• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.67-74
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• 2012

This study elicits alternatives for improving blended education by comparing the face-to-face education and blended education of VET teacher license program. To produce a basis for the methods of blended education, this study compared the scores of satisfaction and academic performance of face-to-face and of blended education. Also it examined the three factors of learners' characteristics, teaching and learning design, and its environment as they affect the education effect. The results showed that academic performance of face-to-face education is higher than blended and that competition rate of blended education is higher than that of face-to-face. To improve the effect of blended learning, various teaching and learning activities, design of contents that promotes participation and interaction, and development of contents which satisfy the various levels of learning needs were discussed.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.366-389
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• 2021

The purpose of this study is to extract the factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction and analyze the structural associations between them. Factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction were extracted through exploratory factor analysis (EFA). Based on the findings of EFA, the questionnaire has been further analyzed using confirmatory factor analysis (CFA). In addition, based on the factor structure identified through factor analysis, we comprehensively analyzed the image of science teacher desired by elementary school students in inquiry-based instruction. As a result of EFA, five factors were identified which compose the image of science teacher desired by elementary school students in inquiry-based instruction: namely, teaching strategy, assessment strategy, prior guidance, understanding students, learning development. The CFA results showed a relatively strong correlation between teaching strategy and learning development, teaching strategy and understanding students. As a result of a comprehensive review of students' perception of the image of science teachers in inquiry-based instruction based on the extracted factor structure, students perceived that it is important for science teachers to run inquiry-based instruction by reflecting their understanding of students. Students also perceived importantly that science teachers run inquiry-based instruction using effective teaching strategies and proper evaluation strategies.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.265-268
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• 2011

이 연구는 초등교육에서 사이버가정학습의 참여를 저해하는 요인을 도출하고, 그 요인 중 가장 영향을 많이 미치는 요인을 찾음으로써 참여율을 제고하는데 목적이 있다. 연구목적을 달성하기 위해 선행연구 분석을 통해 8가지 잠정적 저해요인(학습동기 및 태도의 문제, 컴퓨터에 대한 부담감, 컴퓨터 사용의 어려움, 새로운 학습방법의 어려움, 학습설계의 문제, 상호작용의 어려움, 화면설계의 문제, 환경상의 문제)를 도출하였다. 이에 따라 33문항으로 구성된 설문지를 제작하여 사이버가정학습을 실시하고 있는 초등학교(3학년~6학년 학생 429명)을 대상으로 설문조사를 실시하였다. 로지스틱 회귀분석을 통해 분석한 결과, 초등교육에서 사이버가정학습 참여 저해에 영향을 주는 요인은 학습동기 및 태도의 문제, 컴퓨터 사용의 어려움, 컴퓨터에 대한 부담감, 새로운 학습방법의 어려움, 학습설계의 문제 이었다. 이중에서 참여 저해에 대한 영향력은 컴퓨터에 대한 부담감, 새로운 학습방법에 대한 어려움, 컴퓨터 사용의 어려움, 학습설계의 문제 순으로 4가지였다. 즉, 컴퓨터에 대한 부담감, 새로운 학습방법에 대한 어려움, 컴퓨터 사용의 어려움, 학습설계의 문제가 적을수록 지속할 가능성이 더 큰 것으로 나타났다. 연구결과를 토대로 초등교육에서 사이버가정학습 참여율을 제고하기 위해서 다음과 같은 결론을 내릴 수 있다. 첫째, 초등학생을 대상으로 한 사이버가정학습 운영 시 컴퓨터에 대한 부담감이나 새로운 학습방법에 대한 어려움, 컴퓨터 사용의 어려움이 있는지 고려해 초등학생에 맞는 적절한 학습설계를 구축하는 것이 중요하다. 둘째, 초등교육에서 사이버가정학습의 참여 저해요인에 가장 큰 영향을 미치는 컴퓨터에 대한 부담감을 줄이기 위해 학습자가 컴퓨터에 대한 두려움을 없애주고 컴퓨터가 학습에 유용하다고 느낄 수 있도록 초등학생을 위한 맞춤형 교수설계 및 콘텐츠 개발로 컴퓨터에 쉽게 접근하고 즐거움을 느낄 수 있도록 유도해야 한다.

• Journal of Internet Computing and Services
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• v.18 no.1
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• pp.131-141
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• 2017

This paper analyzed class satisfaction and perceived learning achievement to the interaction type on e-learning in university. To achieve the study's objective, one course with and another course without learner-instructor interactions were selected. A total of184 student-respondents completed the questionnaire. Accordingly, more learner-content and learning-system interactions were noted in the course with learner-instructor interactions. Moreover, a correlation was observed between interaction, class satisfaction, and learning achievement. Learner-instructor interactions indicated the highest effect on both educational satisfaction and perceived learning achievement, followed by learner-system interactions on class satisfaction, and by learner-instructor interactions on learning achievement. Recommendations were then formulated based on the foregoing findings. First, workshops or training focusing on content development and on how to present the course should be provided to the instructors. Second, learner-instructor interactions should be activated in the course through various means. In this study, although learner-learner interactions was not given focus, future studied should delve into how learner-learner interaction should be activated and considered.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.438-450
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• 2020

This study examined the relationship between demographic characteristics, satisfaction of operating factors in college lifelong education, satisfaction of college lifelong education, and recommendation intention for 1,782 adult learners of college lifelong education (N=1782). As a result of Hypothesis 1, gender and age were found to have a significant effect in all areas of college lifelong education satisfaction (education content, pedagogy, instructor, educational environment, system, support), while education level did not. In addition, the learning time was verified to affect only the educational content, educational environment, and satisfaction with the system and support. As a result of Hypothesis 2, it was found that the satisfaction of the operating factors of the instructor, system, and support had a positive effect on the satisfaction of college lifelong education, and the environmental factors of education had a negative effect. As a result of verification of Hypothesis 3, it was found that the satisfaction of college lifelong education influenced the intention of recommendation. The purpose of this study is to determine the degree of satisfaction with the operational factors of college lifelong education, the satisfaction of college lifelong education, and the intention of recommendation for adult learners of a university that is operating a degree program dedicated to adult learners who are actually practicing the transition to a lifelong education system of university as an innovation in higher education. The relationship verification is expected to provide practical implications for constructing a new college lifelong education model in the future.

• Journal of the Korean association of regional geographers
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• v.11 no.4
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• pp.523-535
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• 2005

This study is aimed at researching the applicability of teaching-learning models in highschool geography class by designing the models on the basis of geographical experience the learners go through everyday life. The procedures and results of the application of the models are as followed. First, the systematization of the teaching concepts should be preceded to internalize the learners cognitive development, that is, to systemize cognitive structure. The concrete learning points of geographical concepts from the units about Migration and Population Changes are systemized with 'migration' as a higher concept, 'moving type' as basic concept, 'moving factors' as the lower concept. Everyday geographical experiences the students can go through are surveyed. Second, as preparation for the geography class, hand-outs about family-moving history and the change of the family number were used as basic material for real class teaching activity, showing the learners' general concepts are very effective as basic units which can be easily understood and accessed to. Third, with the experimental class, the geography class should secure the flexibility on the teaching-learning process. The result of applying the newly developed teaching-learning model to actual geography classes was that experimental group had higher achievement rate than the compared group with general teaching-learning model applied to. The result of analyzing students' response of the new teaching-learning model was that the students were interested and satisfied emphatically and they showed positive response in regard to practical use of the contents. Here, it is noticeable that the new teaching-learning model causes the students to be interested. But it's also found that there's no big difference in improving the students' inquisitive mind.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.144-157
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• 2017

Although student satisfaction is important in university development, there have been many studies in this area. Especially student satisfaction is closely related to emotional aspect, but most studies have tended to study it with cognitive view. To suggest the model of student satisfaction with hedonic view, the model which we present in this study includes professor presence and interaction, PAD(pleasure, arousal, dominance), satisfaction(dependent variable). Through reviewing previous studies, we expect that these professor presence and students' interaction effect PAD, in turn, PAD effect satisfaction. Survey research is employed to test hypotheses involving professor presence, students' interaction, PAD and satisfaction. Previous researches, such as education, marketing, game, have been referenced to measure constructs. We collected data involving students in a university, and used 219 respondents to analyze these data using LISREL structural modeling. Professor presence had positive effects on professor-student interaction, pleasure, arousal, and dominance. Also professor-student interaction had positive effect on pleasure and arousal, and student-student interaction had positive effects on pleasure and arousal, dominance. As a result, PAD had effects on students' satisfaction. In the final section, we discussed several limitations of our study and suggested directions for future research. We concluded with a discussion of managerial implications, including the potential to advance understanding learning in a university.

• Journal of Digital Convergence
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• v.11 no.5
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• pp.53-62
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• 2013

The purpose of this research is to find the factors affecting the academic education satisfaction of social entrepreneurs, and to analyse the moderate variable such as the study motivation among the factors. These factors includes the curriculum, the education management, the education facilities, the characteristics of instructors and the study motivation. To do this end, this study set up the research questionnaire from the study of Houle (1961) and Hyun and Kim (2010), and did the moderate regression analysis to test the hypothesis that the academic motivation can do as the moderate variable while affecting the education satisfaction. The study finds that the factors such as the curriculum, the education management, the education facilities and the characteristics of instructors show the statistically significant test results. Also the study motivation as a moderate variable shows significant result. Thus for educating the social entrepreneurs, the study motivation of them should be deeply considered.

• Journal of The Korean Association of Information Education
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• v.21 no.5
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• pp.567-581
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• 2017

The purpose of this study is to analyze the facilitating and conflicting factors on the emerging technologies and trends predicted to impact future education in Korea. To do this, open online questionnaires on 20 emerging technologies and trends derived from a comprehensive literature review were completed by 24 experts in research, policy, schools, and corporate fields, and a content analysis of the collected qualitative data was conducted. As a result of the study, the effectiveness of the content and the maturity of technology were found to be the most important facilitating factors and obstacles. In addition, the potential for innovative teaching and learning methods and motivation, and the maturity and popularity of technology were found to be the main facilitating factors. On the other hand, health problems and negative effects on students in ethical aspects, the lack of research and development, and poor networks and infrastructures in terms of education environment were found to be the main impeding factors of emerging technologies and trends.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.01a
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• pp.149-153
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• 2011

이 연구는 전자교육에서 성인여성 학습자를 중도탈락에 이르게 하는 요인을 도출하고, 이 중에서 가장 큰 영향을 주는 요인을 찾음으로써, 궁극적으로는 수료율을 제고하는데 목적이 있다. 이를 위해, 선행연구 분석을 통해 도출된 9가지 요인 중 어떤 요인이 중도탈락에 영향을 미치고, 그 영향력은 얼마인지 알아보기 위해 16개의 설문문항을 구성하여 K 기관의 교육생을 대상으로 설문을 실시하였다. 연구결과, 전자교육에서 성인여성 학습자의 중도탈락에 영향을 주는 요인은 결혼 여부, 내적 동기, 교육기관의 지원, 가사와 육아, 학습가능 시간 등 5가지로, 내적 동기, 학습가능 시간, 결혼 여부, 교육기관의 지원, 가사와 육아 순으로 중도탈락에 대한 영향을 미쳤다. 즉, 학습진행 시 내적 동기의 만족도가 높을수록, 학습 시간의 부담이 적을수록, 미혼이며, 교육기관의 지원에 만족도가 높을수록, 또 가사와 육아에 부담이 적을수록 수료를 할 가능성이 더 큰 것으로 나타났다. 연구결과를 토대로 전자교육에서 성인여성 학습자의 수료율을 제고하기 위해서는 성인여성을 대상으로 한 전자교육 과정 운영 시 결혼 여부, 내적 동기, 교육기관의 지원, 가사와 육아, 학습가능 시간의 요인을 고려해야하며, 그 중 결혼 여부, 가사와 육아부담 등의 여성학습자의 일반적인 특성에 따른 중도탈락을 줄이기 위해서는 교육기관의 역할이 중요하다. 또한, 성인여성 학습자의 중도탈락에 가장 큰 영향을 미치는 내적 동기 향상을 위해 과정설계 시 여성학습자 위주의 맞춤형 교수설계전략을 세우는 것이 중요하다. 성인여성 대상 전자교육에서의 학습자 중도탈락 요인들의 인과관계 및 그에 따른 영향력을 분석하는 연구를 통해 도출된 결과를 바탕으로 성인여성 학습자의 중도탈락을 줄일 수 있는 실증적인 방법론에 대한 연구를 통해 중도탈락률을 줄이는 것은 물론, 학업성취도 및 만족도를 높이고 나아가서는 여성의 사회진출을 도울 수 있는 연구가 필요하다.