• The Korean Journal of Coaching Psychology
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• v.6 no.1
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• pp.33-55
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• 2022

This study examined the effects of 1:1 online coaching for college students on self-directed learning, learning motivation and time management. The coaching program consisted of motivation, behavior and cognitive control, which are sub-factors of self-directed learning. Total of 7 sessions(80 minutes per session) were progressed. Seven participants who wanted coaching, out of the total 16 participants, were assigned to the experimental group. A non-equal control group experimental design was applied. Dependent variables were measured by questionnaire before and after the coaching, and satisfaction survey and post-interview were also conducted after the coaching. ANCOVA was adopted to test the effectiveness of the program. The statistical results indicated that the learning coaching of this study has positive effect on self-directed learning and learning motivation of university students, and has partially positive effect on time management. In addition, the mean of satisfaction survey was 4.85 and participants showed positive responses on the program.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.73-82
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• 2023

A 2(pedagogical agent: with vs. without) × 2(on-screen text: with vs. without) between-subject design was used in this study to investigate the effects of pedagogical agent and redundant on-screen text on video learning. In the case of the educational video without redundant on-screen text, there was no difference in social presence, satisfaction, and intention to continue learning regardless of the presence of a pedagogical agent. However, when the educational video contained redundant on-screen text, participants who watched educational video with pedagogical agent perceived higher social presence, satisfaction and intention to continue. In terms of academic achievement, no difference was found whether redundant on-screen text was contained or not. It supports some of the previous studies on the reverse-redundancy effects, suggesting that the inclusion of redundant text does not necessarily cause the reduction of learning outcomes. Video learning shows a higher dropout rate than face-to-face learning. Therefore, it is particularly important to understand how to strengthen interactions with learners and motivate them to keep themselves engaged in learning. This study discussed whether pedagogical agent and on-screen text are factors that induce continuous participation of learners in video learning.

• The Journal of Korean Physical Therapy
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• v.27 no.2
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• pp.96-105
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• 2015

Purpose: This study was conducted in order to explore self-perceived objectives, effects, determinant factors of satisfaction and demands on home-based rehabilitation service (HBRS) based on a community-based rehabilitation (CBR) model in community-dwelling disabilities. Methods: This research was conducted through in-depth interview. HBRS was conducted by four physical therapists for one hour a day, once a week, for eight weeks. After an eight-week intervention period, in-depth interviews were conducted using a semi-structured questionnaire for five recipients of HBRS and six care givers. Results: For the physical effect, some participants experienced positive effects, whereas others did not due to the short-term intervention period. For the social and emotional effects, 'occurrence of motivation for exercise', 'change of surroundings' and 'sorriness for the therapist' emerged as keywords. For the determinant factors of satisfaction, 'movement-inducing therapy', 'therapy from the specialist', 'development of friendship & social network', and 'learning the way of self-rehabilitation' emerged as keywords. For further demands on HBRS, participants stated that 'sufficient time for therapy', 'user opinion-reflected therapy', 'additional instructions for therapeutic exercise & activities of daily living', and 'active promotion for HBRS' were necessary. Conclusion: Participants were satisfied with the physical, social, emotional, and educational aspects of HBRS. In particular, the participants regarded educational aspects as the significant factor throughout self-perceived objectives, determinant factors of satisfaction and the demands. This result suggests that when providing HBRS to community-dwelling persons with disabilities, therapists should recognize the necessity and significance not only of the physical, but also the educational aspect of HBRS.

• Journal of dental hygiene science
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• v.16 no.2
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• pp.157-164
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• 2016

The purpose of this study was to evaluate the association between oral health-related quality of life and school life satisfaction in high school students. A questionnaire-based survey was conducted on high school students in Daegu, South Korea from November to December, 2015, and final data from 432 students was analyzed. Analysis of oral health-related quality of life in terms of general characteristics showed that both academic achievement and stress were significant factors (p<0.05). With respect to school life satisfaction, academic achievement was found to be a highly significant influencing factor (p<0.01). Correlation analyses of oral health-related quality of life with various factors of school life satisfaction showed positive correlations with personal relationships, educational learning environment, social support. Regression analysis of school life satisfaction showed that academic achievement and oral health-related quality of life were influencing factors. These results indicate that oral health-related quality of life may play a significant role in school life satisfaction.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.309-333
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• 2016

This study is part of app development research based on user centered design which targets silver generation learners. The mathematical contents provided by Senior math application focus on Numeracy issues. In order to finalize the user interface and the mathematical contents which is for developing the mathematic application, teaching experiment was carried out through 9 senior learners. Also CIPP program evaluation model was used for monitoring the result of this teaching experiment. Factors such as 'educational objectives' 'requirement analysis' 'educational environment' 'curriculum' 'learning content' 'learning matter' 'interaction' 'program administration' 'supporting environment' 'satisfaction' 'study result' 'substantiality of learning' were checked and as a result the Senior Mathematic application was developed through these feedbacks.

• The Journal of the Korea Contents Association
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• v.12 no.6
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• pp.390-401
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• 2012

As medical practices and procedures become more specialized and information technology develops in clinical settings, health organizations need medical personnel with special skills, knowledge and competency. But the lack of practical experience in clinical settings may impair competency in basic nursing skills among nursing students. This study used a cross-sectional survey to analyze factors related to nursing competency among nursing students in order to establish effective teaching methods to increase the clinical competency of nursing students. The data were collected from a questionnaire distributed in several universities among 106 nursing students who expressed a willingness to participate in the study during December 2011 in order to measure self-directedness, professional self-concepts, communication ability, learning satisfaction. The data were analyzed using the SPSS window program. There were differences regarding competency in basic nursing skills according to interpersonal relationships, grades, existence of an open lab. The level of learning satisfaction, communication skills and self-directedness were deemed influencing factors regarding competency in basic nursing skills. These 3 elements account for 49.9% of competency with regard to basic nursing skills. According to existing research, blended learning methods which consist of problem based learning, cyber education or case centered education should be considered as effective teaching methods for developing clinical nursing skills.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.17-34
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• 2021

This study aimed to examine the Factor Structure of the teacher satisfaction scale (TSS) with distance education during the Covid-19 pandemic, as well as affirming the (Factorial Invariance) according to gender variable. It also aimed at identifying the degree of satisfaction according to some demographic variables of the sample. The study population consisted of all teachers in public education and faculty members in higher education in the Kingdom of Saudi Arabia. The (TSS) was applied to a random sample representing the study population consisting of (2399) respondents. The results of the study showed that the scale consists of five main factors, with a reliability value of (0.94). The scale also showed a high degree of construct validity through fit indices of the confirmatory factor analysis. The results have shown a gradual consistency of the measure's invariance that reaches the third level (Scalar-invariance) of the Measurement Invariance across the gender variable. The results also showed that the average response of the study sample on the scale reached (3.74) with a degree of satisfaction, as there are no statistically significant differences between the averages of the study sample responses with respect to the gender variable. While there were statistically significant differences in the averages with respect to the variable of the educational level in favor of the middle school and statistically significant differences in the averages attributed to the years of experience variable in favor of those whose experience is less than (5) years.

• Journal of the Korean Home Economics Association
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• v.24 no.3
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• pp.19-29
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• 1986

Teenagers were apt to be influenced by their teachers in every respect and were greatly affected by the clothing behaviours of teachers to whom they paid their respect. From this point, this study was aimed at explaining of the mutual relations between the teachers' clothing behaviors and the students' responses, in view of the fact that the teachers' clothing behaviors had a great influence on the students' characters and their will to study. Clothing behaviors were assessed with 15 items, selected from the instruments of preceding studies and modified by the factors dealing with modesty, fashion and clothing satisfaction. The questionaires were composed of two major categories; the first was about teachers' clothing behaviors and attitudes, and the second the interests in learning and school life. The subjects of this study included students in primary schools, middle schools and high schools located in the Incheon and Kimpo area, totaling 1,269 boys and girls. The data were analyzed statistically by t-test, F-test, χ\sup 2\-test, Duncan test, and regression analysis. RESULTS 1. The students' responses to the teachers' clothing behaviors were different according to grade years, sex and area. a) As to the differences in responses between grade years, the lower grade years showed higher interest in modesty and clothing satisfaction, while the higher grade years in fashion. However, they don't like the teachers to take the lead in fashion. b) As to the differences in responses between boys and girls, girls took much higher interest in modesty and fashion. In respect to clothing satisfaction, girls showed a little more interest, though there were no remarkable differences. c) As to the differences in responses between areas, the students in rural area showed higher interests in modesty. As to fashion and clothing satisfaction, the showed higher interests in modesty. As to fashion and clothing satisfaction, the students in urban areas had more interests in fashion, while the students in rural areas in clothing satisfaction, though there wee not remarkable difference. 2. In students' responses to the teachers' clothing behaviors dependent variables-modesty, fashion and satisfaction-can explain clothing behaviors to such an extent that modesty can be explained by 4.7% in the order of the grade years, sex and area, fashion by 13% in the grade years and sex, and satisfaction by 3% in the grade years respectively. 3. The students who were more interested in learning and school life were more satisfied with the teachers' clothing behaviors, made more of their modesty and cared less about their fashion.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.2
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• pp.49-56
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• 1998

This study aims to estimate the educational environment associated with various learning activities and to compare the differences of each characteristics appeared on the interviews and questions of teachers performing open education. The results were shown to the 5 groups differed from each other by the awareness analysis on their educational environment. According to the analyzed results, firstly, team teaching. applied living factor, unit learning factor, managemental factor, general public factor and assisting managemental factor were influential successively on the degree of satisfaction of teachers to the educational environment in open education of elementary schools. Secondly, to compare the relative differences between the groups, GLM was done. Most factors were significant only in the group of attached school and showed a partial significance in the grade in charge, gender and age.

• School Mathematics
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• v.1 no.2
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• pp.433-449
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• 1999

This paper introduces a branch of qualitative method, called an in-depth interview method. By collecting data from the stories of Korean middle school students and a 9th grade American girl who used Geometer's Sketchpad and various software respectively for their mathematical problem solving, the qualitative analysis leads us to understand how such software affect their lives with mathematics subject. The unique characteristics and strands of each student's utterances reflect how software plays a role of learning aid for their mathematics learning. The arm of this study is both to get a good picture of each student's self-perceived relationship to mathematics as well as to explore external and objective parameters and factors in each student's internal situations. The qualitative descriptions of the collected data help us guide the students to the points where they could develop their interests and satisfaction with subject matter better. In this way, teachers may have more realistic understandings of how students become interested and motivated by mathematics, so that they are better able to find out ways of grasping the totalities of how the use of technology is interwoven into the school curricular.