• Journal of Digital Convergence
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• v.20 no.5
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• pp.179-185
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• 2022

The purpose of this study is to provide new implications for the development and operation of programs and comparative studies in university policy by examining how core competencies of university students participating in tutoring programs affect learning satisfaction. For this purpose, 33 university students participated in the tutoring program before COVID-19 and 72 university students participated in the tutoring program after COVID-19 were surveyed and statistically processed. As a result, first, there was a positive correlation between self-innovation, challenge, communication, harmony, sincerity, problem solving and learning satisfaction among the components of core competencies of H university before COVID-19. There was a positive correlation between self-innovation, challenge, communication, harmony, sincerity, problem solving and learning satisfaction of core competencies after COVID-19. Second, in the pre-COVID-19 period, core competence had a high explanatory power on learning satisfaction, but there was no statistically significant factor in each of the remaining components except for the challenge. After COVID-19, core competence was secured with a high rate of explanatory power, self-innovation and harmony among the components of core competence were found to have a positive effect on learning satisfaction, and challenge was found to have a negative effect on learning satisfaction. The implications of this study are that when students participate in the tutoring program, it is necessary to emphasize the challenge factors and when they proceed in non-face-to-face, it is necessary to emphasize the self-innovation factors or the harmony factors rather than the challenge factors.

• Korean Medical Education Review
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• v.16 no.3
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• pp.156-166
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• 2014

The current study aimed to find the relationship between attention, relevance, confidence, and satisfaction (ARCS) learning motivation and class effectiveness inherent in problem-based learning (PBL) classes designed for dental and nursing students. Seventy-nine participants responded to survey items for motivation and class effectiveness after completion of their classes. The study findings were as follows. First, the differences among the $dental^{**}$, $clinical^{**}$, and $nursing^{**}$ PBL classes were identified in terms of class effectiveness (F=3.63, p<0.05) and academic achievement (F=13.9, p<0.01). Second, three learning motivation factors-satisfaction (t=4.07, p<0.01), confidence (t=2.84, p=0.01), and relevance (t=2.96, p<0.01)-appeared to determine class effectiveness in the abovementioned order. Only attention (t=2.02, p=0.05) was significantly related to academic achievement. Third, the relationship between hours of learner contribution to the PBL tasks and academic achievement was statistically significant. Therefore, we suggest the incorporation of ARCS motivation factors in PBL classes on the basis of the characteristics of each major and grade.

• Journal of the Korean Society of School Health
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• v.25 no.1
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• pp.95-104
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• 2012

Purpose: In an attempt to investigate the differences in the level of stress & mental health between extracurricular learning group and non-extracurricular learning group and level of stress and mental health by the extracurricular learning-related characteristics, this study was carried out in upper grade elementary students. Method: The subjects were 241 students living in 4 small towns in 4th, 5th and 6th grade elementary students. The data were collected by using the questionnaires, and analyzed by SPSS/WIN 12.0 program. Results: First, 64.7% of subjects were receiving extra-curricular learning, and extracurricular learning contents were the main curriculum and foreign language classes in many cases. Second, there were no differences in the level of stress and mental health between extracurricular learning group and non-extracurricular learning group, but also in the area of stress as physical, mental, emotional and behavioral stress. Third, extra-curricular learning satisfaction and learning effects are the major factor affecting mental and emotional stress and mental health. In other words, the group with high satisfaction and effectiveness by extra-curricular learning was less mentally and emotionally stressed and better for mental health than low group. Also, days per week for extracurricular learning affected physical stress and intention to continue extracurricular learning affected mental stress. Fourth, factors affecting whether the intention to continue extracurricular learning were the sex, decision-makers about whether they receive extracurricular learning, extracurricular learning satisfaction and duration of extracurricular learning. Conclusion: From the above results, The fact that the upper grade elementary school students receiving the extracurricular learning did not affect on the stress and mental health. In case of extracurricular group, the effectiveness and satisfaction about extra-curricular learning were major factors affecting mental and emotional stress as well as mental health.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.401-411
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• 2022

The purpose of this study was to identify the convergence factors influencing learning satisfaction of nursing students in the COVID-19 pandemic after applying non-face-to-face mixed classes consisted of both real-time and non-real time distance educations. The participants were 109 nursing students who attended in a university and completed the self-report questionnaire. Data were analyzed using the SPSS 23.0 program. The results showed that the learning flow was 3.41, self-regulated learning ability was 3.75, and learning satisfaction was 3.98. Learning satisfaction showed a positive correlation with learning flow (r=.42, p<.001) and self-regulated learning ability (r=.75, p<.001). In addition, the factors influencing the learning satisfaction of the subjects of this study were self-regulated learning ability (𝛽=.662) followed by 60.6% (F=25.63, p<.001). Therefore, to enhance learning satisfaction of nursing students, it is necessary to increase their self-regulated learning abilities and to develop and apply training program considering the needs of the educational environment change in the post-COVID-19 era.

• Journal of Information Technology Services
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• v.19 no.5
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• pp.107-124
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• 2020

Due to spread of covid-19, which began in December 2019, the usage of online distance learning has expanded within colleges. However, because of the lack of readiness for running online distance learning, professors and students had to experience a lot of inconvenience. In the near future, the usage of online distance learnig is expected to more expand, thus, it seems that there should be a strategies for sustainable online learning operations. This study aims to investigate which factors have impact on the continuance intention to usage of online distance learning of airline department students, focused on Post-Acceptance Model. For the empirical analysis, this study utilized a structural equation model after collecting 136 survey data. The results is as follow; First, user interface has positive impact on confirmation and confirmation has positive impact on satisfaction of online distance learning. Seconds, confirmation has positive impact on perceived usefulness, flow and social presence. Third, social presence has positive impact on satisfaction of online distance learning, but perceived usefulness and flow didn't have statistically meaningful impact on satisfaction. Finally, statisfaction of online distance learning has huge positive impact on continuance intention to usage. It is expected that the implications of this study enable colleges effectively to run online distance learning in preparation for the post-covid 19 era.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.393-401
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• 2021

This study is a descriptive research study to verify the relationship between university students' learning flow, self-directed learning, learning outcomes, and online class satisfaction, and to identify factors that influence online class satisfaction. There was a significant positive correlation between university students' learning flow, self-directed learning, learning outcomes, and online class satisfaction. Online class satisfaction had a positive effect on learning flow and learning outcomes, but self-directed learning had no direct effect. The explanatory power of online class satisfaction was 49%. Based on the above results, in order to increase online class satisfaction, a plan is needed to improve university students' learning flow and learning outcomes for online classes. In addition, instructor and university are required to actively endeavor and support to improve the quality of online classes.

• Journal of Environmental Science International
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• v.19 no.8
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• pp.1057-1066
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• 2010

An ecological learning center is defined as a place which can establish the correct relationship between human and environment. Human can learn ecosystem and importance of environment throughout observation of nature and participation in program of ecological learning center. The most important aspects of ecological learning center planning are to reflect on user's demand and preservation of ecosystem. The prime goals of this study is to analyze user's characteristics in the Young Wheol Mulmurigol Ecological Learning Center. The second goal of this study is to find out the satisfaction model based on user's perceived performance of each program and facility in the center. For this study, questionnaire survey with 204 individuals was completed. The data from the questionnaire were analyzed statistical method by SPSS. There are several significant results from the study as following First, this ecological learning center as a newly operating facility is used not for educational purpose but for resting and relaxation purpose. It is due to that the most of users in this center are package tourists with historic scenes. Second, user's perceived performance evaluated by 23 attributions of programs and facilities, and these attributions could be classified by 5 factors such as environment friendly design, educational function, preservation of environment, provision of various bio-top and provision of resting area. Third, the user satisfaction model indicates that user satisfaction is depended on various factors such as preservation of environment, provision of various bio-top, provision of resting area. Among these factor affecting the satisfaction, provision of various bio-top is the most influence on user satisfaction.

• Journal of the Korean Society for Library and Information Science
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• v.58 no.1
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• pp.225-254
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• 2024

The study aims to understand undergraduates' and graduate students' perceptions and satisfaction with online learning platforms and to verify the relationship between usability factors and satisfaction with online courses. The literature review facilitated the summarization of major factors to be considered in the online learning platform development process and established the research model. The follow-up survey verified the perceptions of university constituents regarding the fulfillment of the university online learning platforms' user interface principles, platforms' usability, satisfaction with platforms, and satisfaction with online courses. Causal relationships between variables were tested and modeled by analyzing survey results. We also confirmed that the same model can be applied to different types of learners and various types of online learning methods. This study is significant in verifying that the fulfillment of the platforms' user interface design principles can affect satisfaction with online courses using the platforms based on learners' evaluation results. We expect that the research model proposed in this study can contribute to the improvement and development of online learning environments in the future.

• Journal of Korean society of Dental Hygiene
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• v.21 no.6
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• pp.805-812
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• 2021

Objectives: To investigate the perceived quality of classes, academic emotions, and learning achievement levels associated with the non-face-to-face classes of health science students, and to analyze the factors related to class satisfaction. Methods: Using a questionnaire, 238 health science students were surveyed regarding the quality of classes, academic emotions, and learning achievement levels. Factors related to calss satisfaction were analyzed using stepwise multiple regression. Results: Lecture types that the students were most satisfied with were 'video lectures using PPT' and 'recorded lectures provided by LMS', while 'real-time video lectures' were scored the lowest (p=0.005). Factors affecting non-face-to-face class satisfaction were perceived achievement (β=0.425, p<0.001), learning content (β=0.265, p<0.001), learning emotion (β=0.171, p<0.001), and learning environment (β=0.137, p=0.012). The adjusted explanatory power for this model was 63.9%. Conclusions: To increase the satisfaction of health science students with non-face-to-face classes, it is necessary to prepare an institutional foundation and to develop an educational program that can increase perceived achievement.

• Knowledge Management Research
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• v.10 no.1
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• pp.17-32
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• 2009

Cyber University has been continuously increased since it is of great necessity of education through lifelong study. Recently, the management of cyber universities does not ensure education success, because some problems are coming out. Now we are to take an interest in qualitative level of e-learning. The purpose of this study is to classify and investigate interaction factors of e-learning, which were one of the restrictions to develop e-learning, influence learning flow and satisfaction. The authors discuss the implications of the findings for interaction and learning flow theory and practice.