Earticle

본 연구는 체육 교육에서 플립드 러닝과 경험 학습 이론이 학생들의 학습에 미치는 효과를 종합적으로 분석하는 데 목적을 두었다. 연구 방법으로 체계적인 문헌고찰을 통해 두 이론이 체육 교육에서 어떻게 적용되고 어떤 긍정적인 영향을 미치는지를 분석하였다. 연구 결과, 플립드 러닝은 학생들의 학습 성취도와 참여도, 자기주도 학습 능력 등을 향상 시키는 데 효과적이었으며, 경험 학습 이론은 실천적 학습 능력과 문제 해결 능력, 자기 성찰 능력 등을 증진시키는 데 기여하였다. 특히, 두 이론을 결합한 교육 모델은 학습 효과를 극대화하고 학생들의 전인적 성장 등을 도모하는 데 매우 효과적임을 확인하였다. 이러한 결과는 체육 교육뿐만 아니라 다양한 실습 중심 교과목에서의 교수-학습 방법 개선에 유용한 시사점을 제공한다.

The purpose of this study was to comprehensively analyze the effects of flipped learning and experiential learning theory on students' learning in physical education. As a research method, a systematic review was conducted to analyse how the two theories are applied in physical education and what positive effects they have. The results indicated that Flipped Learning effectively enhances students' academic achievement, participation, and self-directed learning skills, while Experiential Learning Theory contributes to the improvement of practical learning abilities, problem-solving skills, and self-reflection abilities. Notably, the combined educational model of these two theories was found to maximize learning outcomes and promote holistic development. These findings provide valuable insights for improving teaching and learning methods not only in physical education but also in various practice-oriented subjects.

Purpose: The goal of this study was to see how flipped learning affected nursing students in South Korea who were enrolled in a quit smoking intervention education program. The flipped learning-based quit smoking intervention education program was developed to help nursing students implement the intervention. Methods: This quasi-experimental study was conducted using a pretest-posttest design. A total of 52 nursing students, divided into experimental and control groups of 26 each, participated between November and December 2021. The experimental group was instructed in the flipped learning-based quit smoking intervention education program over six sessions. In accordance with flipped learning, each session was composed of pre-class, in-class, and post-class sections. Results: Compared to the control group, the experimental group showed improved beliefs about the health benefits of quitting smoking, as well as positive attitudes and self-efficacy from the quit smoking intervention. The experimental group experienced the greatest increase in student-centered activities and student participation through flipped learning. Conclusion: These results indicate that the flipped learning method was effective in quit smoking intervention education for nursing students. Therefore, it is worthwhile to consider that a quit smoking intervention education program based on flipped learning be included in the regular nursing curriculum.

Purpose: The purpose of this study was to develop website-based learning contents to activate voluntary monitoring and reporting of adverse drug reactions (ADRs) for clinical nurses and to verify their effectiveness. Method: Using a quasi-experimental control group pretest-posttest design with random allocation, a total of 60 nurses with more than 1 year of clinical experience were recruited from a university hospital in Seoul, Korea. A website was developed that provides learning contents including real cases and the latest drug-related knowledge, as well as video lectures. Knowledge on ADR monitoring, self-efficacy, ADR practice behavior, and medication performance ability were measured at 2 weeks after intervention. A small notebook for monitoring ADRs of nurses was given to the control group. Data were analyzed using descriptive statistics, the chi-squared test, and the independent t test using SPSS Statistics Software Version 21.0. Results: The scores of ADR monitoring knowledge, self-efficacy, and ADR monitoring practice in the experimental group significantly increased after the intervention compared with the control group (p < .05). However, there was no significant difference between the two groups in medication performance ability related to ADR monitoring. Conclusion: To spread a safety culture in which voluntary ADR monitoring and reporting is activated, it is necessary for clinical nurses to share and communicate ADR-related information and real cases through an open website.

Purpose: This study was performed to explore the effect of the delivery format on teaching presence, learning presence, and learning outcomes in distance learning of nursing students. Methods: A descriptive survey was conducted to understand teaching presence, learning presence, and learning outcomes depending on the delivery format of distance learning. Quota sampling methodology was used to recruit 295 nursing students from all over the country, and data collection was done from July 27 to September 10, 2020. The first delivery format for distance learning was synchronous learning in which communication between the instructor and students occurred simultaneously. The second delivery format was asynchronous learning in which prerecorded videos were provided and communication did not occur simultaneously. Results: In synchronous learning, teaching presence (especially direct facilitation) and learning presence (especially emotional expression) had a statistical significance that was higher than in asynchronous learning. However, in learning outcomes, there was no statistically significant difference. There were significant positive correlations between teaching presence, learning presence, and learning outcomes, and there were significant positive correlations. Conclusion: It can be suggested that learning outcomes can be improved if presence is improved in the distance learning environment based on the results of this study. It is necessary to add contact with nursing students and instructors to improve teaching presence in the asynchronous learning, and it is necessary to help students express their emotions to improve learning presence.

Objective To investigate the effects of high frequency (10 Hz) repetitive transcranial magnetic stimulation (rTMS) on visuospatial motor learning, stimulated on the premotor cortex in basal ganglia hemorrhage patients. Method Nine patients were randomized to receive real and sham rTMS. We subdivided into two groups according to the integrity of the corticospinal tract measured by diffusion tensor tractography. The implicit visuospatial learning paradigm composed of numbers 1 to 4, in which 12 sequential numbers (2-3-1-4-3-2-4-1-3-4-2-1) were incorporated randomly. We obtained the mean fraction anisotrophy (FA) and apparent diffusion coefficient (ADC) values from the corticospinal tract and subdividing into two groups by calculating the relative value (laterality %). Results rTMS on the premotor cortex was effective only in simple motor learning but not in visuospatial learning in group analysis. The primary motor cortex excitability after the premotor cortex stimulation has been changed significantly. Subdividing into two groups according to the integrity of the corticospinal tract using the ADC value, the low ADC value group showed significant reduction of the visuospatial response time. Conclusion High frequency rTMS on the premotor cortex was effective in simple motor learning and also in the group who maintained more integrity of the corticospinal tract in basal ganglia hemorrhage.

The purpose of this study is to investigate the memory enhancing effect and underlying molecular mechanism of arabinoxylan (AX), a major component of dietary fiber in wheat against scopolamine (SCO)-induced amnesia in Sprague-Dawley (SD) rats. Diverse behavior tests including Y-maze, Morris water maze, and passive avoidance tests were performed to measure cognitive functions. SCO significantly decreased the spontaneous alterations in Y-maze test and step-through latency in passive avoidance test, whereas increased time spent to find the hidden platform in Morris water maze test compared with the sham control group. In contrast, oral administration of AX (25 mg/kg and 50 mg/kg) effectively reversed the SCO-induced cognitive impairments in SD rats. Furthermore, AX treatment up-regulated the expression of brain-derived neurotrophic factor (BDNF) in the cortex and hippocampus via promoting activation of cAMP response element binding protein (CREB). Therefore, our findings suggest that AX can improve SCO-induced learning and memory impairment possibly through activation of CREB and up-regulation of BDNF levels, thereby exhibiting a cognition-enhancing potential.

This study was conducted to develop Web-based multimedia content that assists undergraduate students in a clinical practicum on adult nursing. The study examined whether students in the intervention group could obtain clinical knowledge and perform more effectively when encouraged to learn Web content as compared with students in the conventional group. Web-based multimedia content consisting of 13 learning modules was developed based on real patients' scenarios through collaboration among college professors. A total of 120 nursing students (74 for the intervention and 46 for the conventional groups) from two universities in G-city, who engaged in a 3-week long clinical practicum in the digestive and respiratory units of a university hospital, participated in the study. Students' knowledge, self-directed learning, and clinical performance ability were measured using self-administered questionnaires. Data for pre- and posttests were collected over a 2-month period, between May and June of 2009. Clinical knowledge and self-reported clinical performance scores were significantly higher in students using the Web-enhanced clinical practicum than in those in the conventional group. However, there was no significant difference in self-directed learning ability between the 2 groups. These results demonstrate that Web-based multimedia content can be an effective educational tool for enhancing students' clinical knowledge and performance.

Purpose: We examined the effect of dual-task and single-task training on serial reaction time (SRT) task performance to determine whether SRT is based more on motor or perception in a dual-task. Methods: Forty healthy adults were divided into two groups: the dual-task group (mean age, $21.8{\pm}1.6$ years) and the single-task group (mean age, $21.7{\pm}1.6$ years). SRT task was conducted total 480 trial. The four figures were presented randomly 16 times. A unit was set as 1 block that would repeat 10 times. Thus, there were a total of 160 trials for each of the three color conditions. The dual-task group performed an SRT task while detecting the color of a specific shape. The end of the task, subjects answered the specific shape number; the single-task group only performed the SRT task. The study consisted of three parts: pre-measurement, task performance, and post-measurement. Results: Differences of pre and post reaction time between two group was higher for the dual-task group as compared to the single task group and there was a significant interaction between time and group (p<0.05). Conclusion: Our results indicate that. short term period SRT is not quiet effective under dual-task conditions, individuals need additional cognitive processes to successfully navigate a task This suggests that dual-task training might not be appropriate for motor learning enhancement, at least when the training is over a short period.

Purpose: Since the COVID-19 pandemic, virtual simulation practice has been increasingly activated as an alternative to clinical practice in nursing colleges. This study aimed to provide basic data by confirming changes in self-efficacy and nursing knowledge in the virtual simulations of nursing students, and identifying virtual presence, virtual patient learning system evaluation (VPLSE), and practical satisfaction. Methods: This was a single-group pre-post quasi-experimental study. The subjects were 28 third-grade nursing students. Results: Self-efficacy and nursing knowledge increased significantly (p<.001). Virtual presence had a significant positive correlation with VPLSE) (p=.002) and practice satisfaction (p=.011). There was also a significant positive correlation between virtual simulation learning evaluation and practice satisfaction (p<.001). Conclusion: Based on these results, virtual simulation practice can be used with clinical practice as an educational method to improve nursing students' self-efficacy and nursing knowledge in nursing education. Virtual presence was confirmed as a significant variable to improve practice satisfaction and VPLSE. It is necessary to develop a virtual simulation program that can improve virtual presence through collaboration with virtual reality technology experts.

The purpose of this study was to explore the effects of problem-based learning (PBL) and a mobile application on self-directed learning and learner recognition in a college course. To achieve this, the study reviewed the literature and case studies on mobile technology and problem-based learning, identifying directions and strategies for course design, including three stages of using a mobile application to enhance interaction and communication. This approach was implemented in the class over the course of a semester. The results revealed that the course effectively promoted self-directed learning among learners. Additionally, a qualitative analysis of learners' experiences with the PBL course using the mobile application highlighted the need for efficient and highly accessible IT learning tools. It also indicated that individual data exploration and integration can be quite challenging. Therefore, it is essential to select and utilize appropriate IT learning tools and provide AI literacy training to enhance the technological capabilities of both learners and instructors. This will facilitate the use of various applications to boost learner participation, motivation, and interaction, thereby improving the effectiveness of classes that employ mobile applications based on PBL.

The purpose of this paper is to examine the use of mobile devices to prepare college freshmen for TOEIC vocabulary and their attitude toward the use of mobile devices for learning. To this end, 32 students enrolled in freshmen English elective courses were selected to experience M-learning of vocabulary. To measure their vocabulary increase and attitude towards M-learning, a pre-post vocabulary test was given and a pre-post attitude survey was conducted on the 32 participants. The findings are: A significant improvement was found in students’ vocabulary increase, and positive changes of the attitude was also noted in their pre-post survey comparison. The current study supports these positive effects are determined by the ubiquity and mobility as prime factors in using M-learning as found in Jung(2009). It also concurs with O(2014), in that after a semester of M-learning experience, students liked the current approach in accessibility to the learning contents anywhere anytime. However, to draw a definite conclusion for the causation of M-learning for these positive changes, a further study is suggested in a more controlled and independently paired inter-group comparison unlike the current single group pre-post comparison.

통번역학 연구자들이 학부 혹은 대학원에서 강의를 하는 영향으로 통번역학에서 통번역 교 육 관련 연구가 활발한 편이다. 하지만 연구 동향을 들여다보면 통번역교육 관련 연구에서 통 번역대학원 교육 관련 연구가 가장 많고 그에 이어 대학 통번역학과와 관련된 연구가 많다는 것을 알 수 있다. 이에 비해 외국어 전공 학부 통역 연구는 활발하지 않은 편이고 통번역학보 다 외국어 교육학 관점에서의 연구가 대부분이다. 본 연구는 통번역대학원과 달리 외국어 숙달도가 통역을 하기에 많이 부족하고 통역 수업도 적게 편성돼 있는 외국어 전공 학부생들에게 어떻게 거부감 없이 통역을 가르칠 수 있을지, 더 나아가 통역의 즐거움을 발견할 수 있게 할지에 대한 고민에서 시작됐다. 이에 외국어 중 에서도 영어 다음으로 가장 많이 개설돼 있는 중국어 관련 전공 학과에서의 통역 교육에 관해 연구했다. 코로나19 팬데믹 상황 가운데, 대학 수업이 온라인으로 전환이 되며 한 수업 당 50명~70명 의 학습 인원이 할당됐다. 본 연구 대상 강의는 ‘중국어 통역의 이론과 실제’라는 두 시간으로 구성된 교과목이다. 많은 학생 수와 교과목 명칭을 고려하여 줌을 이용한 화상 강의 방식으로 진행하되 1차시는 통역 이론을 중심으로 구성하고 2차시에는 관련 통역 실습을 편성했다. 일 반적인 통역 실습 과목이 전체 강의 가운데 첫 1차시 정도에만 통역 이론을 다루는 것과 달리 본 강의는 거의 매주 이론 강의 시간을 30분에서 40분 가량 할당했고, 지속적이고 다각적인 이론 강의를 통해 학부 통역 교육에서 통역 이론 교육의 효과를 탐구할 수 있었다. 본 연구의 연구 방법으로는 1학기에 편성된 같은 교과목은 2년 연속으로 강의하고 학습자를 대상으로 통역 이론 교육의 효과에 대해서 설문조사를 했고 모두 109명의 학습자가 설문에 응 답했다. 구체적으로는 이론에 대한 인식, 학습한 이론에 대한 선호도, 통역 이론 교육의 효과 로 나누어 설문했고, 통역 이론 교육의 효과는 다시 통역에 대한 메타 인지를 강화하는 효과, 통역사라는 직업에 대한 이해를 돕는 효과, 통역 스트레스를 완화하는 효과로 나누어 설문조 사를 하여, 학부 단계의 이론 수업의 역할과 효과에 대해서 탐색했다. 예비 연구 결과 통역 메타 인지와 통역사 직업 이해 면에서는 효과가 있다는 응답이 대다수였지만, 스트레스 완화 효과 면에서는 보통이라는 응답이 47%로 그렇다는 응답을 앞섰다. 수 업 시간 학습했던 이론들의 선호도를 조사한 결과 ‘기본 개념’, ‘직업 소개’, ‘통역의 종류와 특징’, ‘노트테이킹 방법’, ‘일반·의미통역 이론’, ‘사법·의료통역 이론’ 중 ‘일반·의미통역 이론’ 에 대한 선호도가 가장 낮았고, ‘노트테이킹 방법’에 대한 선호도가 42%로 가장 높아 학술적 인 내용보다 실용적인 이론을 선호하는 경향을 보였다.

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-leaner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on self regulated learning strategy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. We will show the validity of the model empirically. As result, most of the hypotheses except for H6 suggested in this model were accepted.

본 연구는 대학에 재학 중인 성인학습자를 대상으로 긍정심리자본과 학습몰입 간의 관계에서 학습참여동기의 매개효과를 검증하는 데 목적이 있다. 이를 위해 성인학습자 300명을 대상으로 설문조사를 실시하였으며, 응답이 불성실한 자료를 제외한 279명의 자료를 최종 분석에 활용하였다. 자료는 SPSS 29.0과 R 프로그램을 사용하여 분석하였다. 먼저 측정도구의 확인적 요인분석(CFA)을 실시하여 타당도를 검증하였으며, 주요 변인 간 상관분석을 실시하였다. 이어 회귀분석과 부트스트랩(5,000회)을 활용하여 학습참여동기의 매개효과를 검증하였다. 연구 결과, 첫째, 성인학습자의 긍정심리자본, 학습참여동기, 학습몰입은 서로 유의한 정적 상관관계를 보였다. 둘째, 학습참여동기는 긍정심리자본과 학습몰입 간의 관계에서 부분매개효과를 보이는 것으로 나타났다. 이는 성인학습자의 긍정심리자본이 학습몰입과 직접적으로 관련될 뿐 아니라 학습참여동기를 통해 간접적으로도 학습몰입에 관련됨을 의미한다. 본 연구 결과는 성인학습자의 학습몰입을 지원하기 위해 긍정심리자본과 학습참여동기를 함께 고려한 교육적 지원이 필요함을 시사한다.

The purpose of this study was to examine the mediating effect of learning participation motivation on the relationship between positive psychological capital and learning flow among adult learners enrolled in universities. A survey was conducted with 300 adult learners, and data from 279 respondents were included in the final analysis after excluding 21 insincere responses. The data were analyzed using SPSS 29.0 and R. Confirmatory factor analysis (CFA) was conducted to examine the validity of the measurement instruments, and correlation analysis was performed to identify the relationships among the major variables. In addition, mediation analysis was conducted using regression analysis and the bootstrap method with 5,000 resamples. The results were as follows. First, positive psychological capital, learning participation motivation, and learning flow were all significantly and positively correlated. Second, learning participation motivation was found to partially mediate the relationship between positive psychological capital and learning flow. These findings indicate that positive psychological capital is directly associated with learning flow and is also indirectly associated with learning flow through learning participation motivation. The findings suggest the need for educational support that considers both positive psychological capital and learning participation motivation in supporting learning flow among adult learners.

The purpose of this study is to investigate the effects of mobile-learning (m-learning) on EFL student satisfaction and performance. For this empirical study, a research model was proposed with hypotheses. For m-learning attributes, four variables were suggested: Mobility, Content Personalization, Interactivity, and Accessibility. In addition, Learning Supports mechanisms used as potential moderating factor was proposed in order to test whether this variable enhances the relationship between Satisfaction and Performance in English m-learning. the data were collected from actual m-learning EFL students. A total of 279 responses were analyzed to test the proposed hypotheses. Results show that all hypotheses were significantly supported, suggesting that m-learning attributes are crucial factors for increasing EFL learners’ satisfaction and performance. Furthermore, the relationship between Satisfaction and Performance is enhanced by the inclusion of various types of Learning Supports. Finally, academic and practical implications are discussed.

The paper considers an effect of washback that the TOEIC test has on undergraduate students. Despite the importance of testing on learning, previous studies examined the effect of washback by conducting survey-like experiments, rather than by directly observing test-takers’ performance on exams such as TOEIC or TOEFL. To overcome such methodological drawback, this paper studied the washback effect by implementing a web-based module of solving a subset of TOEIC questions and by evaluating students' performance at multiple time points during a semester. An experiment over a semester in a classroom at a university resulted in a positive effect of washback. The results confirmed that the preparation of TOEIC helped students increase their test score significantly. The finding implies that the methods of student response system can be effectively implemented for self-directed studies by undergraduates of varied degree of competence in the test.

본 연구는 성인학습자의 긍정심리자본과 삶의 만족 간의 관계에서 학습참여동기의 간접효과를 실증적으로 검증하는 것을 목적으로 수행되었다. 이를 위하여 2023년 9월 20일부터 10월 16일까지 2년제 및 4년제 대학에 재학 중인 만 25세 이상 성인학습자를 대상으로 설문조사가 실시되었으며, 총 346부의 유효 표본이 분석에 사용되었다. 수집된 자료는 PROCESS Macro Model 4를 활용하여 통계적으로 검증하였다. 분석 결과, 성인학습자의 긍정심리 자본은 학습참여동기와 삶의 만족 모두와 유의한 정적 상관관계를 나타내었으며, 학습참여동기는 긍정심리자본과 삶의 만족의 관계에서 간접효과를 갖는 것으로 확인되었다. 이러한 결과는 성인학습자의 삶의 만족 증진을 위해 긍 정심리자본이라는 심리적 자원의 강화와 함께 학습참여동기라는 교육적 동인의 촉진이 필수적임을 시사한다. 나아 가 본 연구는 성인학습자의 학업 성취와 심리적 안녕을 지원하기 위한 사회적 인프라 구축의 필요성을 강조하며, 고등교육 환경에서 성인학습자의 특성과 요구를 반영한 상담 및 지원 프로그램 개발을 위한 기초 자료를 제공한다.

This study examined the indirect effect of learning participation motivation in the relationship between positive psychological capital and life satisfaction among adult learners. A survey was conducted from September 20 to October 16, 2023, with participants aged 25 and older enrolled in two-year and four-year universities, yielding 346 valid responses. Data were analyzed using PROCESS Macro Model 4. Results showed that positive psychological capital was positively associated with both learning participation motivation and life satisfaction. Moreover, learning participation motivation demonstrated an indirect effect on the relationship between positive psychological capital and life satisfaction. These findings highlight that enhancing positive psychological capital as a psychological resource, together with fostering motivation for learning participation as an educational driver, is critical to improving life satisfaction in adult learners. The study further emphasizes the need for supportive social infrastructure and tailored educational interventions that facilitate not only academic achievement but also psychological well-being. Overall, this research provides practical implications and foundational data for designing counseling and support programs that address the unique characteristics and needs of adult learners in higher education contexts.

본 연구의 목적은 군 사이버대학인 e-Military U의 운영 특성이 학습만족도에 미치는 영향을 살펴보 고, 운영 특성과 학습만족도의 관계에서 자기주도 학습능력의 조절효과를 살펴보는 것이다. 이를 위해 독립변수인 군 사이버대학 운영 특성의 하위변인을 시스템특성, 콘텐츠특성, 관리특성, 내부조 직특성, 사용자특성으로 구분하고, 종속변수를 학습만족도로, 자기주도 학습능력을 조절변수로 설 정하여 분석하였다. 연구결과 첫째, 군 사이버대학의 시스템특성, 콘텐츠특성, 관리특성, 내부조직특 성, 사용자특성은 학습만족도에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 군 사이버대학의 특성이 학습만족도에 미치는 영향에 있어 자기주도 학습능력의 조절효과 검증 결과 콘텐츠특성과 사용자특성 변수에서만 자기주도 학습능력의 조절효과가 있는 것으로 나타났다. 본 연구결과 군 사이버대학 원격교육의 성공적인 운영을 위해서는 특정 영역이 아닌 전반적인 운영 역량의 향상과 더불어 학습자의 자기주도 학습능력 배양 노력이 필요하다는 시사점을 도출하였다.

The purpose of this study was to determine the effect of the operational characteristics of e-Military University, a military cyber university, on learning satisfaction, and to examine the moderating effect of self-directed learning ability in the relationship between operational characteristics and learning satisfaction. To this end, the sub-variables of the operational characteristics of e-Military University, which were independent variables, were classified into system, content, management, internal organization, and user, and the dependent variable was set as learning satisfaction and self-directed learning ability as a control variable. The result was as follows. First, it was found that the system, contents, management, internal organization, and user of the e-Military University had a positive effect on learning satisfaction. Second, as a result of verifying the moderating effect of self-directed learning ability in the effects of system, content, management, internal organization, and user on learning satisfaction of e-Military University, the self-directed learning ability was only affected by contents and user characteristics variables.

목적: 헤어커트 헤어커트 서비스러닝 교과목 수강생 46명을 대상으로 서비스러닝 학습경험이 학습만족도와 취업준비행동에 미치 는 영향을 분석하고자 한다. 방법: 수강생 46명을 대상으로 일반적 특성, 헤어커트 서비스러닝 학습경험, 학습만족도, 취업준비행 동 총 31문항으로 구성하여 설문하였으며, 수집된 자료는 SPSS 25.0 통계 프로그램을 사용하여 분석하였다. 결과: 기술통계 분석 결과 헤어커트 서비스러닝 학습경험은 평균 4.49점, 학습만족도는 평균 4.43점, 취업준비행동은 하위요인별‘자 기계발활동’이 평균 4.14점, ‘정보수집활동’이 평균 4.09점 순으로 나타났다. 상관관계 분석결과, 헤어커트 서비스러닝 학습경험은 학습만족도와 통계 적으로 유의미한 정(+)의 상관관계가 있는 것으로 나타났고(p<0.001), 취업준비행동의 하위요인별 자기계발활동, 정보수집활동과 도 통계적으로 유의미한 정(+)의 상관관계가 있는 것으로 나타났다(p<0.05). 또한 학습만족도는 취업준비행동의 하위요인별 자기 계발활동, 정보수집활동과도 통계적으로 유의미한 정(+)의 상관관계가 있는 것으로 나타났다(p<0.05). 연구가설을 검증한 결과, 헤 어커트 서비스러닝 학습경험이 높을수록 학습만족도도 높아지는 것으로 볼 수 있다. 헤어커트 서비스러닝 학습경험이 높을수록 취 업준비행동의 하위요인인 자기계발활동, 정보수집활동도 높아지는 것으로 볼 수 있다. 학습만족도가 높을수록 취업준비행동의 하 위요인인 자기계발활동, 정부수집활동도 높아지는 것으로 볼 수 있다. 결론: 헤어커트 서비스러닝 교과목의 학습경험이 높을수록 학습만족도도 높아지며, 취업준비행동도 높아지고, 학습만족도가 높을수록 취업준비행동도 높아지는 것으로 확인되어 다양한 전공 영역 교과목에서 서비스러닝 개발하여 적용될 필요가 확인되었다.

Purpose: This study analyzes the impact of service-learning experience on learning satisfaction and employment preparation behavior of students enrolled in a haircut service-learning course. Methods: Participants included 46 students who were surveyed with 31 questions on general characteristics, haircut service-learning experience, learning satisfaction, and employment preparation behavior. The collected data were analyzed using the SPSS 25.0 statistical program. Results: According to the descriptive statistics analysis, the average score of haircut service-learning experience was 4.49, the average score of learning satisfaction was 4.43, and the average score of employment preparation behavior for each subfactor was 4.14 for “self-development activities” and 4.09 for “information gathering activities”. Correlation analysis results showed that haircut service-learning experience had a statistically significant positive (+) correlation with learning satisfaction (p<0.001), and a statistically significant positive (+) correlation with self-development activities and information gathering activities as sub-factors of employment preparation behavior (p<0.05). Furthermore, learning satisfaction was found to have a statistically significant positive (+) correlation with self-development activities and information gathering activities as subfactors of employment preparation behavior (p <0.05). The verification of the hypothesis showed that the higher the haircut service-learning experience, the higher the learning satisfaction, and the higher the self-development activities and information gathering activities, which are the subfactors of employment preparation behavior. Conclusion: It was confirmed that the higher the learning experience of a haircut service-learning course, the higher the learning satisfaction, and the higher the employment preparation behavior, and the higher the learning satisfaction, the higher the employment preparation behavior. Thus, it is necessary to develop and apply service-learning in various major areas.

目的: 本研究分析服务学习经历对参加理发服务学习课程的学生的学习满意度和就业准备行为的影响。方法: 以 46名学生为研究对象，进行31个问卷调查，内容涵盖一般特征、理发服务学习经历、学习满意度、就业准备行 为等，并使用SPSS 25.0统计软件对收集到的数据进行分析。结果: 描述性统计分析显示，理发服务学习经历的 平均得分为4.49，学习满意度的平均得分为4.43，就业准备行为各子因素的平均得分分别为“自我发展活动”4.14 和“信息收集活动”4.09。相关性分析结果显示，理发服务学习经历与学习满意度呈显著正相关(p <0.001)，与就 业准备行为子因素“自我发展活动”和“信息收集活动”呈显著正相关(p <0.05)。此外，学习满意度与就业准备行为 子因素“自我发展活动”和“信息收集活动”呈显著正相关(p <0.05)。假设验证表明，理发服务学习经历越高，学习 满意度越高，就业准备行为子因素“自我发展活动”和“信息收集活动”的参与度也越高。结论: 证实了理发服务学 习课程的学习经历越高，学习满意度越高，就业准备行为也越高。学习满意度越高，就业准备行为也越高。因 此，有必要在各专业领域开展和应用服务学习。