earticle

영어

The purpose of this study was to investigate the effect of learners' self-directed learning ability on their learning satisfaction using smart learning methods in national certification education for cosmetologist (makeup). A survey was conducted on 286 learners majoring in makeup who had recently received national certification education for hairdresser (makeup) for 5 years. The current status of cosmetologist (makeup) national certification education and the utilization of smart learning were investigated, and the subfactors of cosmetologist (makeup) national certification education awareness were composed of instructor, curriculum, educational content, and educational method, and the subfactors of smart learning self-directed learning ability were composed of openness, autonomy, learning motivation, and problem-solving ability, and the relationship between the factors was analyzed. The factors of cosmetologist (makeup) national certification education awareness, smart learning selfdirected learning ability, and learning satisfaction were all lower in the 20s and higher in the 40s, and were analyzed as higher for beauty teachers and instructors and lower for students in the profession. Among the perceptions of certification education, education content had a significant positive effect on learning satisfaction, and learning motivation had the most significant positive effect on learning satisfaction during self-directed learning using smart learning. It was confirmed that educational content had a significant positive effect on learning satisfaction and learning motivation had the most significant positive effect on learning satisfaction during smart learning self-directed learning. This is interpreted as learning motivation, such as learners' abilities and qualities, enjoyment of learning, reward of acquiring knowledge and skills, and internal satisfaction, are related to learning satisfaction. In addition, it can be said that smart learning methods have only recently been introduced, so there is a tendency to look at smart learning from a 'smartphone-centered' perspective. However, since smart devices are not the essence of smart learning, it is necessary to develop smart learning-related policies, continuous support, and infrastructure, and to develop various interesting smart learning-based teaching and learning models that can be used in beauty education smart learning classes to create an environment where learners can self-direct their own learning by actively utilizing these tools.