Learning Goals Research Articles

대학 교양수업에서 학습자 중심의 팀기반 학습 경험

Objectives The purposes of this study were to explores the experiences that learners who participate in team-based learning experience during the learning process, examines the learners' experiences in team-based learning in a contextual setting through a qualitative approach, and seeks educational reflection and implications. Methods For this purpose, this study was conducted on 94 college students who participated in liberal arts classes. To achieve the purpose of the study, first, team-based learning was designed by selecting a ‘pedagogy-based lib-eral arts’ subject. Second, after analyzing the content covered in the selected subject, the instructor's lecture on the learning topic was conducted in advance in the first half of each lesson, and students studied individually through lectures on the learning topic. After watching various learning materials related to the learning topic, team-based learning related to the learning content was applied. Third, we analyzed individual and team activity sheets, study notes for each session, and reflection logs written by learners before and after learning. The response sheets used in the analysis were all qualitative data collected through classes, and were analyzed through the inter-action of categorization, coding, structuring, and interpretation during the data analysis process. Results In terms of learning motivation from the results of this study, first, the motivation for taking the course was participation due to obligation, accidental choice, and unclear expectations due to the nature of liberal arts subjects, and second, the topic and content of learning were based on their own real-life usefulness and career-related topics. Third, actively apply the cognitive information acquired through participation in learning to solve life problems. Fourth, setting learning goals shows educationally important information and context for converting extrinsic motivation into intrinsic motivation. In terms of cognition, learners showed the highest cognitive factors in motivation to take the course, personal learning goals, and learner needs. In terms of interaction, in the process of participating in team-based learning, learners placed first, the attitude of participants, including communication, participation, and courtesy among team members, as the most important, and second, they meaningfully experienced positive experi-ences and emotional support. In terms of teaching and learning, positive experiences such as self-expression, dis-cussion and presentation, initiative, and overcoming presentation anxiety were recognized through participation in team learning. On the other hand, negative aspects could act as a hindrance to positive interactions between team members. In particular, to overcome these obstacles in the early stages of learning, multifaceted efforts were need-ed, such as clear motivation, setting learning goals, setting learning content that suits the learner's needs and inter-ests, emotional support from the instructor, effective learning support materials, and evaluation plans. Conclusions Through this study, it can be seen that, due to the nature of the learning process in team-based classes where learners' interaction is the center, more active and interactive communication and voluntary and proactive participation are required than previous learning experiences.To achieve this, active and flexible re-sponses will be needed to improve the anxiety and dissatisfaction that learners may feel. Through this, the charac-teristics and diversity of individual learners can be mutually recognized and accepted at the beginning of learning, the strengths of team-based learning of emotional support and consideration through interaction between team members can be effectively demonstrated, and learners' expectations and demands for participation in learning can be improved.

The strength of self and L2 willingness to communicate: The role of L2 grit, ideal L2 self and language mindset

The introduction of positive psychology to the SLA domain triggered a bulk of research on how learners can thrive and flourish in the language classroom emphasizing the role that character strengths play in the achievement of goals. In this study, we examined character strengths in the context of second language (L2) learning and their role in a critical goal of L2 learning - the Willingness to Communicate (WTC) in the target language. Specifically, we examined the impact of L2 grit, Ideal L2 Self (ILS), and growth language mindset (growth LM) as complex direct and indirect predictors of WTC. Data was collected from 450 Iranian EFL learners with diverse language proficiencies. The predictor of L2 grit, the possible mediators of ILS and Growth LM, and the outcome variable of WTC were modeled in a double latent mediation model. Results indicated that ILS and growth LM fully mediated the relationship between L2 grit and WTC. As such, the study highlighted the role of personal strengths such as grittiness, self-motivation, and a growth LM in the L2 learning context. Finally, future research avenues are suggested based on the findings of this study.

Design and evaluation of an immunology and pathology course that is tailored to today’s dentistry students

Curricular reform provides new opportunities to renovate important pillars of the dentistry curriculum, such as immunology and pathology, with novel approaches that appeal to new generations of students. When redesigning a course that integrates both immunology and pathology at the level that provides dentistry students with sustainable knowledge that is useful for their entire career, several challenges must be met. The objective of the present study was to describe the considerations involved in the design phase of such a new course. First, the course should be compatible with the new view on the incorporation of more active learning and teaching methods. Practically, this means that the course design should contain fewer lectures and more seminars and tutorials, where the students have fewer contact hours and actively engage in using recently acquired knowledge within a contextual background. A mandatory session of team-based learning provides opportunities to apply knowledge in combination with academic reasoning skills, teamwork, and communication. Second, for a 4-week course, choices must be made: students will not become immunologists nor pathologists in such a short period. A governing principle for this course's design is that it should be based on understanding the basic principles of immunology and pathology. The ultimate goal for the students is to make the course immuno-logical and patho-logical, challenging them to reach a next level but clearly without oversimplification. Part of the course design should allow room for students to further study an immunological topic of their own choice, thereby contributing to their immunological curiosity and to their academic development. Third, to make it tailored to a new generation of dentists, examples from the field of dentistry are actively integrated in all aspects of the course. Finally, the era of ChatGPT provides novel opportunities to use generative artificial intelligence (AI) tools in the learning process, but it demands critical thinking of how to use it in a newly designed course. A mid-course evaluation revealed that students acknowledged that immunology and pathology were presented as an integrated course. The final course evaluation endorsed the use of these various educational methods. These methods proved to be appropriate and logical choices for reaching the learning goals of the course.

Case Study of Innovative Second Language Learning Activities for Saudi Women Undergraduates Learning English

Gardner described second language (L2) instrumental motivation, where the learning goal is practical application, and Dörnyei described L2 motivation based on the learner’s vision of their future, ideal L2 self. In the Arabic-speaking Kingdom of Saudi Arabia (KSA), Vision 2030, a new countrywide strategic plan, emphasizes English mastery for business and provides new vocational avenues for women. KSA women now have instrumental L2 motivation for occupational purposes but lack models on which to base their future ideal L2 selves. While they face additional barriers to L2 acquisition due to an ineffective L2 learning environment (L2LE), and societal features that dissuade Saudis from interacting with each other in English, educational technology such as the Padlet could be used to surmount those obstacles. This case study presents an innovative, student-centered use of Padlet to teach speaking strategies (SSs) to an L2 female KSA higher education class while avoiding direct L2 dialogue and maintaining L2 motivation (n = 33). Students were provided an instructor-led lesson and offered the choice of either using the Padlet or doing a similar individual audio activity. Thirty students participated in five SS lessons, and by the third lesson, Padlet was the activity of choice, with 97%, 83% and 77%, choosing it over the audio activity for lessons three through five, respectively. Qualitative responses consistently supported that the Padlet was successful at increasing student-centered collaborative applied peer learning in this female KSA higher education classroom without requiring direct interaction in the L2, and keeping L2 motivation levels high.

Socio-technical transitions towards sustainable development: A proposal for learning assessment in livestock SMEs in the semi-arid Pampas of Argentina

The urgency to achieve the Sustainable Development Goals in the face of climate change has increased interest in studies on innovation niches in food systems. Strategic Niche Management in the framework of the Multi-Level Perspective considers that deep learning must be achieved in experimenting with innovations and demands greater understanding of instrumental aspects to guide the evolution of a niche. This study proposes to assess the progress of innovative performance towards sustainability of small and medium livestock enterprises in the Southwest of Buenos Aires, a fragile region of the Pampas biome of Argentina, as a result of learning generated in rural extension activities of the National Institute of Agricultural Technology (INTA) in order to identify leverage points in the process of technological change towards more sustainable systems. An exploratory-descriptive study was carried out using qualitative-quantitative methods. Ten producers were interviewed and the MESMIS method was proposed for the construction of indicators and assessment of learning goals towards sustainability. A rapprochement of producers from modal practices to more innovative ones was observed, reflecting conditions for the progress and consolidation of the niche. However, they need for greater professionalization and institutional articulation. The study generated a measurement instrument for the self-assessment of the niche enterprises and the planning of INTA's intervention strategies. It sought to broaden empirical research in Latin America, which is still scarce in approaches to socio-technical transitions, and to advance in the evaluation of experiments in transformative innovations on the agenda for the literature.

Bridging perceived organizational support with learning motivation and work engagement: the mediating role of focus on opportunity.

Perceived Organizational Support (POS) represents the extent to which employees believe their organization values their contributions and well-being. While higher POS is associated with increased work engagement and learning motivation, the intricacies of this relationship, especially the mediation by Occupational Future Time Perspective (OFTP), are not well understood. We conducted an online survey of 2,046 working individuals aged 20-69 to assess the relationships between POS and two outcome variables, Learning Goal Orientation (LGO), and work engagement with multiple regression analyses for all ages and in the younger age group (under 45). Then, the mediating effects of Focus on Opportunity (FOO) - a primary component of OFTP- on these relationships were examined. Of 2046 participants, 887 were younger than 45 years old. Younger participants, predominantly more educated and inclined towards professional jobs, exhibited higher LGO but lower work engagement compared to their older counterparts. POS showed positive correlations with LGO, and FOO significantly mediated the relationship, especially in the young group. Furthermore, a positive relationship between POS and work engagement was noted, with FOO as a partial mediator. POS correlates positively with both LGO and work engagement across various age demographics, with FOO critically mediating this relationship. To enhance employee engagement and learning motivation, organizations should emphasize bolstering both POS and FOO.

A comprehensive assessment of self-leadership among students in China’s ethnic regions: insights and implications for higher education

ABSTRACT In modern society, individuals are granted greater autonomy, amplifying the significance of self-leadership. The cultivation of self-leadership stands as a pivotal determinant in the holistic development of college students. Despite its importance, higher education’s role in fostering self-leadership has been comparatively overlooked, with empirical examinations using validated models in this domain remaining scarce. This research delves into the self-leadership attributes of students in Chinese ethnic region universities, utilizing the College Student Self-leadership Assessment (CSSA) and enriching the study with semi-structured interviews with students and educators. Drawing on responses from 2,578 participants across thirteen ethnic region universities in China, and insights gleaned from interviews, students’ self-leadership was evaluated across nine dimensions. The results illuminated that students generally exhibited commendable self-leadership attributes, particularly excelling in value selection and self-perception. Nevertheless, deficiencies were noted in their intrinsic learning motivation, goal management, and independent decision-making. Additionally, significant variances in self-leadership were detected across variables such as gender, grade and institutional tiers. These findings underscores the essential need for educational strategies that strengthen students’ self-leadership. Key recommendations involve adopting project-based learning that incorporates cultural engagement, and developing interdisciplinary curricula, which together enhance student autonomy and community involvement, thereby fostering a robust self-leadership foundation. This study provides key insights into pedagogical and assessment methods to develop self-leadership among students, filling a crucial gap in higher education research, especially in ethnic region universities, and underscores the need for specialized support for their developmental needs.

Choose Your Own Adventure! An empirical study on gamification of postgraduate learning on research project design

It is difficult to teach complex topics such as academic research to student cohorts who are widely heterogeneous in prior knowledge, learning goals, and learning preferences. Exploratory, quest-like approaches show promise for increasing engagement, personalization, and autonomy, however, there is a lack of empirical data on which, if any, aspects of gamification can benefit learning. This paper presents analytics and qualitative responses to a Choose Your Own Adventure for postgraduate design of research projects. It focusses on non-linear navigation for self-directed personalization, digital badges, and the role of narrative within a gamified learning tool. Results highlight high user attrition, effective personalization of learning, high acceptance of gamification approaches, and much lower interest in some gamification elements, contributing value to the pedagogy of learning and teaching research skills.

Getting a grip on how we talk about computational practices in science in settings of teacher learning

AbstractBackgroundScience teachers' understanding of the roles of computing practices in science frame how they enact scientific computational practices in their teaching and how their students perceive the relationship between computational practices and scientific endeavours.ObjectivesThis critical, integrative review synthesizes teacher learning literature about the role of computational literacy and computing practices in K‐12 science teaching.MethodsWe examined 54 peer‐reviewed articles and analysed the ways the researchers and teacher participants describe the affordances of integrating computational thinking (CT) and other computational practices in science. We characterize how CT and computational practices are framed in relation to scientific learning goals. We identify six primary affordances for integrating computational practices with science that are conveyed to teachers and by teachers, as represented in these studies of teacher learning.Results and ConclusionsThese six perspectives include (1) learning computer science principles, (2) developing CT dispositions, (3) engagement and inclusion in science, (4) taking ownership of science, (5) supporting learning science content, and (6) participating in computational practice as a form of scientific epistemic practice. Our analysis indicates that computational thinking and computational practices are often integrated in science in order to teach something about computing (e.g., Perspective 1), rather than to support learners' scientific work. Only the 29 articles coded for the sixth perspective—that is, in service of epistemic aims in science—demonstrate commitment to students' uses of computational ideas and practices as epistemic tools to participate in the sensemaking work of science.TakeawaysComparison of Perspectives 5 and 6 illustrates the nuance between computational practices in science that reify something students have already “figured out,” rather than those that serve epistemic goals. Perspective 6 encapsulates the deep synergy among (1) the reflexive nature of computing with scientific ideas and (2) computing as a central practice in science and engineering. We contend that a more focused message of computational practices in service of scientific sensemaking goals is necessary if we expect teachers to enact CT and related computational practices in their classrooms.

Students’ metacognitive knowledge of learning-strategy effectiveness and their recall of teachers’ strategy instructions

This study aimed to investigate students’ metacognitive knowledge and reported use of surface and deep learning strategies. It also explored the extent to which students recall their teachers’ recommendations for learning strategies and the relationship between these recollections and students’ knowledge and reported use of strategies. A scenario-based questionnaire was used to set a learning goal in the area of biology. Students’ metacognitive knowledge was assessed through perceived effectiveness and reported use of learning strategies. Additionally, open-ended questions allowed students to recall and report recommendations given by their teachers. We used person-centered methods to explore whether different types of recollections were related to reported strategy use. Among students who recollected that their teachers have recommended deep learning strategies, it was typical to value deep strategies higher than surface strategies and report using deep strategies. Also, it was atypical among those students to value surface level strategies and not use deep strategies.

Levels of teacher performance in formative assessment in multigrade and single-grade classrooms

Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.

중학교 기술교육을 위한 인공지능 학습과정 시각화 중심 인공지능 교육프로그램 개발

This research develops a middle school AI education program that can understand the overall context of the AI learning process by visualizing the AI learning process using Orange3, an AI tool, and combines it with traditional technology education subjects. The development process followed the five-step process of analysis, design, development, implementation, and evaluation according to the ‘ADDIE model’. In the analysis stage, middle school AI education content standards, middle school technology and home-economics curriculum and content elements, domestic AI-education-related content, and learner level were analyzed. In the design stage, the AI education content and learners were selected, and five technology education subject learning topics that were suitable for organizing with the corresponding education content were selected. Then, learning goals were set, class schedules were organized, and teaching and learning methods were also selected. In the development stage, an AI education program centered on visualization of AI learning process was developed for total of 15 sessions, including learning topics, contents, goals, class sessions, teaching and learning methods, student understanding test sheets, teaching materials, and activity sheets. This program was revised after evaluating its validity by AI education experts with a master's degree or higher in AI education. In the implementation stage, a preliminary test for this AI education program was conducted with 14 first-year students at A middle school in Gyeonggi-do, and the results of student understanding test were also collected to determine effectiveness and modifications and supplements. In the evaluation stage, the results of the student understanding test collected above were analyzed to modify and supplement this AI education program.

FEATURES OF ORGANIZING STEAM EDUCATIONAL PROJECTS USING IMMERSIVE TECHNOLOGIES

Formulation of the problem. The rapid development of technologies in the modern world opens up new horizons for education. Integrating science, technology, engineering, arts, and mathematics (STEAM) holds particular significance as a transformative approach, fostering interdisciplinary learning and preparing students for the challenges of a knowledge-based and digitized society. The transition from a traditional approach to STEAM education becomes even more captivating with the incorporation of immersive technologies. This direction, merging technical and creative aspects, requires an innovative approach to the organization of educational projects, considering the new opportunities and challenges presented by virtual reality (VR), augmented reality (AR), and mixed reality (MR). Materials and methods. To achieve the goal of our research, we used the following methods: systematic and comparative analysis of pedagogical, psychological, philosophical, and sociological works, methodic literature, and analysis of the pedagogical experience of using immersive technologies to organize STEAM projects at school; synthesis and generalization to formulate the main provisions of the study; interviews and questionnaires of teachers regarding their understanding and attitude to immersive technologies as a means of implementing STEAM projects at school; interpretation of research results. We analyzed 18 scientific sources, including 14 Scopus-indexed articles, two reports (the educational report from Horizon 2020 and the "State of the Industry Report" from the XR Association), and two scientific studies by Ukrainian researchers. Eighty-seven teachers participated in interviews and surveys conducted through Google Forms. Results. Creating and organizing a STEAM educational project using immersive technologies involves the following teacher actions: forming a project name by the student's learning goals, educational content, and the project result as its product; creating a reference project; determining the subject, topic, age of students, project preparation time, learning time, essential immersive technologies; forming the purpose of the first lesson and project tasks to immerse and motivate students about the project; identifying problematic issues that should reflect the actual context or problem. We have characterized teachers' attitudes towards immersive technologies when organizing and conducting such projects. Based on the study's results, we have identified the features of organizing STEAM projects using immersive technologies: expanding the field of creativity with AR and VR, immersion in scientific concepts and conducting experiments through the use of virtual laboratories, visualizing abstract ideas through the use of augmented reality, interacting with technology through mixed reality projects, and teamwork in immersive environments. Conclusions. Immersive technologies in STEAM education have advantages (e.g., gaining practical experience, forming interdisciplinary connections through interdisciplinary learning, cooperation, communication, adaptive environment, and request for creativity) in teaching.

Relationship of high-fidelity simulation experience, clinical reasoning, and clinical competence of new nurses: A cross-sectional study.

This study aimed to determine which high-fidelity simulation (HFS) experiences were associated with clinical reasoning and clinical competence among new nurses. HFS has been actively used in nursing education. It is necessary to verify the effects of HFS transfer to the clinical environment. A cross-sectional study reported following STROBE criteria. Data were collected on new nurses (n=224) who experienced HFS in their fourth-year undergraduate courses. The number of HFSs, the inclusion of simulation elements, the importance of elements to learning, clinical reasoning, and clinical competence were measured. Hierarchical regression models examined factors associated with clinical reasoning and clinical competence. Feedback was the most sufficiently included element of the HFS learning, and participants perceived it as the most important. A significant factor associated with clinical competence was clinical reasoning, andHFS design indirectly affected clinical competence through clinical reasoning. HFS learning is one of the best ways to improve clinical reasoning.Improving students' clinical reasoning should be an important goal of HFS learning in undergraduate courses to prepare students to be clinically competent nurses. The ultimate goal of nursing education is to prepare nursing students to be competent nurses. Validating the outcomes of nursing education in the clinical environment setting is an essential task to improve clinical practice. Nurse educators and leaders can increase nurses' clinical competence by emphasizing education to foster nurses' clinical reasoning in nursing education policies.

The Effect of Flipped Learning on the Motivation, learning Satisfaction, and Academic Achievement of Female College Students Majoring in Beauty

This study was conducted to empirically analyze how flipped learning affects learning participation motivation, learning satisfaction, and academic achievement. As a result of the study, the higher the awareness of flipped learning, the higher the learning orientation, goal orientation, and activity-oriented motivation. The higher the awareness of flipped learning, the higher the learning satisfaction and academic achievement, the higher the activity orientation and goal orientation of each sub-factor of the motivation to participate in learning, and the higher the activity orientation and learning orientation of each sub-factor of the motivation to participate in learning, the higher the academic achievement. In addition, the higher the learning satisfaction, the higher the academic achievement. As a result, it was confirmed that applying flipped learning to beauty major classes has a positive effect on learning participation motivation, learning satisfaction, and academic achievement.

PENGEMBANGAN BAHAN AJAR IPS TERPADU BERKARAKTER SMP KELAS VII SEMESTER I

The use of instructional materials in the learning process in the classroom is paramount for teaching materials is one of the factors that affect the improvement of the quality of learning. Similarly, in the study of Social Sciences (IPS) in the Junior High School (SMP) has some problems, such as: its not integrated teaching materials or teaching social studies mostly still carried out separately. Research aims: (1) describe the product development process of teaching materials such as books of Social Sciences (IPS) integrated characterless, (2) describe the use of an integrated social studies teaching material characterless. Models development of teaching materials using the model of Dick and Carey (1994), while the steps are: (1) set a goal of learning, (2) analysis of learning, (3) identify the child's abilities and characteristics of students, (4) formulate specific goals, (5) developing test items, (6) develop learning strategies, (7) develop and choose the subject matter, (8) to design and conduct formative evaluation, (9) revise the learning. The average acquisition individual trials on the effectiveness of instructional materials is 79%, a small group test the effectiveness of teaching materials is 84.2%. Student pretest value reached 52.5% at the posttest value of 100% or the overall student has achieved the minimum completeness criteria (KKM). While to a large group of placement test, which means 80% proven effective teaching materials. Assessment of two (2) social studies teachers to gain teaching materials with an average value of 87%, as well as to aspects of the content material is very good quality is obtained with a percentage of 86% and design aspects with the percentage 76%. Based on the results of product testing can be concluded that the development of teaching materials based IPS Integrated Character Education classes VII Semester is fit for use and has a level of effectiveness and attractiveness, these teaching materials students can use independently. Keyword: Teaching Material, Integrated Social Science Characterless

기업 HRD 관점에서 본 마이크로러닝의 실천적 정의 및 활용 특징 탐색

Objectives This study was conducted to identify the definition of microlearning, misconceptions and corrections, differences from traditional e-learning, and characteristics of microlearning as recognized by the corporate HRD. Methods To identify and analyze the reality of microlearning, 16 microlearning experts from companies and universities were nominated and conducted a Delphi Survey in three rounds. Results We were able to define microlearning from three perspectives: purpose of utilization, learning method, and learning form. Second, we provided corrective opinions on the misconceptions of microlearning (“It's just a short lecture,” “Learning time should not exceed 15 minutes,” “It only includes videos,” etc. Third, we compared the characteristics of microlearning with traditional e-learning and explored our own characteristics. These features were presented in terms of learning goals, learning content, learning activities, and learning time. Conclusions Through this study, we have prepared basic data to promote the proper understanding and practice of microlearning and to activate microlearning as a digital learning solution in the corporate HRD.

SOCIAL MEDIA AS A PLATFORM FOR LEARNING THE ARABIC LANGUAGE FOR GENERATION Z

The development of science and knowledge is marked by technological developments. One form of technological progress that is very rapid in this era is social media. Social media has penetrated aspects of people's lives, especially among Generation Z people. However, the use of social media is mostly only for existence purposes. So, in this case, the role of a professional educator is really needed, one who is able to adapt and utilize increasingly sophisticated technological developments in learning to achieve the learning goals that have been determined. So, this study aims to find out how social media is described as a forum for learning Arabic in Generation Z. This research uses qualitative methods with a descriptive approach. The data collection technique is in the form of library research, namely examining various problems from various library sources that are harmonious and appropriate and exploring information and data, which the author will present in the form of a discussion until a conclusion is reached. The results of this research show that social media can be used as a forum for Generation Z to learn Arabic. Generation Z can integrate social media into Arabic language learning by using social media as a learning medium. Various social media platforms that can be used to learn about Ara include Facebook, YouTube, Twitter, WhatsApp, Instagram, Telegram, and TikTok

The Use of Instagram as Learning Media

The purpose of this literature review is to find out theoretical descriptions of the research methods used and find out the components in Instagram that can be made interesting for students to learn. Current technological developments such as Instagram over time can help the learning process outside and inside the classroom. The method used is looking for similarities, differences and providing views on the literature review. The results obtained from each study have different research methods based on the problems encountered. All teachers involve Instagram media as learning collaboration in achieving learning goals. The components in Instagram media that are of interest to students in learning are Instagram filters, feeds, Instagram stories and story highlights. The conclusion of this research is that journals (J1-J20) adopt various research methods to collect data and formulate conclusions related to certain problems. Some of them use the ADDIE development model as a basis.

학습목표지향성과 무형식학습은 통합사례관리 슈퍼바이저 역량에 영향을 미치는가? -팀장과 통합사례관리사 다중집단분석-

The study examined whether learning goal orientation and informal learning influence the competencies of integrated case management supervisors, and whether there are differences in this pathway between supervisor types, namely, public service team leaders and case managers. A survey involving 155 public service team leaders and 100 case managers was conducted, and a multi-group path analysis was performed. First, it was found that learning goal orientation positively affects informal learning and each sub-dimension of supervisor competency, including knowledge level, skill level, and attitude level. Second, informal learning positively influences the skill level and attitude level among the sub-dimensions of supervisor competency. Third, in examining the differences between team leaders and case managers, a statistically significant difference was found in the path from informal learning to skill level competency among supervisors. Based on the findings, this study suggests ways to enhance the competencies of case management supervisors by applying the latest human resource development paradigms.