• Proceedings of the Korean Society of Computer Information Conference
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• 2010.07a
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• pp.471-474
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• 2010

본 연구는 비동시적 온라인 토론 환경에서 학습자의 참여에 영향을 미치는 요인들간의 관계를 보다 포괄적으로 규명하기 위한 기초 연구로 수행되었다. 이를 위해 온라인 토론과 관련된 선행연구 분석을 통해 교수학습설계요인, 동기적 요인, 사회-정서적 요인을 영향요인으로 도출하였으며, 영향요인들과 학습자의 인지적 참여(과정)와 학습(결과)간의 구조적 관계를 나타내는 이론적 연구모형을 제안하였다.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.247-248
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• 2018

본 연구의 목적은 온라인 학습자들의 학습효과를 높힐 수 있는 교수 학습환경을 마련하기 위한 기초자료를 제공하기 위함이다. 본 연구에서는 온라인 학습자들의 학습성취와 학습만족에 미치는 학습자 개인요인- 건강, 가족지원 정도, 컴퓨터 능력, 취업여부, 자기조절학습능력- 에 초점을 두어 분석하였다. 본 연구는 서울사이버대학교 사회복지학부 재학생을 대상으로 수집된 총 226개 설문지를 회귀분석방법으로 분석하였다. 연구결과 학습성취에는 학습자 개인의 건강, 자기조절학습능력이 유의미한 영향을 보였고, 학습만족에는 가족들의 지원 정도와 자기조절학습능력이 영향을 나타냈다.

• 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.

• The Journal of Korean Association of Computer Education
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• v.9 no.1
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• pp.11-18
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• 2006

Many web-based learning systems have been developed and used widely. But it is known that web-based courses have higher drop out rate. Prior studies in classroom-based courses have shown there is a high correlation between student satisfaction and retention. This paper examines the developed web based self-regulated learning system and analyze self-regulated learning factors. We have derived key factors and their relationship that affect student satisfaction in web-based learning. The key factors are Self-evaluating, Goal setting & Planning, Seeking information, Seeking social assistance and Reviewing records. We found the key factors will help retention in web-based learning.

• Informatization Policy
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• v.22 no.2
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• pp.75-92
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• 2015

The purpose of this study was to analysis about the relationship among Cyber Home Learning System(CHLS) circumstance, learner construct, learning satisfaction in elementary school students. Base on the selected data which was gathered from Chungbuk & Deajeon elementary schools, Structural Equation Modeling was used to examine the relationship between factors. The main results of the research were as follow : First, CHLS circumstance factor was more effective on the CHLS satisfaction than CHLS learner construct. In CHLS circumstance factor, 'service' factor was more influential variable. Second, there is high correlation between CHLS circumstance factor and CHLS learner construct. In CHLS satisfaction, 'contents and design' factor was more influential variable. Third, the model fit, = 624.945 (p<.001), RMR .020, GFI .929, AGFI .878, NFI .927, CFI .930, RMSEA .102 was relatively satisfied with the standard using structural equation model. As based on this results, CHLS in elementary education needs elaborate circumstance for the effective achievement.

• (The) Korean Journal of Educational Psychology
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• v.32 no.1
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• pp.183-205
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• 2018

This study aims to demonstrate the longitudinal structural relationship between learner-centered instruction, learning motivation, growth beliefs, and academic stress. In particular, this study was carried out to focus on the structural effect of the related variables using data from the 3rd to 5th year of the Gyeonggi Education Panel Study. Results showed that while learner-centered instruction positively predicted both intrinsic and extrinsic motivation of learners, it predicted the former better. In addition, learner-centered instruction influenced academic stress through motivation, both intrinsic and extrinsic motivation were found to increase stress. Further, growth beliefs mediated motivation with learner-centered instruction; specifically, learner-centered instruction influenced learners' positive beliefs about growth, and learners who had growth beliefs had intrinsic motivation. At the same time, external motivation tended to be lower for learners who believed in the possibility of growth. Finally, the perceptions of learner-centered instruction affected academic stress through changes in growth beliefs. However, the other 3 factors (learner-centered instruction, learning motivation, and academic stress) were not statistically significant. In conclusion, learner-centered instruction was able to mitigate academic stress, demonstrating that this relationship is influenced by changes in growth beliefs rather than learning motivation, as previously studied. These results suggest that learners' perceptions and beliefs contribute to not only intrinsic motivation but also academic stress. Furthermore, it is suggested that learners need to change their learning environments in positive ways.

• Information Systems Review
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• v.10 no.2
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• pp.49-70
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• 2008

The increase in demand for e-learning has created a need to explore the implications of the emerging paradigm shift on the learning environment. To utilize information technology to improve learning processes, the pedagogical assumptions underlying the design of information technology for educational purposes must be understood. However, little theoretical development or empirical research has examined the learning effectiveness in web-based distance learning. In this regard, the primary purpose of this study is to investigate which factors of E-learning influence the effectiveness of education and expectation. Based on the prior studies of the education and business training field, research model and research hypotheses were developed. Factors studied in this paper were student characteristics, system environment and teacher characteristics. The result showed that the student characteristics has the significant effect on the effectiveness of education and expectation. However, the system characteristics and the teacher characteristics have the partial significant effects. This result is partially due to the subject characteristics of this study, because the subjects of this study are the students and they have already the experiences in IT and e-learning.

• Journal of Korea Society of Industrial Information Systems
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• v.12 no.4
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• pp.97-106
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• 2007

According to the 2004 Sloan Consortium Report, distance education is the fastest growing sector of higher education. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy, computer self-efficacy, and system quality perception of the e-Learning environment. As a result, perceived usefulness, perceived ease of use, and service quality effect on e-learner's satisfaction. In addition to, self-regulated learning strategy based on computer self-efficacy is also important variable regarding e-learner's satisfaction.

• Journal of Korea Society of Industrial Information Systems
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• v.23 no.2
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• pp.53-61
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• 2018

Flow is an optimal psychological state that people experience when engaged in an activity that is both appropriately challenging to one's skill level, often resulting in immersion and concentrated focus on a task. Through the study model, we found that Flow can result in deep learning and high levels of learning performance.

• Journal of Industrial Convergence
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• v.20 no.10
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• pp.1-8
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• 2022

This study was attempted to determine the satisfaction of nursing students' online classes in the situation of coronavirus infection (COVID-19) and to identify factors affect it. This study conducted a survey on nursing students 220 in Daegu-Gyeongbuk area for a month in April 2021. The collected data were subjected to t-test, ANOVA, correlation, and multiple regression analysis. As a result of analyzing the factors affecting the online class satisfaction of nursing students, the learner factor (β=.29, p<.001) and the system factor (β=.51, p<.001) had a statistically significant effect, the variable with the greatest relative influence was the system factor. As online classes are expected to expand even after the end of COVID-19, for a change to education that can increase the satisfaction of learners, through the development of an online operating system suitable for learning and establishing a foundation for learners to learn independently A paradigm shift in nursing education is necessary.