• Journal of the Korean Operations Research and Management Science Society
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• v.31 no.3
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• pp.127-143
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• 2006

While e-learners' satisfaction would be determined by qualify of e-learning environment including learning management systems, learning contents and interactions, the influence of quality on satisfaction can be changed by e-learners' self-regulated efficacy The objective of this study is to show difference of the relationship between qualify and satisfaction In e-learning by self-regulated efficacy. For this purpose, we propose a research model which consists of five quality factors in e-learning as explaining variables, satisfaction as a result variable and self-regulated efficacy as a control variable. For empirical test of this model, the sample is collected from e-learning classes in a college and divided into two groups by self-regulated efficacy in order to analyze the effects of control variable. By multi-group analysis, we show two groups are different from each other in the relationship between quality and satisfaction of e-learning environment.

• Educational Technology International
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• v.16 no.2
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• pp.85-110
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• 2015

This study investigated whether college students' self-efficacy, learning strategy utilization, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, learning strategy utilization, academic burnout, and school support were used as prediction variables; and course satisfaction and learning persistence, as criterion variables. The subjects were 178 students who registered for online and mobile "Culture and Art History" courses at K online university. They participated in an online survey. Multiple regression analysis revealed that self-efficacy and learning strategy utilization positively predicted course satisfaction and learning persistence, academic burnout negatively predicted them, and school support predicted neither. Accordingly, we suggest that raising self-efficacy and learning strategy utilization, and reducing academic burnout in the learning environment will improve the course satisfaction and learning persistence of online learners.

• Journal of the Korean Society of Food Culture
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• v.35 no.2
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• pp.173-180
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• 2020

This study evaluated methods of improving sustained learning participation by examining the structural relationship of school support consisting of professor support, friend-senior support and educational environment support, career decisionmaking self-efficacy, school satisfaction, and learning persistence depending on the characteristics of college students majoring in culinary art and food service. The study findings were as follows. First, the general characteristics of college students majoring in culinary art and food service were perceived significantly more by female students than by male students. Second, school support directly influenced the career decision-making self-efficacy and school satisfaction, but did not directly influence the learning persistence. Instead, school support influenced school satisfaction and learning persistence indirectly by the medium of career decision-making self-efficacy. Third, career decision-making self-efficacy directly influenced school satisfaction and learning persistence and indirectly influenced learning persistence by the medium of school satisfaction. Lastly, school satisfaction directly influenced the learning persistence, implying that school satisfaction is an important factor for the learning persistence of college students majoring in culinary art and food service. These results show that, because school members and environmental support cannot exclusively make learning persistence, diverse systems and programs must be developed and applied to improve the career decision-making self-efficacy and school satisfaction of college students majoring in culinary art and food service.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.326-331
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• 2004

In this study, the relationships among self-directed learning ability, science teaching efficacy beliefs (personal science teaching efficacy and science teaching outcome expectation), life satisfaction, job satisfaction, and other background variables of elementary school teachers were investigated. A survey was administered to 234 teachers from 25 elementary schools in Jeonju. It was found that self-directed learning ability of the teachers was significantly correlated with their personal science teaching efficacy, science teaching outcome expectation, life satisfaction, job satisfaction, and age. A stepwise multiple regression analysis revealed that personal science teaching efficacy, life satisfaction, science teaching outcome expectation, and age were the significant predictors on their self-directed learning ability.

• Journal of Korean Clinical Health Science
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• v.6 no.2
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• pp.1136-1146
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• 2018

purpose: The study was performed by targeting nursing students in order to examine the level of their self-directed learning ability, self efficacy and learner satisfaction and to identify their effects on learner satisfaction. methods: A structured self-administered questionnaire was used, and a total of 150 questionnaires were distribute. Data were collected from 150 nursing students at D university located in D city, and a total of 141 students were included for the final analysis. Data were collected between November 15, 2017 to December 16, 2017, and questionnaire comprised items to measure general characteristics, self-directed learning ability, self efficacy and learner satisfaction. results: In addition, learner satisfaction was positively correlated with self-direct learning ability, self-efficacy. Finally, self-direct learning ability, self-efficacy and interpersonal relationship were found to explain 42.9% of the variance of learner satisfaction. conclusion: The findings of this study could be utilized as base data when developing a program to enhance nursing students's learner satisfaction and it is suggested that an interventional research of analyzing validity and effectiveness of developed education program would be also required.

• International journal of advanced smart convergence
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• v.10 no.4
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• pp.141-148
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• 2021

This study was tried to explore the mediating effect of workplace learning and self-efficacy on the relationship between technostress and job satisfaction in convalescent hospital nurses. Data were collected from 149 nurses working at one of 10 convalescent hospitals located in Korea's D region and between July 20 and August 12, 2019 and analyzed using SPSS 24.0. The mediating effects of workplace learning and self-efficacy in the relationship between technostress and job satisfaction were investigated by conducting hierarchical regression analysis and testing for significance based on bootstrapping p values. We found that workplace learning had a complete mediating effect, and self-efficacy a partial mediating effect, in the relationship between technostress and job satisfaction in convalescent hospital nurses. Exploring diverse factors and environmental features affecting job satisfaction in convalescent hospital nurses is highly relevant to clinicians, especially given the gradually increasing number of convalescent hospitals, changes during the era of technology fusion, and the strategic demands arising from an aging society.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.5
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• pp.1129-1138
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• 2021

SMEs are constantly demanded of changes in the rapidly-evolving business environment, which involves the fourth industrial revolution and the COVID-19 pandemic. In this period, management consulting service becomes more in demand to provide technical and strategic solutions for management problems. This study aimed to empirically analyze the direct effects of emotional intelligence on job satisfaction and the indirect effects of such parameters as learning agility and self-efficacy on job satisfaction in management consultants. On the basis of a literature review, inter-variable association was designed in the research model. Based on an online survey of those in the Korean SME management consultants, this study collected 221 questionnaires then used structural equation modeling for statistical analysis. The results reveal that emotional intelligence significantly affected job satisfaction and, also significantly positively affected learning agility and self-efficacy. In addition, a significant indirect correlation could be found between learning agility and self-efficacy. Meanwhile, if learning agility and self-efficacy mediated job satisfaction, emotional intelligence had no significant effect on job satisfaction and fully mediated learning agility and self-efficacy. It is necessary to develop an emotional intelligence education program that can help management consultants improve their emotional intelligence with the objective of giving successful management consulting services.

• International Journal of Internet, Broadcasting and Communication
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• v.15 no.1
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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.

• Journal of radiological science and technology
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• v.39 no.4
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• pp.661-667
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• 2016

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning, self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

• Journal of radiological science and technology
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• v.43 no.6
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• pp.519-524
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• 2020

This study developed radiation therapy contents based on virtual reality technology and applied them to radiation students. A survey was conducted to analyze the relationship between learning effects and learning satisfaction to students who used virtual reality education videos to analyze their learning performance. 71 students radiology department were classified into two groups one that experienced virtual reality and the other that did not experienced virtual reality. We surveyed between the two groups analyzed self-directed learning, self-learning efficacy and learning satisfaction. As a result, the comparison between the two groups showed no difference between self-directed learning and self-learning efficacy. But the learning satisfaction was significant from 2.64±0.83 to 3.20±0.88 in the problem solving process for groups applying virtual reality contents. Therefore, learning satisfaction has improved experienced group virtual reality content and the materials for virtual reality education can be applied more efficiently in non-face-to-face lectures.