• Journal of Internet Computing and Services
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• v.10 no.1
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• pp.135-143
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• 2009

The purpose of this study was to explore factors that affected the satisfaction of students' experiences in an education course, with the educational method and educational technology designed with a blended learning strategy. Blended learning is currently recognized as a good solution for the problems posed by both online and face-to-face learning, because it has features like flexibility and accessibility by using tools supporting both individualization and socialization. This study is one case that illustrates how blended learning can be applied at the university level. Subjects were 56 students who had participated in the class and responded to the survey questions. The gathered data were analyzed by using Factor Analysis and the Structural Equation Model. Based on the results of Factor Analysis, data revealed 5 factors: learning motivation, previous experience, ability to use information & technology, capability of self-regulated learning, and learning satisfaction. The results of the Structural Equation Model revealed causal relationships among the aforementioned factors as follows: (a) there was a statistically meaningful causal relationship between "learning motivation" and "capability of self-regulated learning", (b) there was a statistically meaningful casual relationship between "previous experience" and "capability of self-regulated learning", and (c) "capability of self-regulated learning" directly affected "learning satisfaction".

• Proceedings of the Korea Association of Information Systems Conference
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• 2005.12a
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• pp.296-304
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• 2005

본 연구는 e-Learning 컨텐츠 품질과 서비스 품질 차원을 분류하고, 학습자 특성에 따른 e-Learning 성과와의 관계를 파악하는 것이다. 이에 기존 연구에 근거하여 e-Learning 컨텐츠 품질 차원을 교수설계, 내용성, 주의성으로 분류하고, 마케팅 분야의 정보 품질 모형 중에서 Parasuraman이 제시한 SERVQUAL 측정도구를 사용하여 e-Learning 서비스 품질 차원을 유형성, 신뢰성, 대응성, 확신성, 공감성으로 분류하였다. 이들 요인들이 e-Learning 성과(학습만족과 이용의도)에 어떤 영향을 미치는가를 실정적으로 검정하고자 한다. 이들 요인들 간의 매개적 역할을 하는 많은 요인들이 존재할 수 있다. 본 연구에서는 학습자의 경험적, 태도적, 행동적 특성과 자기효능감과 같은 학습자 특성의 매개 효과에 주목하고 한다.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.389-400
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• 2023

Technological advancements in the field of information and communication have led to the advent and usage of various types of smart devices, which have significantly altered people's usage behaviors and environments. This change has also been applied to the learning environment, where various smart devices are appearing and the learning behavior of learners is changing accordingly. In this study, we investigate learners' perceptions of digital note-taking behaviors focusing on the recently emerged learning media, tablet PCs and digital pens. Drawing upon the expectancy-confirmation model, we conduct a study on the factors affecting the (dis)confirmation and (dis)satisfaction of undergraduate students with tablet PCs and digital pens by comparing their expectations with their actual use experiences. An open-ended survey was conducted among students at C University in Korea, and the responses were analyzed through qualitative content analysis to derive four factors of expectation-confirmation and satisfaction and three factors of expectation-disconfirmation and dissatisfaction. Based on these findings, we provide academic and educational implications.

• Journal of the Korean Data Analysis Society
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• v.20 no.6
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• pp.3127-3137
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• 2018

The study has been focused on identifying the impact of professors' types of leadership on major satisfaction, learning immersion in college students. To achieve this goal, the results of a survey of 543 affiliated students from september 2017 to november were as follows. Data processing has been done using the IBM SPSS statistics 25 program, and t-test and multi-return analysis were performed to determine the characteristics of the survey subjects, to verify the validity and reliability of the survey tools, and to identify differences and influence between factors. First, there was a difference between gender and grade, but by major, there was no difference. Second, learning immersion varies by major, gender and grade. Third, the factors that significantly influence a type of leadership's satisfaction with a major were shown to have a significant impact on vision and sense of duty, individual consideration, situational reward but were not significant in exceptional control by exception. Fourth, the impact of the types of leadership on learning immersion showed that vision and sense of duty, and situational reward, but individual consideration and exceptional control by exception were not significant.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.31-40
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• 2009

In the Cyber Home Learning Service (CHLS) for primary and secondary level students, Cyber Teachers are in charge of providing learning assistance and guidance to students through various activities. Thus, improving the Cyber Teachers' satisfaction level could contribute to increased effectiveness of the CHLS. In this study, we developed the evaluation criteria to assess the satisfaction level of teachers participating in the CHLS, and analyzed factors influencing the satisfaction level. We verified the content validity of the evaluation criteria. We also analyzed the evaluation criteria model by conducting an item characteristic analysis and a goodness of fit test using the SPSS and AMOS. Finally, we developed 20 items from five factors based on the analysis results.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.3
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• pp.255-272
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• 2023

This study sought implications for further revitalizing student-centered classes by measuring and analyzing the effects of the operation of major courses applying blended learning for library and information sicence (LIS) students on learning immersion, result achievement, and learning satisfaction. The results are as follows: First, as a result of comparative analysis between the pre and post scores of learning immersion, result achievement, and academic satisfaction after operating the blended learning class, the average score of the post-survey was high. Second, among the factors of learning immersion, significant results were found in academic reasons, academic concentration, interest, and control. In particular, the effect of academic concentration and control was high. Third, among the factors of outcome achievement, significant results were found in achievement motivation, satisfaction, relationship utilization ability, and class attitude. The effect of satisfaction and relationship utilization ability was particularly high. Fourth, both general satisfaction and learning-related satisfaction were very effective in academic satisfaction factors. In sum, it was found that the operation of major courses applying blended learning was effective for LIS students.

• Korean Security Journal
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• no.41
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• pp.97-121
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• 2014

A survey on effects of the participation style of martial art classes in students majoring in guard on both their major satisfaction and adapt to school lie was performed for 285 male and female students. The survey was carried out using a questionnaire on the participation style of martial art classes, degree of major satisfaction, and adapt to school life. Based on the survey, a correlation analysis was implemented to investigate effects of the martial art class participation styles on both major satisfaction and adapt to school life. Then, a multiple regression analysis was also performed. As a result, the sub-elements of the martial art class participation styles, such as the cooperative and participation styles, significantly affect the general satisfaction, class satisfaction, relationship satisfaction, and cognitive satisfaction in the major satisfaction. In the martial art class participation styles, the sub-elements, such as the cooperative, competitive, and participation styles, significantly affect the class, sociality, and adapt to school environments in adapt to school life. The sub-element of the major satisfaction, such as the general satisfaction, significantly affects the adaptations in class, sociality, and school environments in adapt to school life.

• Fire Science and Engineering
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• v.34 no.2
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• pp.131-140
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• 2020

Existing verification research for how effectively the educational training of new fire officers has been applied to actual fieldwork is extremely insignificant. This is because only a few studies have empirically verified job implementation according to job satisfaction, which is believed to have a great influence on various aspects such as learner traits, educational programs, and learning outcomes. Moreover, it is necessary to conduct an empirical investigation regarding the effects of learner traits, educational programs, and learning outcomes on disaster scenes and the job implementation of fire administration on new fire officers. This study aims to provide an empirical analysis of the effects of educational training of new fire officers on job implementation. It has been identified that learner traits and learning outcomes have an effect on job satisfaction. Accordingly, job satisfaction, educational programs, learning outcomes, and learner traits have a significant effect (P < 0.05) on job implementation.

• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.674-683
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• 2015

'Fun' may be a basic desire of all human beings, but studies that combine both education and enjoyment were very limited, with the exception of the sports and games subjects. As a result, this study focused on the fun induced from the actual site of education, beginning under the premise that this can increase the effectiveness of education. In particular, it has been concluded that more fun is especially required in compulsory education that disregards one's opinion, with the Social Service Personnel that are required to undergo two weeks of compulsory job training selected as the test subjects. In order to comprehend how the 'fun factor' from the Social Service Personnel' job training influences the educational effectiveness, the causal relationship between learning flow, group flow and learning satisfaction has been proven using the structural equation model. Through this, the median between fun and education was found, as well as whether fun education has an actual effect on educational effectiveness. In addition, it is an opportuniy to emphasise the need for enjoyable education for not just Social Service Personnel, but for all involuntary learners.

• Journal of Korea Society of Industrial Information Systems
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• v.12 no.5
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• pp.173-182
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• 2007

e-Learning can be seen as not only one of Internet based information systems which can provide education services, but also one of teaching-learning methods which can implement self-directed learning. This paper tests factors affecting the e-Learning performance based on information systems success model and self-efficacy theory using a field study. Questionnaires are collected from 216 students who are enrolling a e-learning class using online survey. The results are following: first, the service quality and self-efficacy are significant predictors of use intention, but system quality and information quality are not. second, the system quality, information quality, service quality and self-efficacy are significant predictors of user satisfaction. Third, use intention and user satisfaction are found to be a strong predictor of the learning performance.