• Title/Summary/Keyword: Learner Motivation

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Online Collaborative Language Learning for Enhancing Learner Motivation and Classroom Engagement

  • Jeong, Kyeong-Ouk
    • International Journal of Contents
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    • v.15 no.4
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    • pp.89-96
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    • 2019
  • This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

Effects of Learner Motivation and Teacher-student Interaction on Learner Satisfaction in Nursing Students (간호대학생의 학습동기와 교수학생 상호작용이 학습만족도에 미치는 영향)

  • Cho, Mi-Kyoung;Kim, Mi Young
    • The Journal of the Korea Contents Association
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    • v.17 no.4
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    • pp.468-477
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    • 2017
  • The purpose of this study was to exam nursing students to verify the effects of self-directed learning readiness, teacher-student interaction, educational performance, stress and learner motivation on learner satisfaction. The study population consisted of second and third year nursing students at E university located in S city. Data were collected between June 15, 2016 to June 24, 2016, and questionnaire comprised items to measure general characteristics, learner motivation, teacher-student interaction, self-directed learning readiness, educational performance, and learner satisfaction. A total of 132 students were included for the final analysis. Learner satisfaction was positively correlated with self-directed learning readiness (r= .21, p= .018), teacher-student interaction (r= .39, p<.001), educational performance (r= .21, p= .014), and learner motivation (r= .75, p<.001). In addition, learner motivation was positively correlated with self-directed learning readiness (r= .24, p= .005), teacher-student interaction (r= .38, p <.001), and educational performance (r= .21, p= .018). Finally, learner motivation and teacher-student interaction were found to explain 59.7% of the variance of learner satisfaction. Our findings suggest strategies and interventions that boost learner motivation and teacher-student interaction which are required to improve learner satisfaction in nursing education.

Effects of Self-Directed Learning Readiness, Teacher-Student Interaction, and Academic Achievement on Core Competency, Learner Motivation, and Learner Satisfaction in Nursing Students (간호대학생의 자기주도학습 준비도, 교수-학생 상호작용, 학업성취도가 핵심역량, 학습동기와 학습만족도에 미치는 영향)

  • Cho, Mi-Kyoung;Kim, Mi Young
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.19 no.3
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    • pp.161-170
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    • 2018
  • This descriptive study was conducted to examine the factors affecting core competency, learner motivation, and learner satisfaction of nursing students and to develop effective teaching methods. The subjects of this study were 134 nursing students. The core competencies of nursing students were higher in 3rd grade than in 2nd grade, and the core competency, motivation, and learner satisfaction of the nursing students were higher than those of below average students. The explanatory power of a core competency model constructed using the self-directed learning readiness, teacher-student interaction, and academic achievement was 45.1%. Additionally, the explanatory power of a learner motivation model based on self-directed learning readiness, teacher-student interaction, academic achievement, and learner motivation was 47.5%, while that of a learner satisfaction model constructed using the teacher-student interaction and learner motivation was 43.4%. In conclusion, it is necessary to improve teacher-student interaction and self-directed learning readiness to increase core competency and learner motivation. To increase learner satisfaction, it is necessary to intervene to encourage learner motivation and to make the teaching-student interaction efficient.

The Effect of Participation Motivation and Satisfaction on the Participation Persistence among Adult Learners at College Continuing Cducation Center (전문대학 평생교육 학습자의 평생교육프로그램 참여 동기와 만족도가 참여 지속의도에 미치는 효과)

  • Yoo, Mi-soo;Kwak, Keun-Hey;Park, Sun-Jung
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.12
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    • pp.414-422
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    • 2017
  • This study was conducted to analyze the effects of motivation and satisfaction with continuing education on the intention to participate in college continuing education programs among adult learners. and participation of continuing education to improve the quality of Continuing education programs operated by College and to develop diverse educational programs that reflect the needs of adult learners and increase their participation rate. This study analyzed data collected from 412 adult males and females taking courses at the Lifelong Education Center in four professional universities in Gyeonggi-do from May 1 to June 20, 2017. Data analysis was performed using SPSS Version 21.0 program, and general characteristics of the subjects were used. Descriptive statistics, t-tests and ANOVA were used to identify differences in participants' motivation, satisfaction with education, and intention to participate. Participants' motivation, satisfaction with education, and intention to participate were analyzed by Pearson's correlation. Participants were analyzed by stepwise multiple regression analysis. There was a significant positive correlation between motivation for participation in college continuing education programs, intention to participate in education programs, and intention to participate. The factors influencing participants' motivation for participation were participation motivation and education satisfaction 41.2%.The results of this study suggest that it is necessary to develop and operate a program considering the factors that can improve motivation for participation and educational satisfaction to increase learner motivation.

Effect Analysis of Factors on Satisfaction of Fundamental Education for Major Course Learning (전공기초교육 프로그램 만족도에 영향을 미치는 변인 분석)

  • Kim, Jin Young;Oh, Jong Wook;Kang, Dae Wook
    • Journal of Engineering Education Research
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    • v.15 no.6
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    • pp.80-85
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    • 2012
  • This study investigates significant factors regarding college freshman engineering students and analyses each factors influence on student satisfaction in the College of Engineering core curriculum. We carried out a survey targeting 505 students who completed their fundamental education for major course learning in the 2011 academic year while attending one college in Gwangju and ruled out inadequate respondents. A total sample size 437 students were analyzed. The seven independent variables are academic fees, academic term period, academic environment of the classroom, learning material content, time of lecture, student sincerity and student need for the program. The dependent variable is fundamental education satisfaction level. As a result of multiple regression analysis, the following factors were found to be significant in the following order: learning material content, time of lecture, student sincerity, student need for the program, academic fees and academic environment of the classroom. On the other side academic term period was not significant. For improving fundamental education satisfaction, there is a need for prudent consideration regarding learning material development and lecture times. Also further investigation should take place for policies necessary for increasing learner motivation and sincerity, and expand appropriate conditions for learners to become self-aware of the education they need within their major.

A study on the effect of non-face-to-face online education according to the type of learner motivation (학습자 동기 유형에 따른 비대면 온라인 교육의 효과 연구)

  • Chin, HongKun;Kim, MinJung
    • Journal of the Korea Convergence Society
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    • v.12 no.7
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    • pp.133-142
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    • 2021
  • This study aims to expand the effect of online education into the aspect of active exploration and sharing of class-related issues by learners. Based on theoretical discussions, Two types of motivation (personal and social) to explore issues, engagement, attitude toward issue content, and eWOM model were verified. As a result of the study, it was found that the impact of personal and social motivations that online education has on engagement on specific issues, and the positive(+) influence on attitudes toward issue content and word of mouth intentions on SNS, considering engagement as a parameter. In this study, the role of engagement in inducing the next learning by oneself was confirmed, and it can be seen that social and personal motives for issues and class content should be utilized to increase engagement.

An Exploratory Study For Online Game-Based Learning Theory (온라인 게임과 학습과의 관련성 분석 연구)

  • Jo, Il-Hyun
    • Journal of Korea Game Society
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    • v.7 no.1
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    • pp.59-68
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    • 2007
  • Online games are getting more popular among today's fun-seeking young students. The immersive power of these Internet-based games is so strong that many educators consider the integration of the games and learning to enhance learner motivation. However, the online games, which are primarily aiming g for 'fun', have cognitive, emotional, and social features and impacts that are different from the so-called 'educational' games. Therefore an interdisciplinary approach for better understanding of the online game in regard to its impact on learning and fun should be essential. In this study, the researcher will analyze relevant literature and theories from cognitive psychology, media and communication theory, and Ludology to grasp holistic understanding of online game phenomena, which will serve as basis of further research and development in this emerging area.

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The Learning Behavior of K-MOOC Learners and K-MOOC Service Recommendations (K-MOOC 학습자의 학습행태 분석 및 서비스 방향성 연구)

  • Ahn, Jun Hoo;Lee, Jee Yeon
    • Journal of the Korean Society for information Management
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    • v.37 no.3
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    • pp.221-252
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    • 2020
  • According to the participants, the current K-MOOC (Korean Massive Open Online Course) has a few problems, such as too few courses, low content quality, and useless learner management system compared to MOOCs abroad. These problems caused diminished learner motivation. Consequently, the K-MOOC service has recorded a low course completion rate despite high expenses spent to develop the contents and thus requires remedies to fix the issues. This study drew research subjects from a pool of college and graduate students representing the primary users of the K-MOOC. This study limited the research scope to the four categories: motivation, learning experience, recognition, and performance of the Biggs' 3P Learning System Model. Based on the literature review, ten variables were selected and explored how the subjects perceived four categories using the survey questionnaire. This study also examined the relationship between ten variables and generated suggestions for the instructors, course managers, and platform developers to make the K-MOOC better.

A Study on the Application of Curriculum for Strengthening SWP for Adult Learners

  • Cho, Woo-Hong
    • Journal of the Korea Society of Computer and Information
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    • v.26 no.2
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    • pp.193-199
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    • 2021
  • The purpose of this study was to apply a teaching method that fits the characteristics of learners through the improvement and application of subjects for reinforcing SWP, and to seek ways to strengthen field practice. As a result of the study, first, as a method of applying learner motivation, it is necessary to conduct discussions by inviting practitioners in the field, and to watch the progress of projects by type of social welfare site. Second, as a way to participate in learners, it is necessary to analyze excellent proposals, participate in events held at welfare sites, present various dilemma cases in the field, and try to overcome ethical dilemmas by sharing cases overcoming dilemma, and to make efforts to list practical skills required in social welfare field practice. Third, it is necessary to apply such methods as phone calls, e-campus, Kakao Talk, Zoom, and counseling techniques that are conducted in the case management process as a way to apply interaction, and discuss issues that are important in the welfare field.

The Effect of Web-Aided Laboratory on Molecular Dynamics of High School Physics Course (고등학교 물리의 기체 분자 운동론에서 웹 활용 모의실험이 학습에 미치는 효과)

  • Roh, Hack-Kie;Kong, Youn-Sig;Park, Chang-Young;Chung, Ki-Soo
    • Journal of The Korean Association For Science Education
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    • v.25 no.5
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    • pp.547-554
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    • 2005
  • A developed Web-aided laboratory program visualized invisible gas. In the Web-aided laboratory temperature and pressure were controlled and the resultant findings were presented as types of graphs, disclosed in the form of an analyzed report. A Web-aided laboratory experiment and traditional experiment group(2 classes) were assembled from a farming village co-educational high school and taught the motion of molecule lesson for 2 class hours. Before actual class instruction, to survey learner motivation characteristics, the short-version GALT, the test of attitudes toward science instruction, was administered. After instruction, student learning achievement, TOSRA, and IMMS, were administered to the two groups. To analyze data ANCOVA was administrated. Result found that attitudes towards science instruction did not significantly differ, but learning motivation and achievement were significantly altered.