Earticle

본 연구는 보건계열 대학생의 스마트폰 과다사용이 주의력결핍, 학습환경과 학습지연행동에 미치는 융합 적 영향을 파악하고자 2017년 3월 6일부터 6월 12일까지 부산광역시 보건계열 255명의 대학생을 대상으로 설문조 사를 실시하였다. 스마트폰 사용 특성에 따른 스마트폰 과다사용정도, 주의력결핍, 학습환경, 학업지연행동 정도는 스마트폰의 하루 사용시간, 스마트폰 중독 인식과 수업시간 개인사용 경험에 유의한 결과를 보였다(p<0.001). 스마 트폰 과다사용은 주의력결핍(r=0.870, p<0.01), 학습환경(r=0.812, p<0.01), 학업지연행동(r=0.772, p<0.01)과 정적 상관을 보였고, 주의력결핍은 학습환경(r=0.918, p<0.01), 학업지연행동(r=0.798, p<0.01)과 정적 상관을 보였다. 학 습환경은 학업지연행동(r=0.777, p<0.01)과 정적 상관을 보였다. 스마트폰 과다사용이 미치는 영향요인은 주의력결 핍(p<0.001), 학업지연행동(p<0.01)순으로 나타났다. 따라서 스마트폰 중독예방과 올바른 스마트폰 사용으로 보건 계열 대학생의 건강한 학습환경 조성이 이루어져야 할 것이다.

The purpose of the study is to investigate the convergence influence of excessive smartphone use on attention deficit, learning environment, and academic procrastination in health college students. A self-reported questionnaire was completed by 255 college students in Busan drom March 6 to June 12, 2017. The degree of smartphone overuse, lack of attention, learning environment, and academic procrastination according to smartphone use characteristics showed significant effects on the time spent on smartphones per day, awareness of smartphone addiction, and personal use of smartphones during class time (p<0.001). It was shown that smartphone overuse was positively correlated with attention deficit (r=0.870, p<0.01), learning environment (r=0.812, p<0.01), academic procrastination (r=0.772, p<0.01), and attention deficit showed a positive relationship with learning environment (r=0.918, p<0.01) and academic procrastination (r=0.798, p<0.01) Learning environment was positively correlated with academic procrastination (r=0.777, p<0.01). The influence factors of smartphone overuse were attention deficit (p<0.001), followed by academic delay behavior (p<0.01). It is necessary to establish a healthy learning environment through prevention and proper use of smartphone.

본 연구는 2025년 4월 르완다 Rwanda Coding Academy(RCA)에서 실시된 교사 리 더십 연수 사례를 바탕으로 연수 경험이 교사 개인의 인식 변화와 학교 조직문화 전환 을 어떻게 촉발하며 이러한 변화가 UNESCO 「ESD for 2030」의 5대 우선 행동영역과 어떠한 관계 구조를 형성하는지를 실증적으로 분석하였다. 연구방법은 연수에 참여한 교사 7인의 심층 인터뷰 자료를 단일사례 질적 연구로 진행하였으며 주제 중심 분석기 법을 활용하여 분석하였다. 분석 결과, 첫째, 교사들은 권위적 리더십에서 상호작용·협 력 중심 리더십으로 전환하여 교육자 정체성과 목적의식을 재구성하였다(교육자 역량 강화). 둘째, 민주적 의사결정과 신뢰 기반 협력 문화가 강화되면서 학교 거버넌스와 학습환경의 구조적 전환이 나타났다(정책 추진·학습환경 전환). 셋째, 학습자를 능동적 주체로 인식하고 형평성·포용성·성평등 가치를 실천하려는 태도가 강화되며 학습자 경험과 공동체 가치의 확장이 확인되었다(청년 역량 강화·지역사회 실천). 이러한 연구결 과는 교사 리더십이 단일 역량 향상에 머무르지 않고 지속가능발전교육의 5대 우선 행 동영역이 각각 연결·순환시키는 통합적 실천 메커니즘으로 작동함을 보여준다. 나아가 본 연구는 개발도상국 교육 맥락에서 교사 리더십의 관계적·과정적 효과를 실증함으로 써, 교사 리더십 연구와 지속가능발전교육의 실행 연구를 연결하는 이론적·실천적 시사점을 제공한다.

This study empirically examines how participation in a teacher leadership training program conducted in April 2025 at Rwanda Coding Academy (RCA) in Rwanda catalyzed changes in individual teachers’ perceptions and transformations in school organizational culture, and how these changes are structurally related to the five Priority Action Areas of UNESCO’s ESD for 2030 framework. Employing a single qualitative case study design, the research analyzed in-depth interview data collected from seven teachers who participated in the training program. The data were examined using a thematic analysis approach. The findings reveal three key patterns. First, teachers transitioned from authoritarian leadership orientations toward interactional and collaborative forms of leadership, thereby reconstructing their professional identity and sense of educational purpose (capacity-building of educators). Second, the strengthening of democratic decision-making processes and trust-based collaborative cultures led to structural transformations in school governance and learning environments (policy enactment and learning environment transformation). Third, teachers increasingly recognized learners as active agents and demonstrated a stronger commitment to equity, inclusion, and gender equality, resulting in an expansion of learner experiences and community-oriented values (youth empowerment and community engagement). These findings indicate that teacher leadership functions not merely as the enhancement of individual competencies, but as an integrated and dynamic practice mechanism that connects and circulates across the five Priority Action Areas of ESD. Furthermore, by empirically demonstrating the relational and process-oriented effects of teacher leadership within a developing country context, this study offers both theoretical and practical implications that bridge teacher leadership research and studies on the implementation of Education for Sustainable Development.

본 연구는 2025년 4월 르완다 Rwanda Coding Academy(RCA)에서 실시된 교사 리더십 연수 사례를 바탕으로 연수 경험이 교사 개인의 인식 변화와 학교 조직문화 전환 을 어떻게 촉발하며 이러한 변화가 UNESCO 「ESD for 2030」의 5대 우선 행동영역과 어떠한 관계 구조를 형성하는지를 실증적으로 분석하였다. 연구방법은 연수에 참여한 교사 7인의 심층 인터뷰 자료를 단일사례 질적 연구로 진행하였으며 주제 중심 분석기 법을 활용하여 분석하였다. 분석 결과, 첫째, 교사들은 권위적 리더십에서 상호작용·협 력 중심 리더십으로 전환하여 교육자 정체성과 목적의식을 재구성하였다(교육자 역량 강화). 둘째, 민주적 의사결정과 신뢰 기반 협력 문화가 강화되면서 학교 거버넌스와 학습환경의 구조적 전환이 나타났다(정책 추진·학습환경 전환). 셋째, 학습자를 능동적 주체로 인식하고 형평성·포용성·성평등 가치를 실천하려는 태도가 강화되며 학습자 경 험과 공동체 가치의 확장이 확인되었다(청년 역량 강화·지역사회 실천). 이러한 연구결 과는 교사 리더십이 단일 역량 향상에 머무르지 않고 지속가능발전교육의 5대 우선 행 동영역이 각각 연결·순환시키는 통합적 실천 메커니즘으로 작동함을 보여준다. 나아가 본 연구는 개발도상국 교육 맥락에서 교사 리더십의 관계적·과정적 효과를 실증함으로 써, 교사 리더십 연구와 지속가능발전교육의 실행 연구를 연결하는 이론적·실천적 시 사점을 제공한다.

This study empirically examines how participation in a teacher leadership training program conducted in April 2025 at Rwanda Coding Academy (RCA) in Rwanda catalyzed changes in individual teachers’ perceptions and transformations in school organizational culture, and how these changes are structurally related to the five Priority Action Areas of UNESCO’s ESD for 2030 framework. Employing a single qualitative case study design, the research analyzed in-depth interview data collected from seven teachers who participated in the training program. The data were examined using a thematic analysis approach. The findings reveal three key patterns. First, teachers transitioned from authoritarian leadership orientations toward interactional and collaborative forms of leadership, thereby reconstructing their professional identity and sense of educational purpose (capacity-building of educators). Second, the strengthening of democratic decision-making processes and trust-based collaborative cultures led to structural transformations in school governance and learning environments (policy enactment and learning environment transformation). Third, teachers increasingly recognized learners as active agents and demonstrated a stronger commitment to equity, inclusion, and gender equality, resulting in an expansion of learner experiences and community-oriented values (youth empowerment and community engagement). These findings indicate that teacher leadership functions not merely as the enhancement of individual competencies, but as an integrated and dynamic practice mechanism that connects and circulates across the five Priority Action Areas of ESD. Furthermore, by empirically demonstrating the relational and process-oriented effects of teacher leadership within a developing country context, this study offers both theoretical and practical implications that bridge teacher leadership research and studies on the implementation of Education for Sustainable Development.

학습 환경은 단순한 교실 그 이상으로 학생들이 안전하다고 느끼고 지식을 공유하는데 도움을 받을 뿐만 아 니라 주변 환경에서 영감을 받을 수 있는 공간이다. 본 논문에서는 학습 공간 혁신을 통해 교사가 가르치는 방 식과 학생들의 수업 참여를 장려하고 탐구하며, 학생들 간의 커뮤니티 및 다양성을 지원하는 긍정적이고 건설적 인 피드백을 제공하여 학생들의 학습에 영향을 주는 수업 사례를 기술하였다. 수업은 2022년 3월부터 12월 초까 지 J교육대학교 1학년 신입생들을 대상으로 1년 동안 진행하였다. 1학기 수업은 교수자 중심과 학습자중심으로, 개별 프로젝트를 진행하였으며, 2학기 강의는 팀기반 학습자 중심 수업을 진행하였다. 이러한 수업을 통해 교사 와 학생간의 역할을 바꾸어 가는 과정을 경험하였다. 효과적인 학습 환경은 아름다운 공간 이상의 것임을 알 수 있었다. 학습 환경은 시간이 지남에 따라 변화해야 하며, 학생의 요구를 충족하기 위해 지속적으로 확장되어야 한다. 따라서 교사는 학습 환경을 지속적으로 최적화하여 학생들이 교육 목표를 달성하도록 도울 준비가 되어있어야 한다.

A learning environment is more than just a classroom. It’s a space in which students feel safe and shared in their pursuit of knowledge, as well as inspired by their surroundings. But there's more than just aesthetics at play in an effective learning environment. In this paper, we describe the way teachers teach through learning space innovation. They can help influence student learning by encouraging student engagement, exploring students' participation in class, and providing positive and constructive feedback that supports community among peers, and diversity. Classes were conducted for one year from March to early December 2022 for freshmen of J National University of Education, with individual projects centered on instructors and students in the first semester and team-based learner-centered classes in the second semester. Through these lessons, we experienced the process of changing roles between teachers and students. It was found that there’s more than just aesthetics an effective learning environments. The learning environment must change over time and can continue to expand to meet student needs, allowing teachers to continually optimize their learning environment to help students meet their educational goals.

본 논문은 글로벌 시대를 살아가는 외국어 학습자들의 학습환경에서 IT기술과 학습콘텐츠의 개발을 통해 사용자 성향별 맞춤 콘텐츠를 제작하는 방법론에 대한 연구이다. 전 세계의 다양한 외국어 학습자들이 모바일기기와 모바일학습콘 텐츠를 활용하여 다양한 분야의 학습활동을 하고 있으며 외국어학습이 대표적인 모바일 학습분야의 하나라고 볼 수 있다. 제시된 외국어학습콘텐츠 구성은 학습자의 모국어 음성·문자 텍스트를 기반으로 정보수집 및 콘텐츠 제작의 과정을 거쳐 사용자의 성향별 학습콘텐츠를 구성하는 방법을 제시하였다. 이는 학습자의 학습활동이 실제사용환경과 최대한 유사하게 만들어서 학습과 실제사용에 차이점이 없도록 콘텐츠를 구성하여 학습 후 시행착오를 거쳐 올바른 사용 순서로 이루어지는 기존의 학습방법과 차이를 보여준다. 또한 학습자 개인의 선호 어휘·문맥을 콘텐츠화하여 학습에 사용하므로 학습콘텐츠와 개인성향의 일치를 이루어 학습의 이질감을 최대한 줄여주는 역할을 할 수 있다. 본 연구 내용을 토대로 학습자의 모국어 어휘·문맥 분석 및 텍스트화 과정에 대한 추후 연구가 필요하다.

This paper is a study on the methodology of making customized contents according to user 's tendency through the development of learning contents utilizing IT. A variety of learners around the world use mobile devices and mobile learning contents to conduct their learning activities in various fields, and foreign language learning is one of the typical mobile learning areas. Foreign language learning contents suggested in this study is constructed based on the learner’s verbal and text information in accordance with the user’s vocal tendency. It is necessary to find out a suitable method to translate the user's native language text into the target language and make it into user friendly content.

본 논문은 오늘날의 외국어 학습환경의 변화에 따른 학습환경 개선 방안에 대한 실효성 있는 학습 시스템의 개발에 중점을 두고 있다. 현대 사회가 제공하는 다양한 외국어학습정보들 중에서 학습자 개인에게 특화된 학습정보 와 콘텐츠만을 검색 및 추출하여 사용자 맞춤형 정보의 제공으로 학습 효율성을 증가시키는 효과를 가져 올 수 있다. 제안 시스템은 클라우드 기반의 빅데이터를 활용하여 사용자 맞춤형 학습정보를 제공하여 외국어 학습자에게 제공 되는 정보의 활용성을 증대하는데 그 목적이 있다. 제안 시스템은 온라인과 오프라인 상의 다양한 학습정보 및 콘텐 츠를 수집하여 클라우드에 저장하여 시공간적인 제약사항을 최소화하고 사용자의 개인정보, 수준, 관심사 등을 파악 하여 사용자의 요구사항에 적합한 정보만을 추출하여 최적의 학습정보를 제공한다. 그 결과 사용자는 학습정보검색 에 필요한 시간을 단축시킬 수 있고 수준에 맞는 학습정보만을 제공받음으로 인해서 학습의 효율성이 증가할 수 있을 것이다.

This paper discusses the possibility of enhancing the efficiency in Second Language Learning with the help of an educational information and content search system that utilizes a Cloud system based Big Data. The proposed system plays a role in tracing the exact information that user request considering the interest, level, and aptitude of each individual. Also, the system screen outs unnecessary learning materials if they do not correspond to the user level which in result is one of the key factor in the proposed system. Since it requires multiple steps of verification in providing the extracted results finding out a way to reduce the steps to shorten the time of process.

본 연구는 대학생의 진로교육을 활동중심으로 구현할 수 있는 웹기반 인터페이스를 설계하는 것을 목적으로 하고 있다. 연구목적의 실현을 위하여 래피드프로토타이핑에 의하여 웹 인터페이스 초안을 설계하고 이를 전문 가에게 검토 받아 설계안을 확정하도록 하였다. 전체적인 설계방향은 첫째, 진로교육의 활동 순서는 체계적 액 션러닝의 순서에 준하여 실행한다. 둘째, 학습의 순환이 발생할 수 있도록 선순환 구조로 설계한다. 두 가지 큰 설계 방향에 따라 구안된 인터페이스는 학습환경 플랫폼 위에 자기이해, 타인이 보는 나 찾기, 직업세계 알기, 진로결정하기, 진로실행 계획하기, 활동설계하기, 개인, 공동 평가 및 성찰하기 등의 단계가 상호작용성이 강한 위키 및 웹 2.0의 설계 방식에 따라 구현될 수 있도록 설계하였다. 이와 같은 연구결과를 통하여 대학 현장에서 학습자들의 활동을 중심으로 한 경험 중심의 진로교육을 구현할 수 있을 뿐만 아니라 웹을 기반으로 하여 진로 교육에의 접근성을 높일 수 있을 것으로 기대한다.

This study was designed to implement Activity-Orientated Career Education for college students, using the web-based interface. A draft web interface was designed by Rapid Prototyping and was thereafter taken to experts to review and determine the designs, in order to achieve the purpose of the study. Firstly, the sequence of activities of career education was run in accordance with the systematic order of Action Learning, in order to understand the overall design direction. Secondly, the design of the study may result in virtuous cycle-to-cycle. According to two major design directions, on the learning environment platform, the interface consisted of, knowing who I am; knowing who others think I am, knowing the job world; career decisions; career action plans; action planning; individual and co-evaluation; reflection; etc. These steps were designed to be implemented in ac-cordance with strong interactivity of Wiki and Web 2.0 designs. This study was able to implement career education experiences centered around the activities of students at university, as well as experts, in order to increase the accessibility of Career Based Education on the web.

Purpose: It is essential to ensure the readiness for practice among undergraduate nursing students since the purpose of such education is to cultivate competent nurses who deliver high-quality and safe nursing. Astin's theory of student involvement suggests that this is affected by their personal factors and learning environment. Methods: We conducted a cross-sectional study between November 16, 2020 and December 21, 2020 which examined personal factors and aspects of the clinical learning environment among senior nursing students (n ¼ 838) enrolled across 54 nursing schools in Korea. The participants were asked to fill out a self-administered online survey, which assessed demographic characteristics, self-esteem, depression, work-life balance, clinical learning environment, anxiety during clinical practicum, and readiness for practice. Readiness for practice was measured using the Casey-Fink Readiness for practice survey. We used structural equational modeling to test our hypothetical model. Results: The nursing students' readiness for practice was significantly affected by their self-esteem, work-life balance satisfaction, and clinical learning environment. Anxiety during clinical practicum directly influenced their readiness for practice. Conclusion: Increasing self-esteem and work-life balance satisfaction, and improving their clinical learning environment by providing sufficient educational and clinical support, could help facilitate the transition from nursing schools to real-world practice for nursing students.

Purpose: The aim of this study was to explain the experiences of Iranian nursing students regarding their clinical learning environment (CLE). Methods: Twenty-one nursing students participated in this qualitative study. Data were collected using semistructured interviews and analyzed using conventional content analysis. Results: Analysis of interviews identified six categories: educational confusion, absence of evaluation procedures, limited educational opportunities, inappropriate interactions with nursing staff, bullying culture, and discrimination. Systematic and consistent methods were not used in clinical education and evaluation of nursing students. In addition, there were inadequate interactions between nursing students and health-care staff, and most students experienced discrimination and bullying in clinical settings. Conclusion: Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified.

This study intended to evaluate the viability of cyber education in terms of learning satisfaction and learning achievement. The study integrated two research streams such as social presence model and learning environment model. Where the learning environment model emphasizes the components of learning aids, social presence model considers more deeply the relationships among peers and with instructors. These two research streams have been considered relatively independently. The study integrated these ideas and measured their reliabilities and validities. The results demonstrate that the two constructs are relevantly independent and both of these constructs are very important considerations for the success of cyber education. The study concludes that cyber education 2.0 requires more social presence factors than the learning environment factors such as technological development or new equipments.

This study investigates the impact of Online Interactive Learning Environments (OILE) integrated with AI technologies on students' English Language Learning (ELL) skills, specifically focusing on reading, writing, speaking, and listening. The research involved 50 English major students, divided into control and intervention groups, and utilized AI-assisted tools such as WhatsApp Groups, Google Documents, ELSA Speak, and Zoom to enhance interactive and personalized learning experiences. The results demonstrated significant improvements across all assessed areas, indicating the effectiveness of these interventions. The data revealed notable enhancements in reading comprehension, writing development, speaking proficiency, listening comprehension, vocabulary acquisition, and pronunciation accuracy. This study highlights the potential of AI-assisted OILE to create engaging, interactive, and personalized learning environments that foster active student participation and improve overall language proficiency. These findings contribute to the ongoing global discourse on the role of artificial intelligence in education, offering practical implications for educators, curriculum designers, and policymakers who aim to transform traditional EFL classrooms into dynamic interactive learning spaces. Future research should focus on optimizing these technologies to address specific skill deficits and to enhance the efficacy of AI-assisted language learning.

Studi ini menyelidiki dampak Lingkungan Pembelajaran Interaktif Daring (OILE) yang terintegrasi dengan teknologi AI terhadap keterampilan Pembelajaran Bahasa Inggris (ELL) siswa, khususnya berfokus pada membaca, menulis, berbicara, dan mendengarkan. Penelitian ini melibatkan 50 mahasiswa jurusan Bahasa Inggris, dibagi menjadi kelompok kontrol dan intervensi, dan memanfaatkan perangkat berbantuan AI seperti Grup WhatsApp, Google Documents, ELSA Speak, dan Zoom untuk meningkatkan pengalaman belajar yang interaktif dan personal. Hasilnya menunjukkan peningkatan yang signifikan di semua area yang dinilai, yang menunjukkan efektivitas intervensi ini. Data menunjukkan peningkatan yang signifikan dalam pemahaman membaca, pengembangan menulis, kemahiran berbicara, pemahaman mendengarkan, penguasaan kosakata, dan akurasi pengucapan. Studi ini menyoroti potensi OILE berbantuan AI untuk menciptakan lingkungan belajar yang menarik, interaktif, dan personal yang mendorong partisipasi aktif siswa dan meningkatkan kemahiran berbahasa secara keseluruhan. Temuan ini berkontribusi pada wacana global yang sedang berlangsung tentang peran kecerdasan buatan dalam pendidikan, menawarkan implikasi praktis bagi para pendidik, perancang kurikulum, dan pembuat kebijakan yang bertujuan untuk mengubah ruang kelas EFL tradisional menjadi ruang belajar interaktif yang dinamis. Penelitian di masa mendatang sebaiknya berfokus pada pengoptimalan teknologi-teknologi ini untuk mengatasi kekurangan keterampilan tertentu dan meningkatkan efektivitas pembelajaran bahasa yang dibantu AI.

"Responsive Learning Environment in the Gifted and Talented Classroom". 22.2 (2012) Adaptive and responsive classroom environments play a profound role in learning outcomes of general education students, let alone gifted and talented education students (GATE). Gifted students have pronounced individuality and educators must plan for their unique educational needs. This study is based on survey responses from GATE class teachers in the U.S. Based on their judgment, four suggestions are made. One is the Responsive Learning Environment Model (RLEM), which means that the physical learning environment is the foundation of all learning environments. The other is that students' seating arrangements are an important element of the physical learning environment and should be changed on a regular basis in the GATE classroom. Another is to integrate school curriculum with technology based on its pedagogic effectiveness. The last is to provide cooperative learning experiences for the gifted students.

Can advances in information technology be utilized to provide access to educational resources in rural environments to help in the development of a country? Most developing countries are characterized by a large youth population and struggle to find the resources to provide basic education beyond primary school. This is true in Belize where students in rural schools often lack access to well-trained subject experts, score lower on national exams, and enroll in secondary schools at a lower rate than urban students. Utilizing mobile Internet technologies, students living without electricity can now access the same educational resources as privileged urban students. This article describes a field experiment designed to focus on learning outcomes as measured by students’ cognitive ability, self-efficacy and motivation. It compares a self-organized learning environment with one enhanced by self-regulated strategies, through a quasi-experimental design. Our results show significant improvement in students’ cognitive ability and self-efficacy.

본 연구는 간호학과 학생들의 임상학습환경 인식, 폭력경험, 직업정체성을 평가하고 임상학습환경 인식 이 폭력경험과 직업정체성의 관계에서 매개 효과를 가지는지를 파악하고자 수행되었다. 이 연구는 기존 에 설문 조사된 자료를 이차 분석하는 연구이다. 2019년 11월 15일부터 11월 27일까지 간호학과 3곳에서 4학년 학생들을 대상으로 수집된 자료 총 515건을 활용하여 이차 분석하였다. 자료분석은 SPSS 25.0와 Hayes의 PROCESS macro 3.4.1을 활용하여 분석하였다. 연구결과, 폭력경험이 직업정체성에 미치는 직접 효과가 유의한 것으로 나타났으며, 폭력경험이 직업정체성에 미치는 영향관계에서 임상학습환경 인식의 매개효과가 통계적으로 유의한 것으로 나타났다. 또한 폭력경험이 직업정체성에 미치는 전체 영향 중 33.3%는 임상학습환경 인식을 통한 간접효과에 의한 것으로 확인되었다. 이러한 결과는 간호 교육자들이 간호학과 학생들의 직업정체성을 높이기 위해 임상실습 과정에서 학생들이 폭력경험에 노출되지 않도록 하는 것이 필요하며, 임상학습환경의 개선을 통해 폭력경험을 줄이고 직업정체성을 향상시킬 수 있다는 것을 보여준다.

This study aimed to investigate nursing students’ perceived clinical learning environment, violence experience, and vocational identity, and to examine the mediating effect of the perceived clinical learning environment on the relationship between violence experience and vocational identity. A secondary data analysis was conducted using survey data collected from fourth-year nursing students enrolled in three nursing colleges during November 15-27, 2019. Statistical analyses were performed using SPSS 25.0 and Hayes’ PROCESS macro version 3.4.1. The findings revealed a significant direct effect of violence experience on vocational identity. The perceived clinical learning environment significantly mediated the relationship between violence experience and vocational identity, accounting for 33.3% of the total effects. These findings underscore the importance of protecting nursing students from violence during clinical practicums to enhance their vocational identity development through a positive clinical learning environment. Future research should examine specific interventions to enhance the safety of clinical learning environments and their subsequent impact on nursing students' professional development.

This paper investigates the moderating effects of collectivist cultural orientation introduced in the information systems and knowledge management (KM) literature to fully understand the important factors and relationships in knowledge sharing in the online learning environment Social norms and collectivist cultural orientation are hypothesized as direct and moderating factors to the system users’(or learners’ attitude toward sharing knowledge by email. An empirical test of large student samples (n=566) with multiple cultural backgrounds in the most diverse university was implemented by PLS. The test confirmed that collectivist cultural orientation moderates the effects of social norms on the attitude toward sharing knowledge by email. Furthermore, the test results show that group norms are stronger than the instructor or classmate norms. Theoretical and practical implications of these findings for online learning and KM are discussed in the paper.

본 연구의 목적은 블렌디드 러닝 환경에서 교사의 지지가 중국 대학생들의 영어 듣기 능력에 미치는 영향을 탐색하는 데 있다. 본 연구는 중국의 한 대학에서 영어를 전공하고 있는 3학년 학생 총 87명을 대상으로 진행하였으며, 실험을 위해 참가자들을 자율성 지지 그룹, 정서적 지지 그룹, 인지적 지지 그룹, 통제 그룹으로 나누었다. 모든 참가자 들은 일주일에 두 시간씩 총 17주 동안 영어 듣기 수업에 참가하였고. 실험 집단에 따라 각기 다른 교사의 지지를 받았다. 교사의 지지 효과를 검증하고자 실험 전과 후 사전 사후 듣기 시험을 실시하였고, 그 결과는 다음과 같다. 모든 그룹의 영어 듣기 능력이 통계적으로 유의미하게 향상된 것으로 나타나 블렌디드 러닝 환경에서 교사의 지지가 중국 대학생들의 영어 듣기 실력을 향상시키는 데 효과적임을 보여 주었다. 그룹 간 차이를 비교해본 결과, 정서적 지지보다 자율성 지지와 인지적 지지가 학생의 듣기 실력을 향상시키는 데 더 효과적인 것으로 나타났다. 본 연구는 영어를 외국 어로 학습하는 EFL환경에서 교사가 수업 계획과 활동을 구성하는데 유용한 시사점을 제공하고자 한다.

This study aims to explore the differential effects of teacher support on Chinese EFL students’ listening ability in a blended learning environment. 87 third-year English-major students in a Chinese university participated in this study and they were randomly divided into an autonomy group (n=22), an emotional group (n=22), a cognitive group (n=22) and a control group (n=21). Each experimental group received relevant teacher support during their 17-week course learning while the control group did not. To confirm the effects of teacher support, pre- and post- listening tests were conducted. The results of the paired t-tests demonstrated that all groups showed statistically significant improvement in their English listening ability. The results of the one-way ANOVA for the post-test revealed that autonomy support and cognitive support were more effective than emotional support in improving students’ listening ability. Based on the findings, this study hopes to provide insights for EFL teachers in designing and arranging the activities in a blended course.