• International Journal of Internet, Broadcasting and Communication
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• 제15권1호
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• pp.8-12
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• 2023

With the recent expansion of online lectures, studies on their effectiveness and their influencing factors have increased. This study examines the factors affecting the satisfaction of online classes, considering the utilization and importance of online lectures, which have greatly increased in recent years. Based on the review of previous studies, this study identified learning presence, self-efficacy, and learning immersion as factors affecting the satisfaction of online classes, and suggested hypotheses that explain the relationship between these factors, and empirically reviewed the hypotheses. As a result of the study, it was found that learning presence and self-efficacy had a positive effect on learning immersion, and learning immersion had a positive effect on learning satisfaction. Based on the research results, some practical implications for improving the satisfaction of online classes were suggested.

• 한국컴퓨터정보학회논문지
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• 제21권11호
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• pp.135-139
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• 2016

This paper investigates the empirical implications. The research question of this study is to verify the influences of psychological and environmental factors toward performance satisfaction and durability of learning in E-Learning University. For empirical verification, a survey was conducted targeting 500 students in E-learning Universities. The results show that actional environment on academic satisfaction in learning is the most important factor followed by physical environment, internal motivation, and academic burnout. The effect of psychological factors on learning persistence was important in the order of academic vision, internal motivation, actional environment and physical environment. The effect of academic satisfaction on learning durability proved to be statistically significant. The results suggest that actional environment should be considered with top priority to increase the academic satisfaction. learning satisfaction, academic vision, and academic satisfaction to enhance students' intention to continue studies are important. Academic burnout has a negative effect on both academic satisfaction and learning persistence, suggesting that this aspect should be properly addresses. The effects of student background variables in E-learning were explored.

• 대한통합의학회지
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• 제10권2호
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• pp.145-153
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• 2022

Purpose : This study aimed to investigate the effects of blended learning on learning satisfaction in nursing students. Methods : This study was conducted with 160 current nursing students in the department of nursing at K university located in city B. All students included in the study understood the purpose of the study and provided informed consent to participate. Data were collected between May 3 and July 9, 2021 and analyzed using SPSS/WIN 22.0. The frequency, percentage, mean, and standard deviation were created, and t-test, ANOVA, and Scheffé test for post hoc analysis were performed. Correlations were analyzed using Pearson's correlation coefficient. The factors influencing learning satisfaction were analyzed using multiple regression. Results : Significant differences were observed for academic stress according to the online classes environmental satisfaction (F=4.10, p=.001), online classes experience (t=4.11, p=.001) and self-directed learning ability according to the grade (F=4.10, p=.001), online classes environmental satisfaction (t=4.11, p=.001). The academic stress of nursing students who experienced blended learning was significantly negatively correlated with self-directed learning ability (r=-.480, p<.001), and learning satisfaction (r=-.236, p<.001). self-directed learning ability showed a significant positive correlation with learning satisfaction (r=.524, p<.001). The regression model for the factors affecting the learning satisfaction of the subjects was statistically significant (F= 3.027, p<.001). The major influential factors of learning satisfaction were grade (𝛽=.154, p=.013), satisfaction with school life (𝛽=.168, p=.032), and satisfaction with non-contact learning environment (𝛽=-.141, p=.028). The explanatory power was 28 %. Conclusion : These results indicate that it is necessary to reduce academic stress and increase self-directed learning ability to enhance learning satisfaction in nursing students through blended learning. In addition, the development and operation of a tailored intervention program is required to help improve learning satisfaction.

• Journal of Information Technology Applications and Management
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• 제15권3호
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• pp.153-167
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• 2008

This study examines the effect of sense of community on the relationship between learner satisfaction and influencing factors related to the online learning environment. Influencing factors related to the online learning environment are derived from previous literature and classified into two groups : social dimension (leader's enthusiasm, offline activities) and system dimension (usefulness, ease of use, enjoyability). Learner satisfaction is defined as the learners' perceived learning gains from taking an online class. Study participants included 250 university students from two different institutions. The participants were divided into 43 groups and asked to complete an online TOEIC preparation module using a commercial cooperative learning system over 4 weeks. Data were collected at three points for each participant, at the beginning, 3 weeks after, and at the end of the online module. Two system factors related to the online learning environment (ease of use, usefulness) directly influenced learner satisfaction, while social factors indirectly influenced learner satisfaction through the mediating role of sense of community.

• 디지털융복합연구
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• 제6권2호
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• pp.145-155
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• 2008

The purpose of this research is to investigate the effects of the Cyber Home Learning Motivation Factors on its satisfaction and activation through surveying the actual conditions among the students present at a cyber home learning class. For this study, samples were collected around the end of a term from the students(300 in pilot test and 248 in main test) who were taking Cyber Home Lecture at high school level. Structural equation model by AMOS 5.0 was used to analyze the data. The result of our analysis is summarized as follows. First, the cyber home learning satisfaction has a positive effect on the cyber home learning activation. Second, the 4 factors of the cyber home learning motivation: relevancy, self-confidence and satisfaction has a positive effect on the cyber home learning satisfaction. But the factor 'attention' has no positive effect on the cyber home learning satisfaction. Therefore, the Good Cyber Home Learning Contents should provide the information quality which meets 3 conditions: relevancy, self-confidence and satisfaction.

• International Journal of Knowledge Content Development & Technology
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• 제5권2호
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• pp.103-122
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• 2015

This study examined student satisfaction with e-learning experiences in order to determine which factors had the greatest impact on reports of satisfaction among students at Konkuk University. We surveyed 4,889 students enrolled in e-learning courses and analyzed 830 completed questionnaires to identify factors that influence student satisfaction with e-learning. Results showed significant correlations between system factors and satisfaction ($R^2=0.577$; p = 0.000). The system factor with the greatest impact on satisfaction was course attendance rate (0.224; p = 0.000).

• 디지털산업정보학회논문지
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• 제4권1호
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• pp.105-117
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• 2008

T Abstract This study investigates the influence of differential factors on learner satisfaction by field-independent learning style in e-learning. Most of data were collected from students. Participants were classified based on a learning style typology (field-independent/dependent) and, then, analyzed was the influence of key factors on learner satisfaction using multiple regression analysis. This study suggests that e-Learning service providers need to differentiate learners based on learning style in order to improve learner satisfaction. Specially, Field independent learners are more likely to be satisfied by the teacher's provide degree of joyful, degree of contents, degree of learning control pacing, ability of problem solving and consistency.

• Asia pacific journal of information systems
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• 제15권4호
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• pp.27-60
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• 2005

The purpose of this study is to call attention to the consensus of stakeholders of corporate e-Learning system for the sake of its success. We identified the critical success factors(contents, technical features, management, and organizational support) as major components of corporate e-Learning systems and questioned whether stakeholders' consensus on the importance of these components facilitates the successful implementation of these components. We also questioned whether the influence of these components on user satisfaction could be moderated by contextual factors. Based on empirical testing of 18 e-Learning user companies, we verified that the consensus of stakeholders regarding the importance of content, technological features, and organizational support has a positive influence on the perceived quality of these factors in their e-Learning systems, which in turn is positively related to user satisfaction. The learning subjects and learning style did significantly moderate the influences of these perceived qualities on user satisfaction.

• 디지털산업정보학회논문지
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• 제13권3호
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• pp.105-113
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• 2017

Considered as the "new normal" mode of learning, BL has become popular in recent years especially in University education. BL is defined as a learning approach that combines e-learning and face-to-face classroom learning. BL allows for more interactive and reflective learning environment resulting in enhancing learner-directed learning. The adoption of BL in university has made it significant to probe the crucial determinants that would entice instructors and learners to use BL and enhance learning satisfaction. The primary purpose of this study is to investigate the affecting factors of the satisfaction of BL in universities in terms of leaner's aspects. Learner's role is very important in BL, because learner should self-directed study for effective performance and satisfaction in BL environment. Based on prior studies motivation, self-efficacy, and educational expectancy were identified as affecting factors of satisfaction in BL. According to the result of multiple regression, all factors(motivation, self-efficacy, and educational expectancy) were found to be significantly related to the learner's satisfaction in BL. It can provide practical guideline on effective operation strategy for BL in universities.

• 지식경영연구
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• 제15권2호
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• pp.67-88
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• 2014

This study aims to investigate on measuring the success of e-Learning. For this purpose, we proposed a research model that consists of e-Learning contents quality, e-Learning system quality, e-Lecturing quality, sense of e-Learning community factors as independent factors and e-Learning and e-Learning satisfaction as mediators and tested it empirically based on the structural equation model. The empirical results showed that e-Learning contents quality, e-Learning system quality, sense of e-Learning community factors directly lead to e-Learning. The study also found that e-Learning contents quality, e-Lecturing quality, sense of e-Learning community factors bring about higher e-Learning satisfaction and that e-Learning satisfaction has a positive impact on e-Learning. Furthermore, the research discovered that both e-Learning and e-Learning satisfaction have a significant relationship with e-Learning net benefits. This research renders its theoretical contribution to analyzing a positive influence of sense of e-Learning community, a newly suggested variable added to the existing IS success model in this study, on e-Learning. From a practical view, the findings of this study can lead to improving the quality of e-Learning in today's era where the growth of e-Learning industry is quite noticeable.