• Title/Summary/Keyword: 수업 참여동기

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Effects of a Simulation-based High-risk neonatal Care Education on Learning Satisfaction, Class Participation, Learning Motivation and Clinical Competency in Nursing Students (고위험 신생아간호 시뮬레이션 교육이 간호학생의 수업만족도, 수업참여도, 학습동기 및 임상수행능력에 미치는 효과)

  • Kim, Soon-Gu
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.10
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    • pp.6807-6815
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    • 2015
  • The aim of this study was to verify the effects of simulation-based high-risk neonatal care education on learning satisfaction, class participation, learning motivation and clinical competency of Nursing Students. The participants were 118 nursing students in year 3 in D college. The questionaire survey on learning satisfaction, class participation, learning motivation and clinical competency were conducted before and after education to the nursing students. The data was analysed by the SPSS WIN 17.0 program. The results showed that the scores of learning satisfaction, class participation, learning motivation and clinical competency were significantly higher than before education. Also, clinical competency have significant relationships with learning satisfaction, class participation and learning motivation.

The Effects of University's Learning Influencing Factors on Learning Ability and Learning Performance: Focusing on the Moderating Effect of Class Commitment (대학의 학습영향요인이 학습능력 및 학습성과에 미치는 영향: 수업몰입의 조절효과를 중심으로)

  • Lee, JeongEun
    • Journal of Korea Society of Industrial Information Systems
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    • v.25 no.4
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    • pp.83-100
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    • 2020
  • In this study, the researcher intends to examine the influence of the class factors of universities for computer accounting education upon learning ability and learning performance, with the current students or the graduates from the universities in Busan and Gyeongnam regions. The findings of this study could be summarized as follows: First, the hypothesis on the influence of the self-efficacy of the students upon class commitment and motivation to participate in learning was supported. Second, commitment and motivation had a significant impact on class performance, while the satisfaction with the class had not an impact on motivation.

The Relationship between Class Participation Motivation, Acting Expressiveness and Psychological Happiness of the College Students Majoring in Acting (연기전공대학생의 수업 참여동기, 연기표현성, 심리적 행복감의 관계)

  • Lee, Young-il
    • The Journal of the Korea Contents Association
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    • v.16 no.1
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    • pp.167-178
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    • 2016
  • This research is to understand the causal relationship between class participation motivation, acting expressiveness and psychological happiness through the class of the college students majoring in acting. For this purpose, the simple random sampling method was used and the college students majoring play and acting in the college located in Seoul and Gyeonggi-do as a sample group and total 499 questionnaires were used. For the questions, 73 questions of which the reliability and validity is examined were used. As for a data processing method, it used the statistical package of IBM STATISTICS SPSS 22 and AMOS 22 and analyzed the results by applying the descriptive statistics analysis, confirmatory factor analysis, reliability analysis and structural equation model. The conclusion of this research is as follows. Intrinsic motivation and extrinsic motivation among the class participation motivation of the college students majoring in acting have a significant effect on all sub factors of acting expressiveness and psychological happiness statically, and a motivation has no effect on it. Both personality and expressive impulse of acting expressiveness have an effect on a psychological happiness, and mobility has no effect on it.

A Study on University Students' Perception for Liberal Arts Class Using Padlet During the COVID-19 (코로나 시기 패들렛 활용 교양 수업에 대한 학습자 인식 고찰)

  • Ok Hee Park
    • Journal of Industrial Convergence
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    • v.21 no.4
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    • pp.73-80
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    • 2023
  • This study aims to explore college students' perception for offline class using the online platform Padlet as a tool in liberal arts class during the COVID-19 lockdown. Thirty seven students participated in the study, and quantitative and qualitative methods were used. The statistical results and analysis for open-ended questions are as follows; Firstly, the participants showed satisfaction as the highest variable followed by learning effect, then motivation but participation rated the lowest(p< .001). Secondly, there was statistical significance except participation depending on gender(p< .001). Female students felt higher satisfaction, learning effect, and motivation than male students. Thirdly, there was statistical significance between freshmen and senior depending on grade(p< .001). Freshmen felt higher satisfaction, participation, learning effect, and motivation than seniors. Fourthly, qualitative analysis showed participants felt positive about using Padlet as a education tool in offline class. Finally, the pedagogical implication and suggestions were discussed.

The Influence of Chinese University Students' Motives for Participating in Required Taekwondo Courses on Their Subjective Sense of Well-being in Their Individual Lives (중국 대학 교양 태권도수업 참여 학생의 참여 동기가 개인의 삶에 대한 주관적 안녕감에 미치는 영향)

  • Li, Jing;Kim, Seung-Yong
    • Journal of Digital Convergence
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    • v.17 no.7
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    • pp.423-431
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    • 2019
  • The objective of this study was to survey Chinese university students taking a required taekwondo course, with a goal to understand the impact of motives for participating in required university physical education courses on the subjective sense of well-being of the students. To achieve this end, the current study selected 256 students participating in a required taekwondo course in a university located in Shaanxi Province, China, as final effective samples. SPSS 22.0 was used to process the data, and the analysis results are as follows: First, Chinese university students' motives of participating in required physical education courses were positively correlated with their subjective well-being. More specifically, cognitive motivation, intellectual motivation, and social motivation, in that order, had significant correlation with positive emotions. Second, intellectual motivation was found to have a positive correlation with sense of satisfaction in life, while cognitive motivation had a negative correlation with sense of satisfaction in life. Third, intellectual and cognitive motivations were found to influence positive emotions, but social motivation was found not to have an influence on all areas of subjective sense of well-being. In addition, intellectual, cognitive, and social motivations were found not to have an influence on negative emotions.

Effects of note-taking strategy on blended learning adult nursing education (노트필기 전략이 블랜디드러닝 성인간호학 교육에 미치는 효과)

  • Gu, Hye-Ja;Lee, Oi-Sun
    • Journal of Digital Convergence
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    • v.20 no.2
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    • pp.573-583
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    • 2022
  • This study was attempted to analyze the effect of a note-taking strategy applied to blended learning adult nursing education. Data were collected from September 17 to October 15, 2021, and analyzed using the SPSS/WIN 26.0 program with a single group pre/post design targeting 33 nursing students. As a main result, learning motivation rose from 3.27 before class to 3.40 after class, but there was no significant difference(t=-1.501, p=.143), and class participation significantly increased from 2.95 before class to 3.27 after class(t=-2.669, p=.012). Motivation for learning before class was pre-class participation(r=.838, p<.001), learning motivation after class(r=.545, p=.001), and class participation after class(r=.462, p=.007) and each showed a significant positive correlation. Learning motivation and class participation according to gender(Wilks'𝛌=.866), class interest(Wilks'𝛌=.632), and class satisfaction(Wilks'𝛌=.822) were all higher than the significance level of .05, so they were no significant difference. Based on these results, applying a note-taking strategy to blended learning adult nursing education was effective in improving class participation. In a future study, it is necessary to verify the effectiveness by applying a note-taking strategy customized according to academic achievement.

A Study on Effect of Academic Motivation and Improving Grades by Applying Reflective Journals in Programming Learning (프로그래밍 학습에서 성찰일지를 활용한 학습 동기 및 성적 상승 효과에 대한 연구)

  • Ahn, You Jung;Kim, Kyong-Ah
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2017.01a
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    • pp.225-226
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    • 2017
  • 본 연구에서는 컴퓨터 프로그래밍 수업에 참여하는 학습자들의 수업 이해를 돕고 학습 동기를 향상시키기 위해 수업과 연계된 다양한 학습 활동을 운영해보고 이중 성찰일지를 통한 학습 효과를 검증하기 위해 2년 동안 담당한 프로그래밍 수업에 적용해 보고 대상 학습자들의 성적 분석을 통해 학습 효과 정도를 제시한다.

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Design of Programming Language Teaching-Learning Model for Learning Motivation Enhancement and its Application Effect (학습동기 향상을 위한 프로그래밍 언어 교수-학습 모델 설계 및 적용 효과)

  • Kim, Kyong-Ah;Ahn, You Jung
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2016.07a
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    • pp.251-252
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    • 2016
  • 프로그래밍 언어 수업은 학습자들 간의 학습 수준의 차이가 크게 나타나고 수업 내용의 연관성이 높은 특성을 가지고 있다. 이로 인해 다른 어떠한 수업보다 학습자들의 학습동기를 향상시켜 지속적으로 학습에 적극적으로 참여할 수 있는 외재적 동기 부여를 통한 학습효과 증진 방법이 필요하다. 본 연구에서는 프로그래밍 교육에서 성찰일지를 활용한 학습동기 증진 교수 학습 모델을 제시하고, 실제 수업에 적용 후 학습동기에 대한 사전 사후 설문을 실시하여 제시한 교수 학습 모델이 학습동기 증진에 효과 있었음을 조사 분석하였다.

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인지갈등을 통한 수학과 학습모형( II )

  • Choe, Eun-Ju
    • Communications of Mathematical Education
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    • v.12
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    • pp.141-153
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    • 2001
  • 지금의 수학교육현장은 결과적인 완성된 지식을 교사 주도하에 연역적으로 지도하는 것에 대해 문제가 있는 것으로 지적되어 그에 대한 대안으로 본 논문은 인지갈등을 통한 수학과 학습 모형을 이용한 교수-학습 방법을 제시하고자 한다. 인지 갈등을 유발하여 학습동기를 부여한 후 학생과 교사가 함께 그 갈등을 풀어 나감으로서 동기유발과 수학적 능력을 길러 줄 수 있을 것이다. 특히, 보편화된 컴퓨터 환경은 이러한 수업을 더욱 용이하게 함에 주목하고 또 문제 설정 등 다양한 기법을 통한 수업 모형을 효과적으로 활용할 수 있으며 주제에 따라서는 수학사적 내용을 첨가하여 흥미 있는 수업을 할 수 있다. 이러한 수업방법은 학생들의 흥미와 참여를 유도하게 되어 효과적일 것이다.

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The Effects of Simulation Delivery Instruction on Students' Problem Solving Performance and Motivation (컴퓨터 시뮬레이션 활용 수업이 학습자의 문제 해결력과 동기에 미치는 영향)

  • Lee, Youngmin
    • The Journal of Korean Association of Computer Education
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    • v.8 no.5
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    • pp.43-50
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    • 2005
  • The purpose of the study was to compare the effects of two instructional methods, which were the instructor-led instruction and the simulation delivery instruction on students' well-structured and ill-structured problem solving performance and motivation. 29 undergraduate students participated in the study and repeated measure design was used. We found significant difference of means in ill-structured problem solving performance and only relevance scale in motivation.

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