• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.395-413
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• 2019

The purpose of this study was to find out how Blended e-Learning affected the teaching and learning of engineering mathematics for engineering students. It has researched the application condition of Blended e-Learning and the students' attitude in the offline classes of students. The subject were 42 students of Junior in the Department of Mechanic Engineering in M-University participated in the study. The lecturer taught the class for the students by fact-to-face teaching at the offline. It was recorded all processes during the class, and the video was loaded at the Learning Management System(LMS). The students studied online by themselves. This study investigated the attitude of students at the offline and the Utilization of Online Data by learners through the mixed class for one semester. The results were as follows. First, Blended e-Learning applied engineering mathematics affected positively for the self-regulated and individualized learning to the students. Second, Blended e-Learning has shown a positive impact on the teaching and learning of engineering mathematics. Finally, it also had a positive effect on the class satisfaction level of students.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.69-83
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• 2013

This study aims towards developing design guidelines for teachers' professional development programs (PDP) that help to improve self-regulated learning skills through OER (Open Educational Resources). To achieve the research objective, first, literature review and case studies about famous OER collections were conducted, and from these reviews, twenty-six guidelines according to ten categories suggested by Zimmerman & Martinez-Pons were derived and finalized into fifteen items in nine categories through review of five experts. Based on the guidelines, a prototype of a teacher's PDP was implemented and evaluated by seven teachers. Results of the usability evaluation proved that the design strategies implemented in the prototype might contribute to improving teacher's self-regulated learning skills and helped to find the teacher's needs based on their PDP.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.1-7
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• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.457-485
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• 2017

The Self-reported Evaluation tool developed in this study allows the learners to check and evaluate their own learning by determining the details that are self-assessed. Also this tool allows learners to receive feedback on their self - evaluation results. In this study pre - post test was performed to investigate the effect of self - assessment on the learners' tendency of studying math. The result showed that Self-reported evaluation improved self - confidence, self - strategy on learning mathematics, and meta-cognitive ability. Also by conducting a qualitative analysis of the Self-reported evaluation, students practiced the cognitive activities such as summarizing the contents they have learned that day. They also tried to understand and improve the learning habit, attitude, and learning state. Teachers were also able to communicate with students by providing individual questions and feedback through student's individual Self-reported Evaluation.

• Journal of Information Technology Applications and Management
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• v.17 no.2
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• pp.71-90
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• 2010

Electronic learning(or e-learning) has created hype for companies, universities, and other educational institutions. It has led to the phenomenal growth in the use of web-based learning and experimentation with multimedia, video conferencing, and internet-based technologies. Many researchers are interested in the factors that affect to the performance of e-learning or e-learning services. In this sense, this study is aimed at proposing e-learning system reuse prediction models in which e-learner intention to reuse influence factors(i.e., system accessibility, system stability, information clarity, information validity, self-regulated efficacy, computer self-efficacy, perceived usefulness, perceived ease of use, flow, and parental expectation) affect e-learner intention to reuse positively. A web survey was conducted for the full members of the e-learning education institute A in Seoul, Republic of Korea, an exclusive e-learning company that provides real time video lectures via the desktop conferencing system. The web survey was conducted for 20 days from November 5, 2009, through the e-learning web site of the company A. In this study, three data mining techniques were used : the multivariate discriminant analysis, CART, and C5.0 algorithm. This study was conducted to provide the e-learning service providers, e-learning operators, and contents developers with marketing and management strategies for improving the e-learning service companies, based on the data mining analysis results.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.104-111
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• 2019

In this study, we examined the effects of University adaptation on career adaptation through self-leadership and learning commitment, and identified the regulatory effects of demographic characteristics (sex, grade, grade level, and willingness to work). To this end, we analyzed the data for 289 college students. The results of the study are as follows. First, adaptation to University life has a significant impact on learning commitment and self-leadership. However, adaptation to University life has an indirect effect on learning commitment and self-leadership rather than directly affecting career adaptation. Second, demographic characteristics have a regulatory effect on the path through which University adaptation affects career adaptation through self-leadership and learning commitment. The factors that were regulated were age, grade, and willingness to work. Therefore, in order to adapt to university life and adapt to career, we developed a program to improve self-leadership and learning commitment, and suggested that customized guidance is needed considering the differences in personal characteristics such as gender and academic background in university life and career counseling.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.1
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• pp.170-180
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• 2011

The purposes of this study are to find out the effectiveness of the tutoring program and the level of self-regulated learning ability in tutoring program attending students. This study has been performed for team-tutoring program attending students(n=183) who are in 15 department, D college in Daegu. Following results were drawn thought correlation analyses of variables obtained during the survey period. The results were as follows; There was statistically significant difference among perception controlling ability, purpose controlling ability, and action controlling ability. In over 20 ages, organization, meta-perception stratagem, arrangement, self-effectiveness, controlling learning time ability were higher than of lower 20 ages(p<0.05). In tutors, demonstration, organization, meta-perception stratagem, arrangement, checking, purpose intentions, self- effectiveness, achievement, controlling action, help requirement ability were higher than tutees(p<0.05). As results, the tutoring program was effective for both tutors and tutees in college students. Further studies in an education program for students in all years should be implemented to examine tutoring effects. Implementation of tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

• Korean Medical Education Review
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• v.23 no.2
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• pp.118-127
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• 2021

Due to the coronavirus disease 2019 pandemic, the new norm of online learning has been recognized as core to medical institutions for academic continuity, and students are expected to be motivated and engaged in learning while maintaining distance from other peers and educators. To facilitate students' and educators' newly defined roles in online medical education settings, it is crucial to understand how students are actively motivated and engaged in learning. Hence, this study explored medical students' motivational regulation profiles and examined the effects of motivational regulation strategies (MRS) on cognitive learning and learning engagement for online learning. Data were collected after the end of the first semester in 2020 from a sample of 334 medical students enrolled at a public university school of medicine. Latent profile analysis indicated three subgroups with different motivational regulation profiles: the low-profile, medium-profile, and high-profile groups. Regarding different MRS patterns in the high-profile group, mastery self-talk, performance approach self-talk, and the self-consequating strategy appeared to be most applicable for regulating learners' motivation. Analysis of variance showed that the profile groups with higher levels of MRS use were connected to a higher willingness to use cognitive learning strategies and a higher degree of engagement in online learning. The findings of this study emphasize the use of specific sets of MRS to support learning motivation and the need to design effective self-regulated learning environments in online medical education settings.

• Korean Journal of Culture and Social Issue
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• v.10 no.3
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• pp.37-59
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• 2004

This study examines longitudinally influences that parents have on their children's academic achievement and the mediating role of various psychological factors. In terms of parents-child relationship, the following variables are examined: Social support from parents, achievement pressure, parental expectation, sense of indebtedness to parents, and respect for parents. For adolescents functioning, the following variables are examined: Efficacy for self-regulated learning, achievement motivation, studying time, and academic achievement. In the first phase of the longitudinal study, a total of 961 Grade 6 students completed a questionnaire. In the second phrase, a total of 856 students completed a questionnaire when they were Grade 7. In the third phrase, a total of 830 students completed a questionnaire when they were Grade 9. In the third phase, a matched sample of 722 fathers and 767 mothers of the adolescents completed a questionnaire. From the sample, 694 matched sample of adolescents, mothers, and fathers have been selected for the following analysis. The results of the path analysis indicate that adolescents' past academic grade was the most powerful predictor of adolescents' current academic achievement. Second, a sense of indebtedness felt towards the parents increased adolescents' achievement motivation, which increased their studying time and which in turn positively affected their academic achievement. Third, adolescents' respect for their parents increased their efficacy for self-regulated learning, which had a positive effect on their academic achievement. Fourth, parental social support increased adolescents' efficacy for self-regulated learning and parental achievement pressure increased adolescents' achievement motivation. Fifth, parental expectation had positive influence on adolescents' academic achievement. Sixth, efficacy for self-regulated learning had direct positive influence on academic achievement. These results indicate that the past achievement is the most important predictor of adolescents' current academic achievement and parent-child relationship and efficacy for self-regulated learning are also important variables that influence adolescents' achievement.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.611-633
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• 2016

This study analyzed the perception of effectiveness and satisfaction according to learners' background variables and characteristics in online gifted education program. The participants included 630 middle and high school students who attended the 3-months online gifted program. Participants volunteerly surveyed on background and characteristics such as gender, grade, subjects, self-efficacy of internet, and self-regulated learning, and the effectiveness and satisfaction of the online gifted education program. T-test, ANOVA, and MANOVA were conducted to analyze the effect of students' background and characteristics on various dependent variables. The results of this study showed that (1) overall, participants perceived the effectiveness of the online gifted program positively; (2) participants perceived the satisfaction of the online gifted program positively. In specific, they perceived system satisfaction higher than interaction satisfaction. (3) the personal characteristics which impacted on both effectiveness and satisfaction were grade, self-efficacy of internet, and self-regulated learning. Suggestion for the online gifted education program were discussed.