Learning Support Program Research Articles

Predictors of academic achievement in distance learning for Sudanese nursing students

Objective: To investigate the factors that influence undergraduate Sudanese nursing students' academic achievement. Methods: An online survey was conducted among 235 Sudanese nursing students using several scales and questionnaires to assess cognitive, affective, and psychomotor domains of academic achievement, self-regulated learning (S.R.L.), engagement, academic stress, and grade point average (GPA). A hierarchical multiple linear regression model was used to identify the predictors of academic achievement. Results: Academic achievement was significantly correlated with SRL (r = 0.588, p<0.001), engagement in distance learning (r = 0.476, p < 0.001), academic stress (r = 0.355, p<0.001), and GPA (r = 0.162, p=0.02). No significant correlation was found between academic achievement level and demographic or learning experience variables, participating in a learning support program, voluntary study meetings, and receiving learning counseling. Engagement in distance learning and SRL were identified as significant predictors of academic achievement, with adjusted R2 values of 0.216 and 0.377, respectively. Conclusion: The study highlights the importance of engagement in distance learning and SRL among Sudanese nursing students in the context of distance learning. The nursing institutions need to develop effective strategies to enhance students' engagement and SRL skills to promote academic success in distil learning.

A Study on the Implementation of Alternative Learning System among Public Schools in Region 3, Philippines

Alternative Learning Systems (ALS) provides practical options for any learners who finds success in completing education using his own phase. The problem statement relies on the evaluation of the current status and level of effectiveness of the delivery system of alternative learning system as assessed by teachers and student-respondents in Region 3. Descriptive survey was used to gather data using researcher-made questionnaire. Results revealed of a well- managed implementation of ALS in the region. The allotted funds to provide essential learning materials for teaching and assessment were utilized properly. Appropriate leadership skills and technical trainings were evident. Employ ability of graduates may be intensified through internship program. On current status, there is a significant difference between leadership and age of students. Regarding level of effectiveness, there is a significant difference between learning support and ALS program enrolled; assessment practices, age and employment status of the students; and A & E certification and students 26 years old and above. There is a significant relationship between allocation of funds to learning support and instructional materials in the delivery of alternative learning system in Region 3. This study suggested to intensify teaching approaches including the provision of internship programs most especially to ALS enrolled at elementary level.

외국인 유학생의 교수학습지원에 관한 요구 분석 및 프로그램 설계 방안

Objectives The purpose of this study is to examine the needs of foreign students for teaching and learning support, and to draw implications for the design and development of teaching and learning support programs based on the survey analysis results.
 Methods A demand survey was conducted targeting 63 foreign students at H University in Gangwon. Afterwards, based on the results of the analysis of the survey, FGI was conducted and analyzed for the working staff of the department in charge of supporting foreign students and teaching and learning support experts.
 Results First, it was found that there was a lack of awareness and experience of participation in the teaching and learning support program that supports the study of foreign students. Second, as a result of analyzing the level of understanding of the learning content, the polarization phenomenon between students who understood the learning content well and those who did not was remarkable. It was found that they felt a greater barrier in understanding the contents related to the class than in general Korean comprehension skills, and in particular, it was confirmed that the difficulty was great in the listening area of Korean. Third, self-efficacy, intrinsic motivation, and ability to perform tasks were evaluated positively, and students who actively participated in school activities had higher self-efficacy, interest, and pleasure. The most necessary study strategy for international students was investigated as a time management strategy. Fourth, the type of learning they prefer the most is online individual learning. It was confirmed that foreign students acquire important information through the school website and SNS. Fifth, when difficulties arise in academic and university life, it was investigated that academic problems were solved through peers or seniors and juniors, but sharing of personal problems was not shared. In particular, it was investigated that they did not ask for help with their professors both academic or personal problems. Sixth, as a result of examining the area of greatest difficulty in academics through an open-ended questionnaire, it was investigated in the order of language difficulty, economic difficulty, and major class difficulty. Based on these survey results, FGI of experts and practitioners was conducted. As a result, mentor's constant education was strengthened. Second, It is necessary to produce and provide major related data and the production and data types were diversified and visualized. Third, mid-and long-term supplementary Korean language input (In-Put) program is needed.
 Conclusions First, it is necessary to systematically design and operate a teaching and learning support plan by comprehensively considering the analysis of the needs of foreign students and the current situation in the university in order to adapt and improve their studies, which is the fundamental problem of foreign students. Second, it is necessary to provide visual data and diversify types. Third, it should be considered to connect regular curriculum with the extra-curriculum. Fourth, it is necessary to strengthen the analysis and evaluation feedback process of the existing programs. Fifth, it is necessary to deepen, diversify, and continuously expand research on foreign students.

학생역량강화를 위한 비교과 교육성과에 대한 종단연구

Objectives The purpose of this study is to provide basic data that can be continuously used for educational performance evaluation by exploring variables that affect non-subject educational performance, and to suggest ways to strengthen student capacity. Methods Literature analysis on non-subject educational achievements, 4-year non-subject webpages were searched, and related university evaluation certification data were analyzed. In addition, repeated measures variance analysis and hierarchical multiple regression analysis were conducted according to the research problem based on the mileage score, number of program participation, GPA, and core competency diagnosis score of students who participated in the learning support program conducted by K University in Gyeonggi-do for 3 years. to verify the difference and effectiveness by year. Results As a result of analyzing whether there is a difference in GPA and core competency scores by year, the number of program participation has no effect on GPA and core competency scores. 21 to 33 hours of participation improves professional competency, and 68 hours or more of communication competency improves. The order of influence on the 2018 GPA score is the 2017 GPA score, female student, and mileage score of 680 or higher. The core competency score in 2018 has a significant effect on the diagnosis score in 2017, and professional competency improves when 13 to 15 programs participate. Conclusions It is meaningful in that it verifies the effectiveness of non-subject programs through practical data, such as the certification scores awarded by each university and the number of program participants, and prepares basic data for analyzing educational performance. Based on the results of the study, plans for strengthening student capabilities and limitations of the study were presented.

"온라인 학습지원 프로그램에 대한 주관적 지각 관련 연구: K-MOOC 활용 학습법 콘텐츠를 중심으로 "

"온라인 학습지원 프로그램에 대한 주관적 지각 관련 연구: K-MOOC 활용 학습법 콘텐츠를 중심으로 "

Manajemen Pembelajaran Dalam Meningkatkan Prestasi Belajar Siswa

The purpose of this research is to provide information on planning, implementing and evaluating learning to improve student performance. This study uses qualitative methods. The survey was conducted from March to June 2022 at MIN 3 Purworejo. Informants for this survey were madrasah leaders, teachers and students. Data collection techniques using interviews, observations and documentation. Validity of data using triangulation. Data analysis uses the Miles & Huberman model, which consists of data collection, data reduction, data display, and inference. The results of this study show that: (1) Teachers implement lesson plans by creating curricula, annual programs, semester programs, KKM, time allocation, learning implementation plans, support and enhancement programs. (2) The delivery of learning is performed by teachers, including preparatory activities (perception), core activities (including exploration, elaboration, and validation), and conclusion activities. Teachers use learning media and apply different learning methods. (3) Evaluation of learning is done by teachers and heads of madrasas. Teachers implement assessment systems in the form of learning processes and learning outcomes. This includes her three areas: cognitive, psychomotor, emotional. Madrasah principals regularly monitor teachers to improve their performance

Inclusive Education Practices at General Santos City SPED Integrated School

Two of the most important determinants of the success of the inclusion or structured placement of children with disabilities in inclusive classrooms are teachers' attitudes toward students with special educational needs and their understanding of how to educate them appropriately. The perspective of educators on the difficulty of educating students with special educational needs has been cited as a crucial factor in deciding whether or not schools are inclusive settings. If inclusion teachers do not view the teaching of these pupils as an essential part of their work, they will attempt to have someone else (often the special education teacher) assume responsibility for these students, which will create covert segregation inside the school. In other words, they will not embrace the education of these youngsters as part of their work responsibilities (e.g., the special class). This study examines the inclusive education practices of teachers in the General Santos City SPED Integrated School of the Philippines during the 2022–2023 school year. This inquiry employs the descriptive-correlational methodology. The Modified Opinions Relative to the Integration of Children with Disabilities (MORID) survey was completed by 115 female and 38 male full-time general education and special education instructors from one regional school. These educators were questioned regarding their views on the inclusion of students with impairments. Respondents were well-informed about inclusive education and held favorable opinions concerning inclusion. Schools must provide sufficient learning support providers and educational resources, as well as in-depth specialization courses that provide specialized practices for implementing the special education strategies in their classrooms and teaching strategies for bridging theory and practice. Individualized education plan (IEP) provisions, curriculum adjustments, and classroom adaptations that are suitable for learners with special educational needs should be incorporated into the design and actual implementation of learning support programs.

학사경고자 대상 학습지원 프로그램 운영 개선방안 연구 : T 대학교 사례 중심으로

The purpose of this study is to discuss ways to improve the customized learning support program implementation for students on academic probation at T University by analyzing the current status of academic probation and learning support. To achieve the purpose of this study, first, T University and other universities were comparatively analyzed by the distribution of grades of major and liberal arts during the 2019-2020 academic year. Second, in order to find out the variables affecting academic probation, 1,243 students on academic probation at T University were analyzed by grade, gender, GPA, and admission type. In addition, 10 students with a high participation rate were selected and conducted FGI for the current status and cause analysis of problems of Jump Jumping, a learning support program for students on academic probation at T University. As a result, first, T University had a high ratio of those who received students under D+ grade in liberal arts, so it is required to analyze systemically about teaching and learning supports linked to Co-Curriculum so that the students can be more careful for their grade. Second, it is necessary to examine the educational program for lower grades and the minority students in consideration of the general characteristics of T University

Responsibility Development Efforts through Online Learning at Vocational High School

This study was based on the development of the times which increasingly shows attention to character education – the responsibility of students who are starting to worry about education staff and parents. Civics subjects that focus on the formation of citizens who understand and are able to carry out their rights and obligations. However, in the current state of the Corona Virus Disease 2019 (Covid-19) outbreak, it demanded to implement social restrictions and organize an activity from home through government circular number 15 of 2020. The obstacles faced in the implementation of online learning, among others, related to the readiness of human resources, limitations in facilities and infrastructure, as well as limitations in communication. This study determined the efforts to develop the character of responsibility from both teachers and students during online learning at a vocational high school in Cimahi City. This study used a qualitative approach, where the data were involving the results of interviews with teachers, curriculum representatives, and students. The results of the study, strengthening the character of responsibility can be seen from the objective conditions of online learning, lesson planning, implementation, evaluation, and school support programs, and PPKn teachers. To improve the quality of online learning, schools provide learning services according to needs during a pandemic, policy socialization is needed by teachers. curriculum representatives, as well as students. The results of the study, strengthening the character of responsibility can be seen from the objective conditions of online learning, lesson planning, implementation, evaluation, and school support programs, and PPKn teachers.

A Study on the Analysis and Operation of Student Needs for CTL Learning Support Program in the COVID-19 Situation

본 연구는 CTL 학습지원 프로그램에 대한 재학생 요구도 조사를 통해 교육수요자 입장에서 학습지원 프로그램을 이해하고 개선점을 파악하여 코로나-19 상황에서 학습지원 및 비교과 프로그램 운영 방향을 도출하는 것이다. 이러한 목적을 달성하기 위해 표본대학 학생들의 설문자료를 수집하였고, 수집한 데이터를 기반으로 대학생들의 성향을 반영하는 학습지원 프로그램 개발 및 운영 방향을 제시하였다. 그 결과, CTL을 인지하는 학생들이 학습지원 프로그램에 더 많이 참여하였고, 학생들의 참여율이 높은 프로그램은 학습공동체였으며 참여하고 싶은 프로그램은 개인맞춤형 프로그램이라는 응답이 가장 많았다. 학습지원 프로그램의 주제는 발표 말하기 전략과 자기계발을 희망하고 포스트 코로나 시대의 프로그램 운영은 녹화 동영상 탑재와 오프라인 대면 방식을 선호하였다. CTL에 요구사항으로는 취업관련 프로그램 개설과 활발한 홍보를 강조하고 홍보방법으로 문자메시지 전송을 가장선호하였다. 위의 결과를 토대로 학생들의 요구를 반영하는 교육수요자 중심의 학습지원 프로그램의 실제적인 운영방안을 제안하였다.

コロナ禍における英語学習支援室の取組

コロナ禍における英語学習支援室の取組

A Case Study on the Operation of the University’s Online Learning Support Program Using Time Management: Focusing on the University’s Bachelor of Science Warning Program

목적 본 연구는 학사경고 대학생을 대상으로 시간 관리를 활용한 온라인 학습 프로그램을 지원하여 그 효과를 검증하기 위해 실행하였다. 따라서 본 연구의 목적은 시간 관리를 활용한 온라인 학습지원 프로그램이 학사경고 대학생의 학업 성취도와 학업적 지연행동에 미치는 효과를 확인하는 데 있다. 방법 국내 소재 A대학의 2021년 1학기 교수학습개발센터의 프로그램에 자발적으로 참여한 학사경고 대학생 25명을 실험집단으로 선정하여 2021년 4월 1일부터 6월 30일까지 학사경고자 학습지원 프로그램을 운영하였다. 프로그램 실행 전후로 직전 학기 평점과 학업적 지연행동 사전-사후검사를 하였으며, 자료의 분석은 SPSS를 사용하였다. 척도의 내적 일관성 검증을 위한 신뢰도 분석과 프로그램의 효과성 검증을 위한 t-검증을 하여 다음과 같은 결과를 얻을 수 있었다. 결과 총 5회기의 프로그램 중 30분 내외로 구성된 시간 관리를 위한 온라인 학습법 특강 3회와 학습전략 증진을 위한 2회의 전화 상담 프로그램을 운영한 결과 첫째, 프로그램에 참여한 학사경고 대학생들의 학점은 직전 학기 학사경고를 받았을 당시의 학점과 비교해 상승하였다. 둘째, 프로그램에 참여한 학사경고 대학생들의 학업적 지연행동은 프로그램 운영 전과 비교하여 유의미하게 낮아진 결과를 확인할 수 있었다. 결론 이러한 연구 결과를 통해 시간 관리를 활용한 온라인 학습지원 프로그램이 학사경고 대학생의 학업성취도와 학업적 지연행동에 긍정적인 영향을 미친다는 사실을 추론할 수 있다.

Collaboration and ‘potential space’: creative play in the writing alliance

ABSTRACT Graduate students writing on their own often struggle with knowledge production and identity conflicts. Conversely, writing with others presents its own set of challenges, as collaborators struggle to define roles and expectations. To systematically foster and teach collaborative writing practices for graduate students, we performed a self study of collaborative writing. We utilized Winnicott’s (1991. Playing and Reality. Psychology Press) theory of ‘potential space,’ based on the therapeutic alliance, to cultivate a communal writing space online. Our ‘writing alliance’ can model the socialization of graduate students across the many working relationships they forge: with colleagues (horizontal), with committees (vertical), and, in the case of learning support programs like ours, in a neutral ‘third space.’ Across these collaborative spaces, students come to see themselves as full and valued participants in knowledge formation in their discipline. We hope that these mutually-supportive experiences foster more inclusive practices in academia, particularly for students from marginalized backgrounds.

Study on the current status of learning support programs and future tasks for quality management of university education

목적 본 연구에서는 국내 대학에서 운영하고 있는 학습지원 프로그램 현황을 파악하고, 그 결과를 토대로 대학의 학습지원 프로그램 운영 방안을 살펴보고, 효과적 프로그램 운영을 위한 과제를 모색하였다. 방법 본 연구는 사례 조사연구로 국내 4년제 대학 교수학습센터에서 운영하고 있는 학습지원 프로그램 현황을 파악하기 위해 2020년 12월 각 학교 홈페이지 자료를 기준으로 자료를 수집하고, 그 결과를 토대로 대학에서 운영 중인 학습지원 프로그램을 분석하였다. 결과 그 결과 각 대학에서 운영 중인 학습지원 프로그램은 총 5가지 특징이 나타났다. 신입생 대상 프로그램, 학사경고자, 학습부진아 학습관리를 위한 학습동아리, 1-2학년대상 학업증진 프로그램, 학사경고자, 학습부진아 동기부여 지원, 우수학생 관리 및 우수사례 확산 프로그램으로 운영한 것을 볼 수 있다. 결론 본 연구는 대학의 질관리를 위한 학습지원 프로그램을 살펴보고 그 결과를 토대로 향후 과제를 도출하였다. 첫째, 프로그램 설계의 체계화, 둘째, 학생 맞춤형 홍보 서비스, 셋째, 학습지원 시스템 활용 및 구축이다. 본 연구는 국내일부 대학만의 사례를 중심으로 이루어졌으므로 다음과 같은 후속 연구가 되어야 할 것이다. 첫째, 교과와 연계된 학습지원 프로그램 설계를 위해 국내대학에서 운영 중인 교과로 구성된 학습지원 프로그램에 대한 구체적인 연구가 이루어질 필요가 있다. 둘째, 학교 대내적인 환경이 고려된 학습지원 프로그램 설계 및 체계 연구가 이루어져야 할 필요가 있다. 셋째, 학습지원 프로그램 참여를 통한 학습 효과에 대한 연구가 필요하다.

Development and Evaluation of An Investigative Learning Support Program for Elementary School Students to Search and Understand Subjects in Social Studies from Multiple Dimensions

This study developed an investigative learning support program that had two steps with multiple features including pillars of investigation for searching and grasping subjects of learning from multiple dimensions and then evaluated the goal achievement of the program. We examined literature and included reference materials and image maps, both with and without clues, and incorporated the tasks of revising or adding pillars of investigation in the program. Although there are some issues such as the consideration of instructions and prior support methods for students who have little experience in investigative learning, some students met the achievement goals of the program.

School bullying: consequences, risk and protective factors and successful school interventions worldwide.

Bullying and victimization in the school environment have been a major concern in recent years for students, parents, teachers and state authorities. The purpose of this article is to describe the multidimensional phenomenon and its short- and long-term social and emotional consequences on all parties, whether directly or indirectly involved, and to examine the risk and protective factors through Bronfenbrenner’s ecological systems theory, focusing on one of the main "systems", during adolescence, that of the school. The cultivation of social skills, coupled with a consistently positive school climate, are identified as key protective factors against bullying. In addition, two particularly successful approaches to preventing and tackling school bullying internationally are presented, namely social-emotional learning (SEL) and peer support programs. Social-emotional learning is based on the cultivation of social and emotional skills, while peer support capitalizes on the key role of “bystanders”. As evidenced by the existing literature, a significant number of meta-analyses have demonstrated the multiple benefits that result from the systematic implementation of social-emotional learning programs at all levels of education. Also, empirical research has shown that the proven success of peer support programs needs further documentation, as their diversity and complex structure require systematic and long-term implementation prior to their final evaluation.

A Switch in Time: The Academic Effects of Shifting Math Remediation from College to High School

AbstractOne explanation for negative or null findings in prior research on postsecondary remediation is that college may be too late to address issues of academic underpreparedness. This study evaluates the impact on student outcomes when college math remediation is offered in the senior year of high school. The Seamless Alignment and Integrated Learning Support (SAILS) program in Tennessee targets students with low eleventh-grade ACT math scores. Students who pass SAILS in twelfth grade can enroll directly in college-level math courses at any Tennessee community college. Using a triple-difference design, we exploit variation in students’ treatment status based on ACT math scores (remediation-eligible versus remediation-ineligible), high school adoption of SAILS (first cohort versus later cohort), and senior year (before versus during first SAILS year). We find that SAILS-eligible students in the first cohort were significantly less likely to enroll in remedial math courses in college, and more likely to enroll in and pass college-level math overall. These students also earn 2.8 additional credits by their second year. We detect no significant differences in high school graduation rates, college enrollment, or postsecondary credential attainment within two years. The program advanced progress toward several, but not all, of the potential goals examined.

Development and Application of Programs that Support Learning for Students on Academic Probation and Groups likely to Receive Academic Probation: Focusing on the learning support program based on D University’s 3-step learning special management system

목적 본 연구는 학사경고자 및 학사경고 위험군 대학생을 지원하기 위해 전담 교수를 배정하여 일대일 맞춤형 3단계 학습 특별관리시스템(학습 상담, 학습 코칭, 학습 관리)을 기반으로 한 학습지원 프로그램을 개발 및 운영함으로써, 향후 실효성 있는 관련 프로그램을 설계 및 운영하는데 시사점을 제공하고자 한다. 방법 해당 프로그램의 효과 분석에 대한 편파성을 상쇄하고 타당도를 높이고자 혼합 연구 방법(mixed-methods)을 활용하여 분석하였으며, 다음과 같은 결과를 얻을 수 있었다. 결과 첫째, 해당 학생들이 자기주도학습을 실천하도록 돕는 프로그램에 참여함으로써, 자기주도학습에 대한 긍정적 인식과 함께 학점 향상으로도 연결되는 측면을 확인하였다. 둘째, 대부분 학생들이 해당 프로그램을 통해 자신의 학습 스타일에 맞는 공부 방법을 코칭 받음으로써, 맞춤 전략 습득뿐만 아니라 실행 과정상 문제점 점검을 통해 학습 실행력이 더욱 향상되는 효과를 가져왔다. 셋째, 학습전략 특강이 단발성 형태로 종료되지 않고 학생들의 학습 실행 과정에 직접적인 도움을 주는 역할이 가능했다. 넷째, 학사경고자 또는 학사경고 위험군 그룹별로 프로그램을 참여하기 전과 후의 자기조절학습전략에서 유의미한 차이를 보이는 항목이 존재했다. 다섯째, 전담 교수 및 관리 담당 선생님을 배정함으로써, 학생들이 학업에 대한 의지력이 떨어지거나 포기하고 싶은 순간들을 극복하고 학습을 지속하는 데 도움을 줄 수 있었다. 여섯째, 학교 시스템 내에서 해당 학생들을 대상으로 장학금 혜택을 부여할 수 있는 프로그램의 설계 및 운영을 지속할 필요가 있다. 결론 본 연구는 학사경고자 및 학사경고 위험군 학생들을 대상으로 단발성이 아닌 장기적으로 운영할 수 있는 프로그램을 개발 및 적용한 결과, 향후 해당 학생들 대상의 학습지원 프로그램이 보다 실효성을 거둘 수 있도록 프로그램 설계 및 운영 방향성에 몇 가지 시사점을 제공해줄 수 있었다.

The Effects of Positive Psychological Capital of Participants in the University Learning Support Program on Learning Performance Mediated by Self-determination Motivation and Learning Flow

The Effects of Positive Psychological Capital of Participants in the University Learning Support Program on Learning Performance Mediated by Self-determination Motivation and Learning Flow

학사경고 대학생의 학습지원 프로그램 참여경험 탐색

대학에서 학업저성취 학생을 위한 학습지원은 학교차원의 다양한 학습지원 프로그램을 통해 제공하고 있다. 학업저성취 학생 중에서도 학사경고를 받은 학생의 경우 이들에게 필요한 실제적인 도움과 지원을 제공하여 반복적인 학사경고와 중도탈락 예방이 요구된다. 이를 위해 학습지원 프로그램의 참여 학업저성취학생 경험을 심층적으로 파악하는 것이 필요하다. 이에 본 연구에서는 학습지원 프로그램에 참여한 학사경고 대학생의 프로그램 참여경험에 대한 심층적 분석을 위해 질적연구 중에서 현상학적 분석을 하였다. 본 연구대상은 학사경고를 1회 이상 받아본 경험이 있고, 학습지원 프로그램에 참여해 본 경험이 있는 학생 중 자발적으로 인터뷰 참여 의사를 밝힌 학생으로 한정하였다. 인터뷰를 시작하기 전, 연구 참여자들에게 연구 참여에 대한 동의를 얻은 후, 인터뷰 과정을 녹음하고, 녹음된 내용을 전사하여 Colaizzi 분석 방법에 따라 분석하였다. 수집한 자료를 분석한 결과, 학사경고 대학생의 학습지원 프로그램 경험은 32개의 주제어와 10개의 기본구조로 구분할 수 있었다. 본 연구분석 결과, 학사경고를 받게 된 원인은 먼 통학거리, 저조한 출결, 외부활동 중시, 전공 불일치 등으로 다양하게 나타났으며, 학사경고 대학생들은 학습지원 프로그램 참여를 통해 위안, 자신의 가능성 확인 등의 긍정적 정서를 경험하며 안정감을 얻기도 하고, 학습 의욕이 향상되는 것으로 나타났다. 반면, 학사경고 학생들은 학점제한과 같은 제재에 대해 거부감을 표현하였으며 추가 학점 취득 방안 등의 지원체계가 마련되길 희망하였다. 본 연구의 결과는 학사경고 및 학업저성취학생을 위한 학습지원 프로그램 기획 방향 설정 및 운영을 위한 기초 자료로 활용될 수 있을 것이다.