후 교육전략 및 시사점을 도출하였다. 교육효과를 검증하기 위해 설문조사 및 관찰, 인터뷰를 실시하고 그 결과를 분석하였다. 연구 결과, CL학습에서의 디자인 기반 학습은 self-프로그래밍 능력과 흥미도를 긍정적으로 변화시켰고 학습자들이 자신의 아이디어를 창작물로 제작하고 의미있는 결과물을 만드는 교육에 효과적인 것으로 나타났다. 본 연구가 컴퓨터 교육에서 디자인 기반학습을 효과적으로 적용하는데 필요한 기초자료로 제공되길 기대한다.

• 한국융합학회논문지
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• 제11권9호
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• pp.367-374
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• 2020

본 연구는 간호사의 온라인 교육 태도 및 디지털 리터러시에 영향을 미치는 요인을 확인하기 위한 서술적 조사연구이다. 대상자는 국내 의료기관 내·외과 병동에 근무하는 간호사 190명으로 일반적 특성과 인터넷 사용 특성, 온라인 학습 태도와 디지털 리터러시를 조사했다. 본 연구 결과, 온라인 학습태도와 디지털 리터러시는 인터넷에 대한 접근성, 유용성, 중요성 인식과 관련성이 있었다. 온라인 학습 태도에 영향을 미치는 요인은 성별, 근무병원 규모, 인터넷에 대한 유용성과 중요성 인식이었고, 디지털 리터러시에 영향을 미치는 요인은 나이, 직위, 인터넷에 대한 유용성과 중요성, 온라인 학습 태도였다. 온라인 간호교육 개발에는 인터넷 사용에 대한 인식과 온라인 학습 태도 및 디지털 리터러시와 같은 학습자 특성에 대한 고려가 필요하다.

• 문화기술의 융합
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• 제4권4호
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• pp.173-180
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• 2018

본 연구는 문해교육 학습자의 학습만족도가 학습지속에 미치는 영향을 알아보기 위해 울산광역시의 문해교육 학습자 206명을 대상으로 분석하였다. 분석결과 첫째, 문해교육 학습자의 학습만족도를 하위변인으로 살펴보면 학습환경에서 가장 높았고 교육강사, 학습결과, 학습내용 순으로 나타났으며, 일반적 특성에서는 학습참여가 길수록 학습내용과 학습결과에 높은 만족도를 보였다. 둘째, 문해교육 학습자의 일반적 특성이 학습지속에 미치는 영향을 살펴보면 성별은 차이가 없었으나, 70세 이상의 연령에서 학습지속의 높은 의사표시를 나타냈다. 셋째, 문해교육 학습자의 학습만족도가 학습지속에 미치는 상관관계를 살펴보면, 학습내용, 교육강사, 학습결과, 학습환경 순으로 상관관계를 나타냈다. 이상을 종합한 결과, 문해교육 학습자는 나이가 많고 학습참여가 길수록 학습만족도가 높았고, 일상생활에 필요한 경우 학습지속이 높았으며, 문해교육 학습자가 학습지속에 미치는 영향은 학습 내용임이 분석되었다.

• Journal of Korean Biological Nursing Science
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• 제25권2호
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• pp.87-94
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• 2023

Purpose: The purpose of this study was to identify the impact of cognitive flexibility and e-learning digital literacy on the learning flow of nursing students who had experienced e-learning. Methods: The research design for this study was a descriptive survey using convenience sampling. Data were collected using online questionnaires completed by 134 nursing students in Andong city and Pocheon city. The data were analyzed using percentages, mean values, standard deviations, Pearson's correlation coefficients, and multiple regression with SPSS for Windows version 22.0. Results: Positive correlations were found between learning flow and e-learning digital literacy (r = .43, p < .001), between learning flow and cognitive flexibility (r = .52, p < .001), and between e-learning digital literacy and cognitive flexibility (r = .65, p < .001). In the multiple regression analysis, cognitive flexibility (β = .42, p < .001) was a significant predictor that explained 27.8% of variance in learning flow. Conclusion: The results of this study show that cognitive flexibility is a factor influencing learning flow in nursing students. Based on the results of the study, educational programs aiming to improve learning flow should include methods that improve cognitive flexibility.