Self-directed Ability Research Articles

The Effect of Habruta Teaching Method on Communication and Self-directed Ability of Beauty Major Students

This study was conducted to empirically analyze how the Havruta teaching method affects communication and self-directed ability by conducting a beauty major class applying the Habruta teaching method. As a result of the study, it was found that communication and self-directed ability improved after applying the Habruta teaching method. In addition, there is a statistically significant positive (+) correlation with listening, overcoming stereotypical thinking, creative communication, understanding of others' perspectives, and statistically significant positive (+) correlation with learning attachment, self-confidence, openness, responsibility, and autonomy by subfactors of self-directed ability. The perception of Habruta teaching method has a statistically significant positive (+) effect on listening, overcoming stereotypical thinking, creative communication, and understanding of others' perspectives, and the perception of Habruta teaching method has a statistically significant positive (+) effect on learning attachment, self-confidence, openness, responsibility, and autonomy. As this study has empirically verified the effect of the Habruta teaching method on improving communication and self-directed ability, efforts should be made to conduct beauty major classes by applying various teaching methods such as the Habruta teaching method.

프로젝트 학습 운영에 대한 중학교 교사들의 인식 조사

This study investigated teachers’ perception on the implementation of project-based leaning in A middle school, a future-oriented innovative school where all students participate in student-led projects. A survey was conducted with 15 teachers, and interviews were conducted with 4 teachers from the school. The survey and interview questions included expectations of students, opinions on students’ interest, levels of participation, improvement in self-directed ability, positive influence of student-led projects, degree of satisfaction while providing guidance, difficulties, and necessary support. The results indicated that the teachers agreed on the purpose of the student-led projects and expected students’ self-directed ability to improve. The teachers evaluated that students’ interest and participation in the student-led project were high, and that the students’ self-directed ability had improved. The teachers also felt rewarded while watching the students grow. However, there were difficulties such as the degree of involvement in students’ activities while providing guidance, how to motivate students with low interest, and how to support the management of various topics. Additionally, they felt the need for external expert support and guidance materials. Based on the results, the following suggestions are made: project-based learning can be implemented in connection with the local community, guide materials need to be produced and distributed, and discussion on project learning needs to be continued in the school teachers’ professional learning community.

블렌디드 러닝 기반의 교양중국어 교육이 핵심역량 향상 및 인식에 미치는 영향

With the advent of the 4th industrial revolution era, the concept ‘core competency’ was newly emerged. The focus of college education changed from acquisition of knowledge to achievement and fulfillment of core competency. Given the original purpose, culture education is a suitable curriculum to improve such core competency.BR In this aspect, the purpose of this study is to find a plan for improving efficiently the core competency of learners of Chinese language as a cultural subject. In reference to related works, a questionnaire tool was designed. The same Chinese language subject was applied to blended learning in the 1st semester of 2021, and to Zoom real-time class similar to conventional class-room lecture in the 2nd semester of the year. A questionnaire survey was conducted at the end of each semester. In comparative analysis, the improvement in core competency and the difference in perception were analyzed.BR As a result, students who took blended learning class significantly improved their communication ability and self-directed ability. The abilities of global citizen and commitment to cooperation were not different. In addition, positiveness of their communication, professional knowledge, and problem-solving abilities was relatively high. Improvements in communication and global citizen competency were significantly different depending on a period of Chinese language learning. It is expected that the results of this study will be used as a fundamental material to design the curriculum for improving core competency in Chinese language education.

SEMI-STRUCTURED DESIGN AND PROBLEM-BASED EXPERIENTIAL LEARNING IN A FIRST-YEAR BIOMEDICAL ENGINEERING LABORATORY COURSE

A first-year biomedical engineering laboratory course was created using a problem-based approach, introducing students to the interplay of engineering design and biology in biomedical engineering. Open-ended problems were central to each laboratory module, and were designed to enhance students’ development of high-order learning skills. Although the value of problem-based learning in engineering laboratory courses has been recognized, its implementation in the first-year engineering program presents unique challenges for students who are unfamiliar with the unstructured approach and who are in their early stages of developing discipline-specific knowledge. Immediate feedback scaffolding strategies, including interactive pre-laboratory assessments and team-based quizzes, were implemented in the second iteration of the course to support students’ achievement of learning outcomes, and to improve their perception of their learning experience in a problem-based laboratory. According to preliminary survey results, students attributed the value of problem-based laboratory activities to the acquisition of technical skills, engineering design skills, as well as the development of self-directed ability, and a growth mindset. Results from the second iteration of the course also revealed that students perceived the interactive pre-laboratory assessments and team-based quizzes to be highly valuable. Taken together, our study thus far has underlined the importance of immediate feedback as an effective scaffolding strategy for supporting semi-structured experiential learning in a first-year engineering laboratory course.

Study on Correlation between Blended Learning Effectiveness and Self-Directed Ability of Participants in TOEIC Intensive Program

Study on Correlation between Blended Learning Effectiveness and Self-Directed Ability of Participants in TOEIC Intensive Program

Improving the Self-Directed Ability of Elementary Students through Task-Based Activities

Improving the Self-Directed Ability of Elementary Students through Task-Based Activities

Effects of satisfaction of team teaching class utilizing movie contents on Self-Directed ability and learners’ learning flow

This study investigates the effects of instructional methods using movie contents on learners’ satisfaction and learning flow. For this, we conducted a survey of the students of T-university who registered for a liberal arts class based on movie contents, and analyzed the relationship between the variables on class satisfaction and learning flow. The program used for the analysis is SPSS23.0. The results of the study are as follows: First, it was found that the higher the class effect and satisfaction with the class contents were satisfied, the higher the satisfaction of class became. Second, the higher the class effect, the satisfaction with the class contents was and the satisfaction with the level of class was, the higher the learning flow became. Third, the class effect showed that the satisfaction of class had a positive (+) effect on learning flow.

간호학 문제중심학습에 기초한 창의성통합교육모형(C-PBL) 개발 및 효과

Purpose: This study aimed at (a) developing an instructional model of creative thinking education on the problem-based learning method (C-PBL) in undergraduate nursing curriculum at one University, and (b) examining its effect on nursing students' level of creativity and outcomes from problem-based learning. Methods: The C-PBL model was implemented on 43 juniors of the experimental group with a 30 hour-nursing class during one semester. The control group, with 54 seniors, received 4 hours of problem based learning training in an adult nursing class. Pre-and post-tests were done with the Torrance Tests of Creative Thinking for creative thinking ability, the Integrated Creativity Instrument for creative motivation and attitudes, the Problem Solving Competency questionnaire, and the Self-Directed Learning Instrument. Results: The C-PBL model was developed using a caring situation scenario to solve nursing problems with 3 training steps of 'encountering a patient in a caring situation', 'exploring nursing knowledge', and 'designing creative caring beyond given knowledge'. Between the experimental group and the control group, there were significant differences in creativity (p<.010), problem-solving ability (p<.010), and self-directed ability (p<.010). Conclusion: This C-PBL method could contribute in increasing creative competency as well as problem-solving ability for nursing students.

Learning to learn self-regulation in practice: A 2 cohort evaluation

The transfer of nurse training into higher education following ‘Project 2000’ dramatically changed the status of student nurses. While the majority received a grant or bursary, students were no longer regarded as belonging to the hospital staffing complement. Elcock et al. (2007), argue that the intended advantage of supernumerary status following the move of nurse education into higher education has not been reflected in the student learning experience. Students have reported difficulties in being accepted into the community of practice, as they are no longer viewed as belonging in the professional sense to the practice environment ( Cope et al., 2000). Students must therefore be prepared for their supernumerary role through the development of appropriate skills for learning in practice ( Elcock et al., 2007). The Thames Valley University pre-registration nursing curriculum promotes the effective socialisation of students into the professional role ( Fitzpatrick et al., 1996) through a 35-day practice orientation programme in the Common Foundation Programme. The results of a 2 cohort evaluation of a 35-day programme facilitated in the Brent and Harrow learning community indicate that novice pre-registration students will not always possess the self-directed ability to spontaneously engage with nursing care in practice. Students must be provided the opportunity to develop the skills that define the self-regulated learner ( Langendyk, 2006). Students must be empowered to self-assess what they know and what they do not know. It is argued that in order to learn during practice experiences, the student nurse of today must first learn how to be self-regulated.

중학생이 지각한 부모양육태도와 자기주도적 학습력과의 관계

The proposes of this research are to ascertain parents' rearing attitude which middle school students perceive and difference of self-directed learning ability by gender, academic year and to analyze what relation there's between parents' rearing attitude and self-directed learning. I selected 250 testees out of middle school students who live in Seoul and performed statistical analysis with 241 testees except for 9 respondent who answered insincerely by means of SPSS WIN 14.0.&#x0D; Results of this research follow. In the first place, as for self-directed learning ability statistically important differences emerged by gender and academic year. In the second place, the differences of parents' rearing attitude by low field has shown significant point by gender but did't in academic year. In the third place, as a result of looking into differences between self-directed learning ability in low field and parents' rearing attitude, passive correlation was founded in every low field except for originality and self-control. In addition, the result of multiple regression analysis which was conducted to find out relative contribution degree by low independent variables of parents' rearing attitude towards self-directed learning was that parents' rearing attitude explained 37.2% out of all variance of self-directed learning ability. We proposed implication to improve parents' rearing attitude towards about school student and self-directed ability on the basis of this results.