The development of information and communication technology has led to change in today's modern society with various names, such as knowledge, information society, internationalization society, and especially, the development of distance education without time and space restrictions. With the development of distance education, problems of dropouts and incompleteness of learners who are constantly in trouble are emerging as and they must be solved. Therefore, in this study, log data (regularity of learning start interval, total number of learnings and total learning time) and personal background data (courses experience, education experience, gender and age) accumulated in the web through learning management system (LMS) in a distant education environment. The purpose of this study is to analyze the effect of age and educational experience on the total scores that determine completion (more than 60 points) and incompleteness (less than 60 points). The study was carried out with data from 1,130 learners of distance learning centers, which were conducted for a total of 16 weeks. Data was extracted and analyzed based on learning analysis, and the results were as follows: First, among the log data, it was found that the total learning time and number of learning had significant effects on the total score. As the number of access to the LMS increased, the learning time and total score increased. Second, among personal background data, age was found to have a significant effect on the total score. It was concluded that the probability of completing the study, i.e, the probability of completing the study, increases as age increases, so the purpose of learning becomes more apparent. The data used in this study was used when a learner started signing up for LMS for learning and collected the consent in advance with the consent of the personal information agreement.
This study aimed at determining the structural relationships among instructional quality factors of system, service·operational, interface, and content qualities, learning satisfaction, and academic achievement in distance lifelong learning centers authorized by the Korean government. A survey of 315 students who had completed a semester-long distance courses was conducted. Based on the results of structural equation modeling, it was found that the system and content qualities affected the learning satisfaction and the service·operational and interface qualities did not. Regarding the academic achievement, the effects of the service·operational and content qualities were significant but those of the system and interface were not. The learning satisfaction was not found to influence the academic achievements. Finally, the
The objective of this study is to develop a sense of global community among young people and to lay the foundation for growth with desirable qualities and capabilities as members of a global civil society. The interpersonal competency was selected to conduct the study. The subjects of this study were high school students in K city located in Gyeonggi-do and analyzed how the gender, academic performance, parents' educational background, conversation time with parents, and participation in international cooperation activities affect global citizenship. Study subjects were a total of 248 high school students. Survey was selected as the study method. Collected questionnaires were subjected to descriptive statistical analysis and correlation analysis using IBM SPSS (Statistical Package for the Social Science) 21 program, Student’s t-test, and one-way analysis of variance (ANOVA). As a result of the analysis, first, it was found that female students had more influence than male students according to gender in global competency, and conversation time with parents was also found to have a significant effect. Second, in terms of self-competence, it was found that students who had experience in international cooperation had more influence than students who did not have experience in international cooperation. Lastly, in interpersonal competency, according to gender, female students were found to have more influence than male students, and conversation time with parents was also found to have a significant effect. Based on the results of this study, it is hoped that in the future, young people will participate in activities that cooperate with the world beyond regional and national identities, thereby providing a framework for recognizing and implementing their attitudes toward responsibility at the global level.
The purpose of this study was to investigate on self-understanding, self-direction, learning competency, and problem-solving ability of college freshmen, and to investigate the structural relationship between these variables. This study also aims to analyze the influence of selfunderstanding on problem solving ability and to verify the mediating effect of self-direction and learning competency in the relationship between these two variables. In this study, descriptive statistics analysis was performed to confirm the normal distribution of variables. The correlation between the variables was confirmed through correlation analysis. Subsequently, the fitness was analyzed through confirmatory factor analysis, and the total effect, direct effect, and indirect effect between each variable were finally verified. To this end, a survey was conducted with 2,860 freshman students; regarding gender, there were 1,464 male students (51.2%) and 1,396 female students (48.8%). There were 1,229 (43.0%) students in science and engineering, 1,105 (38.5%) in humanities and social sciences, and 526 (8.4%) in art and physical education. The main analysis results are as follows. First, it was found that the self-understanding of college freshmen had a significant positive (+) effect on problem solving ability. Second, regarding the relationship between self-understanding and problemsolving ability in college freshmen, self-direction and learning competency were both found to have positive (+) mediating effects. Third, it was found that the parameter of self-direction had a positive (+) effect on learning competencies, and thus the double-mediated effect of the relationship between self-direction and learning competencies of college freshmen and their problem-solving ability was revealed.
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