• Journal of the Korean earth science society
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• v.34 no.7
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• pp.727-737
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• 2013

The purpose of this study was to investigate the middle school students' perception and their learning satisfaction in SMART learning based science instruction. Three types of modules on the solar system and lunar phases unit at the middle school level were developed and lessons on each module were taught to 207 student participants. All participants were provided with tabletPC(iPad2) with iOS5 installed, and using astronomy app Solar Walk, mirroring function, QR code, and Google Presentation, the lessons were carried out both in classroom and at home. The instrument for assessing students' perception on the SMART learning-based instruction was developed based on 4 factors including Self-directed, Motivation, Adaptiveness, and Technology Embedded, with a Likert scale from 1-5 on 20 items. The learning satisfaction survey instrument was originally from Keller's work (1987), and its test items were adapted and modified. To reveal the perception and learning satisfaction about SMART learning-based science lessons, the participants were comparatively analyzed by gender and science achievement levels. Results indicated that male students showed positive perception for the SMART learning-based instruction. Group with higher science achievement scores showed more positive perception of the SMART learning-based instruction in terms of Self-directed and Motivation factor. Also, the learning satisfaction of male students was higher than female students and group with higher academic ability more satisfied with the SMART learning-based instruction than the low group. The results provide implications for future development of programs and help set a direction of increasing the use of a SMART learning-based science in school.

• Journal of the Korean Society of School Health
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• v.32 no.3
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• pp.144-151
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• 2019

Purpose: The purpose of this study is to examine academic stress, social support and learning management system(LMS) utilization satisfaction of learners attending online graduate schools and understand the factors influencing their academic persistence. Methods: The participants were students of K online graduate school and the data of 143 students, in total, were collected from April to May in 2019. For data analysis, frequency analysis, x² test, t-test, F-test, Pearson's correlation and multiple regression analysis were conducted using SPSS ver. 23. Results: Academic stress, social support, and LMS utilization satisfaction were associated with academic persistence of online graduate students. The multiple regression analysis of the factors influencing academic persistence showed that the model was significant (p<.001) with an explanatory power of 23% and that significant factors influencing it were academic stress (β=-.23, p=.002), LMS utilization satisfaction (β=.31, p<.001) and jobs (β=.23, p=.002). Conclusion: Although the online graduate students' level of academic persistence was high, it is required to develop strategies to alleviate their academic stress and increase LMS utilization rate in order to increase their persistence to academic success. In addition, it is necessary to provide the foundation on which the utilization of major knowledge regarding jobs can be enhanced, reflecting the characteristics of online graduate students. Furthermore, this study is expected to contribute to the extension of professional and advanced education in response to social needs by developing a variety of online high education learning systems beyond time and space.

• Journal of Technologic Dentistry
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• v.40 no.3
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• pp.135-150
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• 2018

Purpose: In this study, we aim to provide primary source of data for developing a learning program that enhances the students' learning by critically analyzing and adopting the effective class participation factors of the students. Methods: A questionnaire survey has been conducted from the beginning of May to the end of October, 2017. Subjects of the survey was the dental technology students living in W-city et al by random sampling method along with written informed consent. Out of 630 distributed questionnaires, 584 results were used for our analysis. Results: Firstly, the average score of the class participation of all the subjects was 3.08 points out of 5.0, which was broken down into class activity (3.53 points), passion about class (3.51 points), communication factors (2.88 points), class preparation (2.77 points), class extension (2.76 points). Secondly, statistically significant correlations were found between class participation and class satisfaction as shown in (p<.01). Class participation factors that affect the class satisfaction were class preparation(p<.001), class activities(p<.001), passion about class(p<.001), which reveals positive and meaningful results. Explanatory power of the model turned out 50.3%. Conclusion : Considering that class preparation, class activities, and passion about class played a key role in class satisfaction of the student, teachers need to be open minded to reflect the learners' personalized demands and needs in preparing and managing their class. Additionally should be in tandem that provides the students with various routes of class participation.

• Journal of Korea Multimedia Society
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• v.25 no.5
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• pp.703-720
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• 2022

Based on the love styles theory used in psychology, this paper classifies users(Passionate Love, Game-playing Love, Friendship Love, Practical Love, Possessive Love, Altruistic Love) and investigates satisfaction with the motivation for using TikTok love videos(Entertainment, Social Relationship, Love skills-learning, Self-verification, Problem-solving) according to the theory of use and satisfaction. First, 414 users were selected to conduct TikTok surveys to collect data. Then, through the analysis of the research results, among the six love types, game-playing type and possessive type have a positive (+) impact on entertainment motivation and love skill-learning motivation. Game-playing type also have a positive (+) impact on social relationship motivation and self-verification motivation. In addition, altruistic type and possessive type are also factors to strengthen the motivation of self-verification. The altruistic type, possessive type and practical type will improve the problem-solving motivation. Finally, through hierarchial multiple regression analysis, it is confirmed that game-playing love type, entertainment motivation, love skill-learning motivation and self-verification motivation can improve user satisfaction. The above results enrich the research of user classification as well as providing inspiration for improving the quality and communication efficiency of TikTok's video and enhancing user experience.

• The Journal of Information Systems
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• v.11 no.1
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• pp.51-74
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• 2002

The purpose of this study is to empirically investigate critical success factors for effective implementation of web-based distance learning system. First of all, four critical success factors are theoretically derived from reviewing previous research. They are: (1) learner-related factor including the variables such as teaming ability, learning attitude, and attending motivation, (2) environmental factor including the variables of physical and mental support for learners, (3) instructional design factor represented by one variable, the degree of appropriateness of learning contents, and (4) the factor concerning the level of self-directed learning readiness embracing the variables such as curiosity for learning, openness towards challenge of learning and affection for learning. Subsequently, the relationships between these four critical success factors and the degree of learning satisfaction are empirically investigated. The data for empirical analysis of the research are collected from 1,020 respondents who have already passed the web-based distance learning courses which have been implemented in Information and Communication Officials Training Institute. Out of 1,020 responded questionnaires, 875 data were available for statistical analyses. The main results of this study are as follows. Firstly, the most important factor for successful implementation of the web-based distance learning system is shown to be the instructional design factor, and in the next place, the self-directed learning readiness factor, the environmental factor and the learner-related one in sequence. Secondly, additional analysis of the variables included in the instructional design factor shows that availability of practical information and knowledge is the most influencing variable, and next, interesting composition of contents, reasonable learning amount, optimal level of instruction, and understandable explanation are significantly important in the descending order. Lastly, among learning motivators, strong intention of acquiring business knowledges and skills is found to be the most important satisfier in the web-based distance learning. The theoretical contribution of this study is to derive a comprehensive model of critical success factors for implementing the web-based distance learning system. And, the practical implication of this study is to propose efficient and effective guidelines for developing and operating the web-based distance learning system in the various kinds of organizations.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.257-263
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• 2021

This study analyzed the factors affecting online class satisfaction and tried to use it as basic data for more effective class management. The survey was collected on 208 students majoring in dental laboratory technology in Jeonbuk and Chungbuk. The data were analyzed by reliability analysis, descriptive stastistics, compare means(t-test, one-way ANOVA), Pearson's correlation coefficient and stepwies multiple regression analysis(SPSS program). The analysis results showed that expected benefit of time was 3.87, expected benefit of learning was 3.30, technology familiarity was 3.40, and class satisfaction was 3.21. The most influential factor in class satisfaction was technology familiarity. In order to increase the online class satisfaction, it is necessary to build a learning environment to improve the ability to learning tools used in classes and technology familiarity with the online class system.

• Journal of Industrial Convergence
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• v.20 no.12
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• pp.171-178
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• 2022

This study aimed to identify the factors that affect the self-leadership and learning agility of university students in the department of dental Hygiene. The subjects were 195 dental hygiene student who attended from september 6 to october 1, 2021. The statistics program was SPSS win 25.o. Self-leadership, there were statistically significant differences according to university life satisfaction, major satisfaction, interpersonal relationship, personality. In learning agility, there were statistically significant differences according to smoking prevention and anti-smoking education, health condition, university life satisfaction, major satisfaction, interpersonal relationship, and personality. It is necessary to develop programs and education that can increase self-leadership and learning agility for college students in dental hygiene to increase school satisfaction and major satisfaction.

• The Journal of the Convergence on Culture Technology
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• v.5 no.3
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• pp.171-176
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• 2019

The objective of this study was to investigate the effect of undergraduates' self-directed learning on the school life satisfaction and interpersonal relation ability. For this purpose, 341 undergraduates were targeted and analyzed. The results of the study are as follows. First, as a result of analyzing school life satisfaction, a sub-factor of self-directed learning, all of gender, grade, and age affected. In addition, sub-factors such as study confidence, study passion, study responsibility seemed to affect positively significantly in order. Second, as a result of analyzing the effect on interpersonal relation skills of self-directed study, there was no significant relation in gender, grade, and age. Based on the results of this study, it was confirmed that school life satisfaction and interpersonal relation abilities are closely related to self-directed learning. This is significant in that to revitalize institutions such as educational service, study support for students, self-directed learning programs development in education field at the university, etc. are required.

• Proceedings of the Korea Contents Association Conference
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• 2009.05a
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• pp.373-377
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• 2009

This research was conducted in order to know how influential the acknowledgment of factors such as the quality of educational contents and the conducting of off-line lectures is in terms of effective learning for leaners. Based on the satisfaction-importance model of the multi-attribute attitude model, this study would like to clarify the degree to which the quality of on-line contents of on-line education and the simultaneous conducting of off-line lectures influences one's learning attitude. On-line contents satisfaction will evaluated through the three categories: audio lectures, video lecture and WBI lectures, which make up the quality of on-line contents. We would also like to do a survey on the transformation of learning attitudes when on-line and off-line lectures were conducted simultaneously.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.7
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• pp.93-99
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• 2022

Nowadays, learning management systems (LMS) are an effective and efficient tool for providing students with a high-quality education. The current study examines the effect of different factors on the use of the blackboard application on mobile phones. The study selects four important factors after factor analysis, such as facilitating factor, performance factor, satisfaction factor, and difficulties factor. The data was collected through a structured questionnaire from 45 students as a sample in the college of business administration at Prince Sattam Bin Abdulaziz University. The study uses a logistic regression model to examine the empirical relationship between LMS adoption and different factors associated with blackboard adoption. The results show that 71 percent of the respondents are between the age of 18-20 years, and 100 percent of students have experience in using blackboard. The empirical results show that the satisfaction factor is positive and significant at the 10 percent level of significance and the difficulties factor is also positive and significant at the 1 percent level of significance. The results conclude that the students are satisfied with using the blackboard on mobile, nevertheless, the difficulties factor which is positive and significant shows that students are facing some difficulties in using the blackboard on their mobile.