• Journal of the Korean Society for Library and Information Science
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• v.58 no.1
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• pp.225-254
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• 2024

The study aims to understand undergraduates' and graduate students' perceptions and satisfaction with online learning platforms and to verify the relationship between usability factors and satisfaction with online courses. The literature review facilitated the summarization of major factors to be considered in the online learning platform development process and established the research model. The follow-up survey verified the perceptions of university constituents regarding the fulfillment of the university online learning platforms' user interface principles, platforms' usability, satisfaction with platforms, and satisfaction with online courses. Causal relationships between variables were tested and modeled by analyzing survey results. We also confirmed that the same model can be applied to different types of learners and various types of online learning methods. This study is significant in verifying that the fulfillment of the platforms' user interface design principles can affect satisfaction with online courses using the platforms based on learners' evaluation results. We expect that the research model proposed in this study can contribute to the improvement and development of online learning environments in the future.

• Journal of the Korea Convergence Society
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• v.12 no.5
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• pp.109-119
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• 2021

With the coronavirus outbreak in China at the end of 2019, a global pandemic, most universities held non-face-to-face classes in the spring of 2020. One of the difficulties experienced by universities that abruptly conducted non-face-to-face education was management of the quality of education. Therefore, this study compared and analyzed how the existing indicators used to measure the quality of education in a non-face-to-face education environment changed. The results of the survey on the degree of adaptation and satisfaction of the lecture held at Handong University in the spring of 2020 were compared and analyzed with the previous data of the same lecturer. Overall, both class adaptation and satisfaction scores were found to be similar or slightly higher than before. Compared to lectures conducted by uploading recorded lectures, lectures conducted in real time had higher scores on all satisfaction survey questions. There was no significant change in satisfaction depending on the number of participants and the teacher's previous online lecture experience.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.257-271
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• 2007

This study examined students' satisfaction with cyber education focused on the sections of consumer education in the University. The sample of this study was 94 students taking a 'Consumer Policy & Education' cyber course. The data were collected using structured questionnaires and analysed by descriptive statistics, frequency, percent, mean, SD, t-test and one-way ANOVA with Duncan test. The results of this study were as follows: First, the reason students took a cyber course was that it was easy to manage the course under "self-control". Second, they studied an average 1-2 hours for a one unit lecture at home on weekdays between 9 p.m. and midnight. Third, the students' satisfaction with cyber education showed a slight preference for the web based environment as opposed to the online lessons. Fourth, the biggest problem with taking a cyber course was that the students found it difficult to concentrate well on the lecture.

• Proceedings of the KAIS Fall Conference
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• 2011.05b
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• pp.800-801
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• 2011

최근 건강-의료 분야의 학과 신설 및 전공자가 급격하게 늘어남에 따라 해부학 교육의 질적 향성 및 학습자의 학습효과 증진을 도모하기 위해서는 새로운 강의방식의 도입이 필요하다. 따라서 본 연구는 해부학 교육에 있어 면대면 강의에 사용한 내용을 바탕으로 가상강의 컨텐츠를 자체개발하였고, 2007-2009년 간호학과 및 스포츠과학부의 전공필수 과목인 해부학 강의를 가상강의 방식으로 실시하였다. 이 과목을 수강한 2개 학과 231명을 대상으로 강의 종료 후 가상강의실 게시판 및 컨텐츠 활용 빈도, 개별 설문조사, 학기말 성적을 확보하여 가상강의실 활용도, 만족도 및 학업성취도 상호간의 상관관계를 분석하였다. 학생들의 만족도, 난이도, 흥미도, 평가의 적절성, 전공연계성 등에서 긍정적인 평가를 받았다. 또한 가상강의실의 로그인 횟수와 게시판에 대한 학생들의 만족도가 높게 나타났다. 학업성취도는 난이도 (r=0.411, p<0.01)와 높은 상관관계를 나타내었고, 만족도-흥미도(r=0.407, p<0.01), 만족도-전공연계성 (r=0.507, p<0.01), 흥미도-전공연계성 간에도 높은 상관관계를 보였으나 흥미도-전공연계성(r=0.474, p<0.01) 등에서 높은 상관관계를 나타내었다. 결론적으로 본 연구를 통해 건강-의료 분야의 전공자뿐만 아니라 다양한 분야에서 폭넓게 요구하고 있는 해부학 강의수요를 효과적으로 흡수함과 아울러 해부학교육에 있어 새로운 지평을 열수 있는 가상강의에 대한 연구로서, 향후 해부학 교육에 있어 충분한 활용가치가 있는 효과적인 교수법이 될 것으로 사료된다.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.211-221
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• 2023

The purpose of this study is to improve the validity of the evaluation by adding the factor of academic achievement to the subject of evaluation, and to improve the reliability of the evaluation by verifying the legitimacy of control of in-class attitude and developing the correction index of satisfaction of teaching. The results of the study are as follows. Firstly, it was confirmed that the students' in-class attitude had a significant effect on satisfaction of teaching. The more positive the in-class attitude, the higher the satisfaction of teaching, and vice versa. Secondly, it was confirmed that the students' in-class attitude had a significant effect on academic achievement. The more positive the in-class attitude, the higher the academic achievement, and vice versa. Thirdly, it was confirmed that satisfaction of teaching did not have a significant effect on academic achievement. High satisfaction of teaching does not mean that the quality of the teaching is high, and vice versa. Fourthly, the correction index of satisfaction of teaching was developed to correct the results of satisfaction of teaching that may be distorted due to the students' negative in-class attitude. In conclusion, academic achievement should be added as the subject of evaluation in addition to the satisfaction of teaching to improve the validity of evaluation and the correction index of satisfaction of teaching should be applied to improve the reliability of evaluation.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.778-787
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• 2022

This study was performed to obtain basic data in relation to instructional design and teaching strategy according to instructional modes. For the purpose of this study, participants evaluated the qualities of the instructions they attended and the results of the evaluation were compared according to 4 instructional modes(content class, online real-time class, online and face-to-face mixed class, and face-to-face class). As a result of the study, there were differences in the evaluation regarding the appropriateness of the course according to instructional modes. That is, satisfaction with lecture progress was lower in the online real-time classes than in content classes, mixed classes, and face-to-face classes. As a result of the descriptive lecture evaluation analysis, in the content class type, students answered that they were satisfied with the easily understandable and interesting explanations. In the case of the online real-time classes, it was found that they were satisfied with thorough preparation and effective communication. In the mixed class type, they said they were satisfied with the systematic class and passionate lecture, and in the face-to-face classes, the pleasure of interaction and the enthusiasm of the instructor were identified as the main reasons for satisfaction. It was analyzed that the satisfaction characteristic commonly derived from the four class types was the enthusiasm of the instructor. The results of this study are expected to provide implications for instructional design and teaching strategy establishment according to each instructional mode.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.4
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• pp.267-291
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• 2021

Due to the global pandemic caused by COVID-19 in 2020, there have been major changes in the education sites. Universities have fully introduced remote learning, which was considered as an auxiliary education, and non-face-to-face classes have become commonplace, and professors and students are making great efforts to adapt to the new educational environment. In order to improve the quality of non-face-to-face lectures amid these changes, it is necessary to study the factors affecting lecture satisfaction. Therefore, This paper presents a new methodology using big data to identify the factors affecting university lecture satisfaction changed before and after COVID-19. We use Topic Modeling method to analyze lecture reviews before and after COVID-19, and identify factors affecting lecture satisfaction. Through this, we suggest the direction for university education to move forward. In addition, we can identify the factors of satisfaction and dissatisfaction of lectures from multiangle by establishing a topic classification model with an F1-score of 0.84 based on KoBERT, a deep learning language model, and further contribute to continuous qualitative improvement of lecture satisfaction.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.43-57
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• 2021

The purpose of this study is to find the relationship between Online Lecture System, Motivation for Use, ICT Utilization Ability, and Lectures Satisfaction as online lectures continue. For that, conducted survey of students at Woosong University, secured 330 valid samples, and conducted with analysis of actual proof with using SPSS 25.0. The results of the study confirmed that the system's Convenience, Simplicity, Security and Motivation for Use have significantly affected to Lecture Satisfaction, and also confirmed that ICT Utilization Ability, the variable of Moderating Effect, also has meaningful correlation between System Characteristics(Simplicity and Security) and Lecture Satisfaction. Therefore, the need for development and operation of additional education programs to improve ICT Utilization Ability as well as development of new online system are presented in order to enhance online Lecture Satisfaction of students. Lastly, various sample surveys and researches are seems to be needed in the future in order to increase the Lecture Satisfaction.

• Proceedings of the KAIS Fall Conference
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• 2010.11b
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• pp.901-903
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• 2010

본 연구에서는 2007-2009년에 간호학과 및 스포츠과학부 해부학 강의에 있어 가상강의를 실시하였고 이에 따른 학생들의 가상강의 컨텐츠의 만족도와 가상강의실 활용빈도에 따른 학업성취도와의 상관관계를 분석하였다. 2007-2009학년도 1학기 해부학 강의를 가상강의 방식으로 수강한 2개 학과 231명을 대상으로 강의 종료 후 가상강의실 게시판 및 컨텐츠 활용 빈도, 개별 설문조사, 학기말 성적을 확보하여 상호간의 상관관계를 분석하였다. 각 학과별 일반 특성을 보기 위하여 연속 변수의 경우 평균과 표준오차를, 범주형 변수의 경우 그 분포 퍼센트를 이용하여 제시하였다. 학과별로 모든 학생들의 총점을 3분위수로 구분하여 낮음, 중간, 높음으로 분류하였으며, 조사된 모든 변수들의 일반 선형성을 GLM 모델을 이용하여 검증하였다. 사후 검증은 최소자승법을 이용하여 실시하였으며, 이를 이용하여 각각의 세부 집단별 점수 차이에 대한 유의성을 평가하였다. 관련 항목들 간 상관성 분석을 위하여 스피어만 상관계수를 이용하여 p 값 0.05를 기준으로 유의성 검증을 실시하였다. 모든 통계분석은 SAS 9.12 버전을 이용하여 분석하였다. 설문 대상자들은 학과와 해부학 성적에 상관없이 가상강의 전반에 대해 높은 만족도를 가졌다. 해부학 성적이 좋을수록 가상강의실 접속횟수가 유의하게 높았다. 아울러 해부학 성적이 좋을수록 난이도가 낮고 흥미도는 높게 나타났다. 또한 평가 요인들 간의 상관관계를 분석한 결과, 가상강의의 만족도는 흥미도와 전공과의 연계성과 밀접한 관련이 있었다. 가상강의 게시판을 통한 과제물 관리, 질의응답에 대한 적절성에 대해서는 성적에 따라 일부 유의한 차이가 나타났으나 높은 만족도를 나타내었다. 결론적으로 건강 및 의료 전공자들을 위한 해부학 강의에 있어 가상강의의 도입과 적용은 성공적이었으며, 이는 해부학 전공 교수진이 매우 부족한 현실에서 해부학 강의의 질적 저하를 막고 효율적인 교육을 위한 대안이 될 것으로 판단된다. 단, 해부학 가상강의 컨텐츠의 개선, 자료 보강 및 가상강의의 접근성 확보는 시급히 개선해야할 과제로 남아 있다.

• Journal of the Korean Society of Radiology
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• v.15 no.6
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• pp.911-917
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• 2021

Severe Acute Respiratory Syndrome is being impacted worldwide by the prolonged COVID-19 situation. Due to the impact of COVID-19, domestic educational institutions have also changed their teaching methods. Domestic universities traditionally aim for face-to-face lectures, but due to the pandemic, they are conducting non-face-to-face lectures. This study aims to evaluate the effect of non-face-to-face lectures on radiology students. The subjects of this study are students of the Department of Radiology at University D in Daegu. As for the contents of the study, satisfaction with non-face-to-face lecture delivery, concentration, and comprehension was evaluated. Data analysis was performed in SPSS Ver. 26 was used, and the reliability measurement was found to be Cronbach's alpha coefficient = 0.805. In the results of this study, the satisfaction of non-face-to-face lecture delivery, concentration, and comprehension was overall high. However, satisfaction with theoretical subjects (2.08±0.88) was significantly different from that of practical subjects (2.51±1.10) (t=-9.880, p<.001). Satisfaction by grade level was highest in the first grade. As a result, it is judged that non-face-to-face theoretical lectures require more careful preparation from lecture planning than practical lectures, and further research is expected in the future.