• Title/Summary/Keyword: Learners' Satisfaction

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The Influences of Learning Satisfaction among Undergraduate Nursing Students on Online Non-face-to-face Classes during COVID-19 Pandemic (COVID-19 팬데믹으로 인한 온라인 비대면 수업에서 간호대학생의 수업만족도에 미치는 영향)

  • Mi-Hyang Choi
    • Journal of the Korean Society of Industry Convergence
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    • v.27 no.2_2
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    • pp.425-435
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    • 2024
  • The purpose of this study was to identify factors influencing learning satisfaction of nursing students in online non-face-to-face classes during COVID-19 pandemic. 138 undergraduate nursing students were recruited from C nursing colleges of C city in Gyungnam. Data was collected using a self-reported online-questionnaire from 5 January to 18 January, 2022. Collected data were analyzed by SPSS/WIN 27.0 program using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression. Factor influencing learning satisfaction among undergraduate nursing students on online non-face-to-face classes during COVID-19 pandemic were teaching presence(presence of teacher)(𝛽=.43, p<.001), instructional quality(content qualities)(𝛽=.41, p<.001), Satisfaction of nursing major(satisfaction)(𝛽=.13, p<.001). instructional quality(interface)(𝛽=.12, p=.036), which explained about 85.3% of total variance(F=192.78, p<.001). Therefore, in order to improve class satisfaction in online non-face-to-face classes, it is necessary to operate classes that prioritize the presence of teacher so that learners can recognize and trust the presence of teacher by passionately professional performing. And, among instructional quality, we should be strengthen the usefulness of learning materials, content factors related to tests and assignments, and strive to improve satisfaction of nursing major. In addition, it is necessary to prepare and operate classes that fully consider the interface factors related to the manual composition and system convenience for online classes among the quality factors of classes.

A Study on the Suitability for Acceptance of Tablet Media in the u-Learning Environment: Based on Kano's Model and IPA Methodology (u-러닝 환경에서 태블릿 미디어의 수용적합성에 관한 연구: Kano 모델 및 IPA 방법론을 중심으로)

  • Seo, Hyun-Sik;Song, In-Kuk
    • Journal of Internet Computing and Services
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    • v.12 no.4
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    • pp.73-91
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    • 2011
  • This research aims to compare the features and environments for media acceptance of tablet against laptop computer in the u-Learning environment. While it is need to accept suitable media for u-Learning learner, most of existing research has focused on finding factors which can affect perceived usefulness and perceived ease of use on extended technology acceptance model and how to fulfill those factors. Thus this research drew four categories need to use media in the u-Learning environment, then adopts Kano's model and IPA methodology. The results by Kano's model identify exciting and basic attributes which do not match overall satisfaction of learners. Moreover the research analyses by IPA methodology illustrate whether the factors considered important by learners are fulfilled. The research also emphasis the significance of enhancing relative importance as well as satisfaction of the properties for media acceptance in the u-Learning environment.

Operation Situation of Academic Credit Bank System for Academic Degree of Cosmetology & Academic Research Trends

  • Lee, Youngjae;Lee, Woonhyun
    • Journal of Fashion Business
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    • v.19 no.6
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    • pp.74-81
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    • 2015
  • The purpose of this study is to analyze the operation situation & academic research trends in Seoul and Gyeonggi area, based on theoretical consideration on academic credit bank system, focusing on academic credit bank system where a lifelong education institute affiliated with a university produces graduates with associate's degree. To find out about how academic credit bank institutes are operated in cosmetology field, the analysis of literature review was used, in reference to the literatures as well as administrative data from the Ministry of Education and institutes for lifelong education with respect to academic credit bank system. Further, dissertations and articles in journals were also reviewed for analysis, in order to see academic research trends with respect to academic credit bank system in cosmetology, and finally to provide the directions for a follow-up study in the future. It was found that about 120 junior colleges have cosmetology departments, while only about 20 4-year universities have them, where lifelong education systems such as lifelong education are essential for learners to have bachelor's degree to go to a graduate school in reality. Every year more people want to learn and acquire the degree through a lifelong education institute affiliated with a university. In this regard, it is thought that there should be first positive social awareness towards a degree recipient from such educations and more administrative promotion and active engagement of government, businesses and schools, in order to vitalize academic credit bank system. Meanwhile, there are only about 10 academic literatures including the dissertations on the operation of academic credit bank system with respect to cosmetology, which is not sufficient number in academic research, compared to the increasing number of people who want to acquire the degree. Most of the preceding studies have been limited to education services and learners' satisfaction level. Therefore, continuous follow-up study is required on how to improve social awareness as well as teachers and instructors' satisfaction level, as well as how to develop industry-customized curriculum, in order to ensure active academic credit bank system.

Collective Intelligence based Wrong Answer Note System (집단지성 기반 오답노트 시스템)

  • Ha, Jin Seog;Kim, Chang Suk
    • Journal of the Korean Institute of Intelligent Systems
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    • v.25 no.5
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    • pp.457-463
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    • 2015
  • This paper presents the need for the concept of collective intelligence based system for the timely learning and incorrect notes show the utilization and satisfaction. The old wrong answer note system is characterized by the provision of uniform right answer explanations for the questions whose answers were wrong by checking whether the evaluation items were answered right or wrong. The characteristic requires a lot of improvements in terms of wrong answer analysis and feedback since it cannot properly receive feedback on the items that a learner got right by luck in spite of poor understanding of them and on the errors in the selection process of wrong answers by individual learners. The SERO wrong answer note was designed to propose new ways to identify and capture such "score errors" and compensate for the practical weaknesses of learners. The Stability Emergency Risk Opportunity (SERO) wrong answer note is based on a method of categorizing and analyzing evaluation items answered by the examinee into four types (S, E, R and O type), and commentary correct as well as incorrect answers by presenting a variety of commentary notes using the collective intelligence of the study show that satisfaction is high.

The Future Direction of University Liberal Arts Classes in the Post-COVID-19 Era (포스트 코로나 시대 대학 교양영어 수업의 나아갈 방향)

  • Kim, Hye-Jeong
    • The Journal of the Convergence on Culture Technology
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    • v.8 no.5
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    • pp.51-57
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    • 2022
  • The purpose of this study is to explore the future direction of university liberal arts classes at a time when many educational institutions have returned to face-to-face instruction as social distancing related to COVID-19 has been eliminated. A survey was conducted with 187 college students who took a liberal arts class that included a combination of online and in-person classes. The results found that learners were generally satisfied with remote learning (87.8%). The reasons for this high level of satisfaction included sufficient comprehension of class content, systematic class progress, and the efficiency and convenience of learning in a remote environment. Satisfaction levels for in-person classes (66%) were relatively lower than those for remote classes, and this is reflected in the preference for class type. Among wholly in-person, wholly remote, and a combination of both, it was found that learners preferred remote classes the most (54.4%). When conducting in-person classes, instructors must devise a class plan that incorporates the advantages of online remote classes.

Effects of Linguistic Immersion Synthesis on Foreign Language Learning Using Virtual Reality Agents (가상현실 에이전트 외국어 교사를 활용한 외국어 학습의 몰입 융합 효과)

  • Kang, Jeonghyun;Kwon, Seulhee;Chung, Donghun
    • Informatization Policy
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    • v.31 no.1
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    • pp.32-52
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    • 2024
  • This study investigates the effectiveness of virtual reality agents as foreign language instructors with focus on the impact of different native language backgrounds and instructional roles. The agents were first distinguished as native or non-native speakers treated as a between-subject factor, and then assigned roles as either teachers or salespersons considered within-subject factors. An immersive virtual environment was developed for this experiment, and a 2×2 mixed factorial design was carried out. In an experimental group of 72 university students, statistically significant interactions were found in learning satisfaction, memory, and recall between the native/non-native status of the agents and their roles. With regard to learning confidence and presence, however, no statistically significant differences were observed in both interaction effects and main effects. Contextual learning in a virtual environment was found to enhance learning effectiveness and satisfaction, with the nativeness and the role of agents influencing learners' memory; thus highlighting the effectiveness of using virtual reality agents in foreign language learning. This suggests that varied approaches can have positive cognitive and emotional impacts on learners, thereby providing valuable theoretical and empirical implications.

Research on the Needs of Learners for Cooking Practice Education (조리실습교육에 대한 학습자의 요구도 조사)

  • 복혜자
    • Journal of the East Asian Society of Dietary Life
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    • v.14 no.1
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    • pp.74-82
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    • 2004
  • The study was aimed to estimate the degree of recognition of, satisfaction with and needs for cooking practice education. 300 female students of middle schools and high schools in Seoul, Kyung-gi, Inchon area were targeted fer the research, which has been conducted from January 1st to December 20th in 2003. The crosstab, the t-test, and the ANOVA analysis were processed as methods using SPSS. The study showed that most of students had experienced cooking exercises, and the degree of satisfaction of the high school group was higher than that of the middle school group. Both groups answered they wanted more time for the cooking practice classes and the middle school group had the greater necessity. The necessity far practice lessons of cooking traditional foods reaches n high level in both groups, All the students answered they liked both western and traditional foods, but preferred the traditional food to the western one. They also believed the traditional food was more healthy than the western one. In terms of the needs for cooking practice education, the middle school group wanted to learn how to cook cake, pie, steak potato chip, and hamburger, while the high school group wanted cake, pie, steak sandwich, and potato chip. As for the traditional food, the middle school group wanted to learn how to cook Naegmyun(cold noodles), fried rice, rice hash, dumpling soup, and knife-cut noodles. The high school group, however, picked knife-cut noodles, fried rice, iced noodles, rice hash, and rice-cake soup.

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A study of an analysis into effects and relations on learning performance from e-learning (이러닝 학습성과에 미치는 영향 관계 분석에 관한 연구)

  • Kwon, Yeongae;Lee, Aeri
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.16 no.2
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    • pp.69-81
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    • 2020
  • The objective of this study is to seek ways to maximize learning effects from e-learning by drawing improvement directions through investigating and analyzing an awareness of e-learning among e-learning attendees. The study was conducted among the attendees who are taking the e-learning program operated by K University and collected data from the students taking second semester in 2018 with the use of structured questionnaires. For data processing, SPSS Statistics 22.0 and AMOS were used, along with such analytical methods as frequency anslysis, descriptive statistical analysis, ANOVA (Analysis of Variance), t-analysis and cross tabulation. For significant data, it conducted an analysis by carrying out the Scheffe's test. According to the findings from this study, they showed a significant difference only in gender and curriculum desired to be opened in the question about e-learning participation motives per background factor. As for the learners' motives to study, it was confirmed that they tend to become more biased on time utilization and convenience of learning methods. The analysis of which factor of the three - learning factors, system factors and instructor's factors - has greatest effects on learning satisfaction indicated that learning factors influenced learning satisfaction the most in accordance with values for non-standard coefficient beta, followed by instructor factors which had a direct effect.

A study on the Perception and Satisfaction of English Medium Instruction subjects According to English Proficiency : Focusing on Nursing Department students (영어능력에 따른 영어매개 전공과목에 대한 인식 및 만족도 연구 : 간호학과 학생을 중심으로)

  • Jeong, Eun-Young
    • Journal of Convergence for Information Technology
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    • v.11 no.5
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    • pp.57-65
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    • 2021
  • Purpose: To analyze students' attitudes toward English-Medium Instruction (EMI) classes for nursing students. Methods: From January 23 to January 30, 2020, a survey was conducted using a web-based survey program on student attitudes, satisfaction, and improvement measures for EMI classes. 216 responded to the survey, giving a response rate of 63.7%. Results: The item with the highest score on the attitude toward EMI lectures was 'EMI classes will be of great help to student's future'. The item 'I will try to speak English with my classmates outside of the EMI class if possible' showed the lowest score. Students answered that they need an appropriate educational environment for the smooth operation of EMI classes, fewer students per class and support for group studies

Effect Analysis of Learners' Competence and Class Satisfaction by Capstone Design (캡스톤디자인 수업이 학생역량 및 수업만족도에 미치는 효과에 대한 사례 연구)

  • Jeon, Young-Mee
    • The Journal of the Korea Contents Association
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    • v.18 no.3
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    • pp.601-610
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    • 2018
  • This case study analyzed the effect of capstone design on students' competence and class satisfaction. Three subjects developed in S university were analyzed, and 92 students participated. Results show that the lesson structure of the capstone design was developed to provide students with problem solving competence and practical business skills through hands-on experience. In addition, the students' competence was enhanced, and their satisfaction in class was very high. Statistical results show that, compared to the existing classes, class satisfaction in capstone design improved significantly. Considering the foregoing results, this study suggested that for the capstone design, the lesson structure and method need to be diversified to provide more opportunities for students to participate and become active. The assessment procedure and method also have to be more objective to lessen subjectivity and to increase class satisfaction in capstone design.