SSI 온라인 토론 수업이 고등학생의 자기주도 학습능력에 미치는 효과- 의학 동아리 적용 사례를 중심으로 -

박선민,차희영 한국생물교육학회 2022 생물교육 Vol.50 No.3

The purpose of this study is to develop an SSI online discussion class program using smart devices and apply it to high school students to identify changes in self- directed learning ability and present strategies to activate the program. The effect of SSI online debate classes on self-directed learning ability was verified for 10 female students of the medical club in the second year of high school. Changes in individual self-directed learning ability were measured. Quantitative analysis was performed by measuring the pre-test and post-test of self-directed learning ability. And a qualitative analysis was conducted based on the class activity sheet and self-report. Through the class, the differences and characteristics of each student's self-directed learning ability were analyzed and classified into three groups. First, Group A has a higher self-directed learning ability than the overall preliminary average (158.9). Group A confirmed the improvement of self-directed learning ability through the SSI online discussion class program. Second, there was Group B with no significant change as the self- directed learning ability was much higher than the overall pre-average and the overall post-average. Group B had a very high scientific achievement compared to other groups and originally had a high self-directed learning ability regardless of the program. Third, study participant C slightly improved his self-directed learning ability due to the developed program. However, the pre and post scores were lower than the overall pre-average (158.9). Participant C of the study was found to have significantly lower self-directed learning ability and science achievement than other students. Through the SSI online discussion class program, self-directed learning ability has increased a little, but it is regrettable that it has not received much help. It is necessary to develop an efficacious discussion class program for students with poor learning skills like participant C, and science education should also consider how to manage these students.

항공관광전공 대학생의 성장마인드셋과 자기주도학습능력 관계에서 그릿(grit)의 매개효과

정영미 한국항공경영학회 2023 한국항공경영학회지 Vol.21 No.5

코로나 팬데믹으로 전 세계가 사상 초유의 비상사태를 겪으며 교육 현장은 혼란 속에서 어려움에 직면하였다. 특히 일반 교육기관에서 쉽게 접할 수 없었던 비대면 수업으로 교육과정을 운영하면서 학생들의 자기주도학습(self-directed learning)에 대한 중요성이 더욱 높아졌다. 교육부가 2022년 교육과정 개정을 앞두고 창의력, 인성, 자기주도성을 미래 사회의 핵심 인재 역량으로 제시하였다. 또한 코로나 팬데믹과 4차 산업혁명으로 교육 환경이 급격히 변화하고 있으며 미래 사회로 나아가기 위한 학습자의 역량을 강화하는 방안이 요구되고 있다. 특히 코로나 엔데믹으로 항공산업도 재도약을 준비하며 지식, 정보, 기술을 바탕으로 스스로 지식을 창조하는 능력을 갖춘 인재가 요구된다. 새로운 변화의 자각은 학습자 스스로 학습에 책임을 지고 학습을 주도하는 자기주도학습능력이 주목받고 있다. 자기주도학습은 타인의 도움 없이 스스로 학습 목표를 설정하고 학습 실행 및 결과를 평가하는 과정을 의미하며 21세기 평생학습 시대에 갖추어야 할 핵심역량이라 할 수 있다. 이러한 점에서 자기주도학습능력을 향상시키기 위한 구체적 방안을 검토하고 자기주도학습에 영향을 주는 변인에 대한 연구의 필요성이 대두되고 있다. 본 연구에서는 항공관광전공 대학생들을 대상으로 성장마인드셋, 그릿과 자기주도학습능력 간의 영향 관계와 그릿의 매개효과를 검증하고자 한다. 연구대상은 충남소재 H대학교 항공관광전공 대학생 219명을 대상으로 하였으며, 통계분석은 SPSS 25.0을 활용하였다. 분석결과는 첫째, 항공관광전공 대학생의 지능-성장마인드셋과 성격-성장마인드셋이 그릿의 구성요소 관심의 일관성과 노력의 꾸준함에 유의미한 정(+)의 영향을 미치는 것으로 나타났다. 둘째, 항공관광전공 대학생의 지능-성장마인드셋과 성격-성장마인드셋이 자기주도학습능력의 구성요인 인지적 능력, 정의적 능력, 행동적 능력에 유의미한 정(+)의 영향을 미치는 것으로 나타났다. 셋쩨, 항공관광전공 대학생의 그릿 관심의 일관성과 노력의 꾸준함은 자기주도학습능력 구성요인 인지적 능력, 정의적 능력, 행동적 능력에 유의미한 정(+)의 영향을 미치는 것으로 나타났다. 넷째, 항공관광전공 대학생의 성장마인드셋이 자기주도학습능력에 미치는 영향에서 그릿의 매개효과는 성장마인드셋과 자기주도학습능력의 인지적 능력, 정의적 능력, 행동적 능력에서 그릿 관심의 일관성은 부분매개하는 것으로 나타났다. 또한 성장마인드셋과 자기주도학습능력의 인지적 능력에서 그릿 노력의 꾸준함은 부분매개하는 것으로 나타났다. 성격-성장마인드셋과 자기주도학습능력의 정의적 능력과 행동적 능력에서는 그릿 노력의 꾸준함은 부분매개하고, 지능-성장마인드셋과 자기주도학습능력의 정의적 능력과 행동적 능력에서 그릿 노력의 꾸준함은 완전매개하는 것으로 나타났다. 본 연구 결과는 항공관광전공 대학생의 자기주도학습능력에 그릿을 매개로 성장마이드셋이 긍정적인 영향을 미치는 것을 알 수 있다. 따라서 항공관광전공 대학생의 자기주도학습능력 제고를 위해 성장마인드셋과 그릿에 대한 이해를 바탕으로 교육과정 운영과 교수법 활용이 요구된다. As the world experienced an unprecedented emergency due to the COVID-19 pandemic, the education field faced difficulties amidst chaos. In particular, the importance of students’ self-directed learning has increased as the curriculum is operated as non-face-to-face classes that are not easily accessible in general educational institutions. Ahead of the curriculum reorganization in 2022, the Ministry of Education has proposed creativity, character, and self-direction as key talents in the future society. In addition, as the educational environment is rapidly changing due to the COVID-19 pandemic and the 4th industrial revolution, measures to strengthen learners’ capabilities are required to advance into the future society. Awareness of new changes is drawing attention to the ability of self-directed learning in which learners take responsibility for learning and lead learning. Especially as the aviation industry prepares for a leap forward due to the coronavirus endemic, talent with the ability to create knowledge on their own based on knowledge, information, and technology is required. Self-directed learning refers to the process of setting learning goals and evaluating learning practices and results without the help of others. It can be said that it is a core competency to be equipped in the era of lifelong learning in the 21st century. In this regard, the necessity of reviewing specific measures to improve self-directed learning ability and researching variables that affect self-directed learning is emerging. This study aims to verify the relationship between growth mindset, grit and self-directed learning ability and the mediating effect of grit for college students majoring in aviation tourism. The subjects of the study were 219 university students majoring in aviation tourism at H University in Chungnam, and SPSS 25.0 was used for statistical analysis. As a result of the analysis, first, it was found that the intelligence-growth mindset and personality-growth mindset of college students majoring in aviation tourism had a significant positive (+) effect on the consistency of interest and persistence of effort. Second, it was found that the intelligence-growth mindset and personality- growth mindset of college students majoring in aviation tourism had a significant positive (+) effect on the cognitive ability, affective ability, and behavioral ability, which are components of self-directed learning ability. Third, it was found that the consistency of interest and persistence of effort of college students majoring in aviation tourism had a significant positive (+) effect on cognitive, emotional, and behavioral abilities, which are components of self-directed learning ability. Fourth, the mediating effect of grit in the effect of growth mindset on self-directed learning ability of college students majoring in aviation tourism is the consistency of interest in grit in cognitive ability, affective ability, and behavioral ability of growth mindset and self-directed learning ability. It has been shown to be partially mediated. Also, in the cognitive abilities of growth mindset and self-directed learning ability, the persistence of grit efforts was found to partially mediate. Perseverance in grit efforts partially mediates the affective and behavioral abilities of the personality- growth mindset and self-directed learning ability. It was found that persistence of grit effort completely mediated in the affective and behavioral abilities of intelligence-growth mindset and self-directed learning ability. The results of this study show that the growth mindset has a positive effect on the self-directed learning ability of college students majoring in aviation tourism through the medium of grit. Therefore, in order to improve the self-directed learning ability of college students majoring in aviation tourism, it is required to operate a curriculum and use teaching methods based on an understanding of growth mindset and grit.

e-PBL 기반 수업의 학습효과 : 자기주도학습역량, 학습몰입, 문제해결력, 자기효능감, 학습만족을 중심으로

최금진(Choi Keumjin),황순희(Hwang Soonhee) 한국문화융합학회 2021 문화와 융합 Vol.43 No.10

이 연구의 목적은 온라인 환경에서 PBL 수업을 설계 운영하여, 학습 효과를 확인하여 유관 분야 연구 및 교육 설계에 시사점을 제공하는 것이다. PBL 기반 수업은 대표적인 학습자 중심의 교수방법으로 교육 효과가 높다고 보고되었으나, 달리 대안 없이 선택된 온라인 환경(ERT)에서의 PBL 수업은 그 효과가 어떠한지 확인이 필요하다. 이를 위해 첫째, PBL 수업 전후 자기주도학습역량, 학습몰입, 문제해결력, 자기효능감과 학습만족(사후)을 측정하여 그 차이를 알아보았다. 둘째, PBL 수업의 주요 효과 변인인 자기주도학습역량에 대한 학습몰입, 문제해결력, 자기효능감의 영향을 검증하였다. 셋째, 학습만족에 대한 자기주도학습역량, 학습몰입, 문제해결력, 자기효능감의 영향을 검증하였다. 연구 대상은 청주시 소재 C 대학교, e-PBL 수업 참여자 181명을 대상으로 수업 전후, 온라인으로 자료를 수집하고, 연구 문제에 따라 기술통계, tᐨ검정분석, 상관분석 및 회귀분석을 실시하였다. 간략한연구 결과는 다음과 같다. 첫째, e-PBL 수업 전후 자기주도학습역량, 학습몰입, 문제해결력, 자기효능감은 유의한향상이 없는 것으로 나타났다. 둘째, 학습몰입, 문제해결력, 자기효능감이 자기주도학습역량에 미치는 영향력은72.1%의 설명력을 가지는 것으로 나타났다. 셋째, 자기주도학습역량, 학습몰입, 문제해결력, 자기효능감이 학습만족도에 미치는 영향력은 34.7%의 설명력을 가지는 것으로 나타났다. 이러한 결과를 바탕으로 e-PBL 수업의 자기주도학습역량, 학습만족도 향상을 위한 교수 전략 개발 및 적용의 필요성을 강조하였다. This research aims to design web-based PBL classes and to confirm its educational effectiveness. Although PBL-based classes have been reported to have positive educational effects as arepresentative learner-centered teaching method, it is necessary to verify the effectiveness ofe-PBL based class. To achieve this purpose, first, differences in self-directed learning ability, learningflow, problem-solving ability, self-efficacy and learning satisfaction before and after e-PBL classwere examined. Second, the relationships among self-directed learning ability, learning flow,problem-solving ability, self-efficacy and learning satisfaction were investigated. In addition, theeffects of learning flow, problem-solving ability, self-efficacy on self-directed learning ability aswell as learning satisfaction were explored. A total of 181 students from one university in Korearesponded to survey based on a five variables scale. The findings were that, firstly, there was nosignificant improvement in four variables before and after e-PBL class. Secondly, learning flow,problem solving ability, and self-efficacy predicted self-directed learning ability. 72.1% of theself-directed learning ability was explained by the three variables. Thirdly, 34.7% of the learningsatisfaction was explained by the four variables. The practical implications of these findings arediscussed with attention on education for promotion of self-directed learning ability and learningsatisfaction.

조리기능사 취득과정 수강생의 자기효능감이 자기 주도적 학습능력을 매개로 학습성과에 미치는 영향: 유튜브 시청의 조절된 매개효과를 중심으로

오서현,김태희 (사)한국조리학회 2023 한국조리학회지 Vol.29 No.10

In order to enter an aging society, to prepare for economic old age before and after retirement of middle-aged and senior citizens, and to acquire license-based qualifications and secure competitiveness, interest in acquiring technician qualifications, which are the national technical qualification standard, is increasing. In addition, YouTube, a self-directed learning video platform using YouTube that can provide a learning environment for obtaining licenses, is a global OTT service that started in the United States in 2005 and has grown rapidly, surpassing 1.9 billion users in early 2019. This study empirically analyzed the effect of students' self-efficacy on self-directed learning ability and learning performance, and the moderating effect of YouTube viewing level in these relationships. First, in a simple mediation model that did not input YouTube viewing level, which is a moderating variable, students' self-efficacy showed a significant direct effect on self-directed learning ability and learning performance. Second, the moderating effect of self-directed learning ability on learning outcomes was analyzed. As a result, as for self-directed learning ability, the higher the cooking-related YouTube viewing level, the higher the self-directed learning ability, the higher the learning performance. Third, it was confirmed that the effect of students' self-efficacy on learning performance via self-directed learning ability varies according to the level of YouTube viewing. In other words, this study empirically verifies the role of YouTube viewing level that helps students learn by verifying the mediating effect of the YouTube viewing level adjusted in the effect of students' self-efficacy on learning performance via self-directed learning ability. It is meaningful in demonstrating the part that can contribute to the student's license acquisition by playing a role in enhancing the student's self-directed learning ability and learning performance.

사례기반학습이 간호대학생의 문제해결능력, 자기주도학습능력과 학업적자기효능감에 미치는 효과

김지숙 ( Ji-suk Kim ),최희정 ( Hee-jung Choi ) 대한통합의학회 2021 대한통합의학회지 Vol.9 No.1

Purpose : The purpose of this study was to investigate the effect of case-based learning application in human growth development classes on nursing students' problem-solving ability, self-directed learning ability, and academic self-efficacy. Methods : The research method was a self-report questionnaire before and after case-based learning for second-year nursing students who took the human growth development course at U University in K city. The collected data were statistically processed using SPSS WIN 21.0. Results : The results of the study showed that after case-based learning, problem-solving ability, self-directed learning ability, and academic self-efficacy were all significantly improved. In addition, as a result of examining the correlation between each variable after case-based learning, problem solving ability score and self-directed learning ability score (r=.54, p<.01), and problem solving ability scores and academic self-efficacy scores (r=.44, p<.01), were significantly correlated with self-directed learning ability scores and the academic self-efficacy reduction scores (r=.76, p<.01). Conclusion : The results of this study suggested the need for various learning programs such as case-based learning to improve nursing students' problem-solving abilities and self-directed learning abilities and their application. In addition, to improve the learning self-efficacy of nursing students, a continuous and systematic study is suggested to develop and apply customized educational programs according to the learners' preferences. Since the sample group in this study was limited to one university, there were few cases and no control group, so there are limitations in generalizing the test effect, However, significant differences a were verified in the case-based learning pre-tests and post-tests.

대학생의 자기존중감과 자기주도학습능력의 관계에서 학업적 자기효능감의 매개역할

권재환,권성복,박유미 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.17

The purpose of this study was to establish a relationship model between self-esteem, academic self-efficacy and self-directed learning ability of college students, and to verify the mediating effect of academic self-efficacy in the relationship between self-esteem and self-directed learning ability. To this end, a questionnaire survey was conducted on 400 students attending a four-year college located in J-do. To verify the research model, correlation analysis and structural equation model (SEM) analysis were performed using SPSS 25.0 and AMOS 25.0. The results of this study are as follows. First, as the level of self-esteem increased, the level of academic self-efficacy and self-directed learning ability increased. Second, as the level of academic self-efficacy, the level of self-directed learning ability increased. Third, the model that set with self-esteem as a prophetic variable, academic self-efficacy as a mediating variable, and self-directed learning ability as a result variable had a full mediating effect. Therefore, although self-esteem has no direct effect on self-directed learning ability, it was confirmed that it has an indirect effect on self-directed learning ability by increasing academic self-efficacy. The results of this study confirmed that the improvement of self-esteem and academic self-efficacy helps to improve self-directed learning ability. It also suggests that in order to improve the self-directed learning ability of college students, it is necessary to educate and guide self-esteem to lead to academic self-efficacy. 본 연구는 대학생의 자기존중감과 학업적 자기효능감 및 자기주도학습능력 간 관계모형을 설정하고, 자기존중감과 자기주도학습능력의 관계에서 학업적 자기효능감의 매개효과를 검증하고자 하였다. 이를 위하여 J도에 소재한 4년제 대학에 재학 중인 대학생 400명을 대상으로 설문조사를 실시하였다. 연구모형을 검증하기 위해 SPSS 25.0과 AMOS 25.0을 이용하여 상관분석과 구조방정식 모형(SEM) 분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 자기존중감이 높을수록 학업적 자기효능감과 자기주도학습능력이 높은 것으로 나타났다. 둘째, 학업적 자기효능감이 높을수록 자기주도학습능력이 높은 것으로 나타났다. 셋째, 자기존중감을 예언변인으로, 학업적 자기효능감을 매개변인으로, 자기주도학습능력을 결과변인으로 설정한 모형은 완전매개효과가 있는 것으로 나타났다. 따라서 자기존중감이 자기주도학습능력에 미치는 직접적인 영향력은 없지만, 학업적 자기효능감을 높여서 자기주도학습능력에 간접적인 영향을 미치는 것을 확인하였다. 본 연구의 결과는 자기존중감과 학업적 자기효능감이 자기주도학습능력을 향상시키는 데 도움이 된다는 것을 확인하고, 대학생의 자기주도학습능력 증진을 위해서는 자기존중감이 학업적 자기효능감으로 이어질 수 있는 교육적 개입과 지도가 필요함을 시사한다.

놀이중심의 자기주도 학습능력 향상 프로그램이 저소득 청소년의 자기주도 학습능력, 정서지능 및 진로발달에 미치는 효과

황혜리 ( Hye Ree Hwang ),김지윤 ( Ji Yun Kim ) 한국놀이치료학회 2013 한국놀이치료학회지(놀이치료연구) Vol.16 No.4

본 연구는 놀이중심의 자기주도 학습능력 향상 프로그램이 저소득 청소년의 자기주도 학습능력, 정서지능, 진로발달에 미치는 효과를 알아보는데 목적을 두고 실시되었다. 연구대상은 각 지역아동센터 및 지역사회복지관에서 센터장에 의해 의뢰된 저소득 청소년들로 중학교 1~2학년 6명으로 남자 중학생 4명, 여자 중학생 2명이었다. 이와 같은 연구 목적을 달성하기 위해 설정한 연구 문제는 다음과 같다. 첫째, 놀이중심의 자기주도 학습능력 향상 프로그램이 저소득층 청소년의 자기주도 학습능력을 향상시키는가, 둘째, 놀이중심의 자기주도 학습능력 향상 프로그램이 저소득층 청소년의 정서지능을 향상시키는가, 셋째, 놀이중심의 자기주도 학습능력 향상 프로그램이 저소득층 청소년의 진로발달에 영향을 주는가이다. 프로그램은 선행연구를 참고로 하여 정서지능, 자기 주도 학습능력, 진로발달의 요소들이 서로 상호보완 되도록 구성하였으며, 1회기 90분씩 주 1회 총 30회기를 실시하였다. 연구결과 놀이중심의 자기주도 학습능력 향상 프로그램은 저소득층 청소년의 자기주도 학습능력, 정서지능과 진로발달 기술을 향상시켰다. The purpose of this study was to examine the effects of a self-directed learning ability enhancement program on the self-directed learning ability, emotional intelligence, and career development for adolescents from low-income families. The subjects in this study were students who had been referred to the community child care center and social welfare center. The students who participated consisted of 4 boys and 2 girls 1st~2nd grade middle school students who were adolescents from low-income families. For this purpose, a number of research questions were set as follows. First, did improved self-directed learning ability enhancement program effect the self-directed learning ability of adolescents from low-income families? Second, did the improved self-directed learning ability enhancement program effect the emotional intelligence of adolescents from low-income families? Third, did the improved self-directed learning ability enhancement program effect the career development of adolescents from low-income families? This program, with reference to a previous study, consisted of self-directed learning ability, emotional intelligence, and career development. The program took place over 30 sessions - each session lasting 90 minutes and was held once a week. The findings of the study were as follows: The effects of self-directed learning ability enhancement program was that it improved the self-directed learning ability, emotional intelligence, and career development of adolescents from low-income families.

블렌디드 러닝을 활용한 기본간호학 실습교육이 간호대학생의 자기주도학습능력, 비판적 사고능력 및 학업적 자기효능감에 미치는 효과

박미마(Park, Mi-Ma) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.1

목적 본 연구는 간호현장에서 요구되는 가장 중요한 역량으로써 기본간호학 수행능력을 향상시키기 위한 블렌디드 러닝을 활용한 기본간호학 실습교육이 간호대학생의 자기주도학습과 비판적 사고능력 및 학업적 자기효능감에 미치는 효과를 확인하고자 수행되었다. 방법 단일집단 사전사후 설계를 적용한 유사실험연구로 연구의 대상자는 광주광역시에 소재한 4년제 간호학과 2학년 학생 55명이며, 연구기간은 2020년 9월 1일부터 2020년 12월 15일까지였다. 블렌디드 러닝 교수법을 활용하여 기본간호학실습에서의 자기주도학습능력, 비판적 사고능력, 학업적 자기효능감 측정도구를 선정하였다. 자료분석은 SPSS 21.0프로그램을 이용하여 빈도, 평균과 표준편차, t-test, Paired -test, ANOVA로 분석하였다. 결과 본 연구결과 블렌디드 러닝 활용한 기본간호학실습에서의 일반적 특성에 따라 간호학 선택동기와 관련하여 비판적 사고능력 점수가 높았으며(F=3.51, p=.037), 전공만족도가 높을수록 학업적 자기효능감 점수((t=-2.26, p=.028)가 높았다. 블렌디드 러닝 교육 후 일반적 특성에 따라 간호학 선택동기와 관련하여 자기주도학습능력(F=3.74, p=.030), 비판적 사고성향(F=3.50, p=.037)의 점수가 유의하였다. 학업성적이 우수한 학생의 자기주도학습능력(F=-5.14, p=.009) 점수가 높았으며, 전공만족도가 높은 학생일수록 자기주도학습능력((t=-2.98, p=.004)와 비판적 사고성향(t=-3.55, p=.001) 점수가 높게 나타났다. 블렌디드 러닝을 활용한 기본간호실습 교육 전후에서 비판적 사고능력(t=-4.84, p<.001)과 학업적 자기효능감(t=-3.42, p=.001)의 점수가 통계적으로 유의하게 증가하였으나 자기주도학습에는 유의한 차이를 보이지 않았다. 결론 본 연구를 통하여 블렌디드 러닝을 활용한 기본간호학 실습교육이 간호대학생의 비판적 사고능력과 학업적 자기효능감을 향상시키는데 효과가 있음을 확인되었다. 따라서 블렌디드 러닝을 활용한 기본간호학실습 교육이 예비간호사로서 요구되는 역량 증진을 위한 간호실습교육의 한 방법으로 유용하게 활용 될 것이다. Objectives In order to improve the performance of basic nursing skill. The purposes of this study were to effects of fundamental nursing skills course using blended learning on self-directed learning, critical thinking ability, and academic self-efficacy of nursing students was conducted. Methods The research design was a one-group pretest-posttest design. The subjects of this study were 55 nursing students from the 4-year nursing department located in Gwangju, and the study period was from September 1, to December 15, 2020. Self-directed learning ability, critical thinking ability, and academic self-efficacy measurement tools were selected for blended learning. Data were analyzed using the SPSS 21.0 program with frequency, mean and standard deviation, t-test, paired-test, and ANOVA. Results As a result of this study, the critical thinking ability score was high in relation to the motivation for choosing nursing according to the general characteristics of basic nursing practice using blended learning (F=3.51, p=.037), and the nursing satisfaction, the academic self-efficacy score (t=-2.26, p=.028). According to general characteristics after blended learning education, self-directed learning ability (F=3.74, p=.030) and critical thinking disposition (F= 3.50, p=.037), students with excellent academic performance had higher self-directed learning ability (F=-5.14, p=.009), and students nursing satisfaction, self-directed learning ability (F=-5.14, p=.009). (t=-2.98, p=.004) and critical thinking propensity (t=-3.55, p=.001) scores were high. Critical thinking ability (t=-4.84, p<.001) before and after basic nursing practice education using blended learning, and academic self-efficacy (t=-3.42, p=.001) were statistically significantly increased, but there was no significant difference in self-directed learning. Conclusions Through this study, it was confirmed that fundamental nursing skills course applied with blended learning is effective in improving critical thinking ability and academic self-efficacy of nursing students. Therefore, fundamental nursing skills course applied with blended learning will be usefully utilized as a method of nursing practice education to improve the competency required as a pre-nursing nurse.

한국 EFL 대학생들의 영어능력에 영향을 미치는 요인들의 영향력 분석

한다은(Han Da Eun) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.17

본 연구는 효과적인 영어 교수·학습에서 고려해야 할 요인들을 도출하고자 한국 EFL 대학생들의 영어능력(읽기, 듣기, 말하기, 쓰기)에 영향을 미치는 요인들을 파악하고, 이들 요인이 영어능력에 어떠한 영향을 미치는지를 분석하였다. 이를 위해 지방 소재 A대학의 재학생 231명을 대상으로 설문조사를 실행하였다. 영어능력의 영향요인으로는 글로벌 활동, 자기주도 학습능력, 자기표현력, 학습태도로 구성하였으며, 이들 요인이 영어능력 전체와 하위영역인 읽기, 듣기, 말하기, 쓰기 등 각각의 능력에 미치는 영향에 대해 SPSS 23.0을 사용하여 다중 회귀분석을 실행하였다. 그 결과, 이들 4개 요인은 영어능력의 43.8%를 설명하는 것으로 나타났으며, 글로벌 활동, 자기표현력, 학습태도, 자기주도 학습능력 순으로 영향을 미치는 것으로 나타났다. 각각의 영어능력에 대해 살펴보면, 읽기 능력에 대해서는 글로벌 활동, 자기표현력, 자기주도 학습능력, 학습태도 순으로 영향을 미치는 것으로 나타났으며, 듣기 능력에 대해서는 글로벌 활동, 학습태도, 자기표현력, 자기주도 학습능력 순으로 영향을 미쳤다. 쓰기 능력에 대해서는 글로벌 활동, 자기주도 학습능력, 자기표현력, 학습태도 순으로 영향을 미치며, 말하기 능력에 대해서는 글로벌 활동, 자기표현력, 학습태도, 자기주도 학습능력 순으로 영향을 미치는 것으로 나타났다. 이에 효과적인 영어교수·학습을 위해서는 영어능력에 유의미한 영향을 미치는 글로벌 활동, 자기주도학습능력, 자기표현력, 학습태도 요인을 고려하여 학습방법과 전략을 개발하여야 할 것으로 판단된다. 또한, 읽기, 듣기, 말하기, 쓰기 등의 4가지 영어능력을 향상시키기 위해서는 영향 요인들의 고려 비중이 달라져야 할 것이며 이에 따른 효율적인 교수·학습방법을 적용하는 것이 필요함을 시사하고 있다. This study identifies factors affecting English proficiency (reading, listening, speaking, and writing) of Korean EFL college students to derive factors to be considered in effective English teaching and learning, and how these factors affect English proficiency. Analysis. To this end, a survey was conducted on 231 students from A University in G-city. The factors influencing English proficiency consist of global activities, self-directed learning ability, self-expression, and learning attitude, and the effect of these factors on each ability, such as reading, listening, speaking, writing, etc. Multiple regression analysis was performed. As a result, it was found that these four factors accounted for 43.8% of English proficiency, and influenced in the order of global activity, self-expression ability, learning attitude, and self-directed learning ability. Looking at each English proficiency, it was found that global literacy, self-expression, self-directed learning ability, and learning attitude had an influence on reading ability, and global activity, learning attitude, self-expression, and self-direction on listening ability. It affected learning ability in order. For writing ability, it was found that it affects global activity, self-directed learning ability, self-expression ability, and learning attitude in order, and for speaking ability, it affects global activity, self-expression ability, learning attitude, and self-directed learning ability in order. In order to effectively teach and learn English, it is considered that learning methods and strategies should be developed in consideration of global activities, self-directed learning ability, self-expression ability, and learning attitude factors that have a significant influence on English ability. In addition, it suggests that in order to improve English proficiency such as reading, listening, speaking, and writing, the weight of consideration factors must be changed and it is necessary to apply effective teaching and learning methods.

대학생의 자기주도학습능력이 문제해결능력에 미치는 영향: 자기효능감의 매개효과를 중심으로

송유준,정기수 한국청소년학회 2017 청소년학연구 Vol.24 No.12

본 연구는 대학생을 대상으로 개인이 보유한 자기주도학습능력이 문제해결능력에 어떠한 영향을 미치는지를 알아보고, 자기주도학습력과 문제해결능력 관계에서 자기효능감의 매개효과를 알아보고자 검증하고자 하였다. 이를 위해대학생 261명을 대상으로 설문조사 방법에 의해 자료를 수집하였다. 결과를 요약하면 다음과 같다. 첫째, 자기주도학습능력이 문제해결능력에 미치는 영향에 있어서 자기주도학습능력의 하위요인인 자아인식과 학습전략은 유의미한 영향을 주는 것으로 나타났다. 둘째, 자기주도학습과 문제해결능력에 있어 자기효능감의 매개효과를 확인한 결과 자기주도학습능력은 자기효능감에, 자기효능감은 문제해결과 정적인 상관관계가 있음을 나타냈다. 이러한 결과를 종합해 볼 때, 문제해결능력을 향상시키기 위해서는 자기효능감을 고려하여 자기주도학습능력을 길러줄 수 있도록 교육과정을 운영하는 것이 효율적이라고 할 수 있다. The purpose of this thesis is to evaluate the following questions to improve problem solving competence. First, how self-directed learning ability of college students influences on problem solving competence? Second, how self-efficacy influences on self-directed learning ability and problem solving competence of college students? The questionnaire survey was carried out targeting on the enrolled students of University 'D' located in Seoul to perform the study and the answered 261 copies was used for this research and analysis. The results achieved from this study are as followings. First, it appeared that self-awareness and learning strategy that are the elements of self-directed learning had the positive influence on the effect of problem solving competence. Second, as the results of checking the mediated effect of self-efficacy regarding self-directed learning and problem solving competence, it could be recognized that self-directed learning ability has the positive correlation for self-efficacy and self-efficacy has that for problem solving competence. So, it was checked that the more effective improvement of problem solving competence can be induced when applying self-directed learning ability and self-efficacy to improve problem solving competence of college students.