• 디지털융복합연구
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• 제8권3호
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• pp.115-127
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• 2010

본 연구는 현재 사이버 대학에서 제공하고 있는 강의서비스 품질이 학습자의 학습동기에 따라 학습 만족에 어떠한 영향을 미치고 있는지를 연구하였다. 강의서버스 품질은 기존의 서비스 품질 측정요인으로 사용되고 있는 SERVQUAL(유형성, 신뢰성, 반응성, 확신성, 공감성) 바탕으로 강의서비스 품질을 측정하였다. 분석결과 강의서비스 품질와 유형성, 확신성, 신뢰성, 공감성은 학습만족에 지지되었고 반응성은 기각되었다. 학습동기가 학습만족에 조절변수로서의 할 것이라는 가설을 검정하기 위하여 3단계 계층회귀분석을 실시하였다. 강의서비스 품질의 각 구성요인과 학습동기가 상호작용할 때 전반적 만족에 유의한 영향을 주고 있다는 3단계 모델의 설명력이 높게 나타남으로써 전체적으로 학습동기의 상호 작용 효과는 입증되었다.

• 정보교육학회논문지
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• 제16권4호
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• pp.429-438
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• 2012

표준화된 차세대 이러닝 학습시스템인 사이버가정학습 2.0에서 학습자들의 만족도에 영향을 미치는 요인을 규명함으로써 사이버가정학습 설계 및 운영에 시사점을 제공하고자 본 연구가 수행되었다. 이를 위해 '강원 에듀월드'에 가입한 초등학생 및 중학생을 가입자 비율을 고려하여 초등학생 870명과 중학생 153명을 대상으로 설문조사를 실시한 후, 학습자의 인식과 만족도에 영향을 미치는 요인을 분석하였다. 분석 결과, 사이버가정학습 2.0에 대한 인식은 학교 급에 따라 공통요인 4개가 추출되었다. 요인분석 결과를 근거로 사이버가정학습 2.0 학습에 대한 만족도의 영향력을 알아보기 위하여 회귀분석을 실시하였는데, 초등학생의 경우 수업전문성, 콘텐츠 유용성, 시스템 접근성, 학습 분위기의 순으로 만족감에 유의한 영향을 미치고 있음을 확인하였다. 반면 중학생의 경우 콘텐츠 유용성, 학습 분위기의 순으로 사이버가정학습 2.0 학습에 대한 만족도에 영향을 미치고 있었다.

• 한국항공운항학회지
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• 제28권3호
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• pp.41-51
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• 2020

This research is accomplished to verify objectively how flight instructor's transformative leadership affects student pilot's psychological stabilities and learning satisfactions. Flight instructor's transformative leadership factor divided into individual consideration, intellectual stimulus and charisma from exploring factor analysis. Psychological stability factor subdivided into happiness, concentration and satisfaction. Learning satisfaction factor subdivided into participation, recommendation, persistence, accomplishment and relationship. According to the analysis of flight instructor's transformative leadership effect on psychological stability, it showed that it has statistical significance on happiness, concentration and satisfaction. It also has positive influence on happiness and concentration. The result from regression analysis showed that individual consideration and charisma affected happiness and concentration in order. However, satisfaction from individual consideration, intellectual stimulus and charisma didn't show statistical significance to student pilot's satisfaction. Analysis of flight instructor's transformative leadership on student pilot's learning satisfaction showed statistical significance between them. Intellectual stimulus and charisma had positive influence on student pilot's learning satisfaction. Regression analysis showed charisma and intellectual affect student pilot's learning satisfaction in order.

• 한국정보시스템학회지:정보시스템연구
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• 제18권2호
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• pp.111-126
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• 2009

A high-speed Internet has brought a rapid spread of Web Based Distance Learning(WBDL). Even though the WBDL was considered a new methodology to overcome the limitation of a traditional education, it evolves not as alternatives but as strategic augmenting tools for a traditional face-to-face education. The WBDL systems accommodate diverse services such as e-Learning, e-Mentoring, and Blended Learning in order to give satisfactions to learners and increase the learning effectiveness. This study suggested the WBDL system's and learner's characteristics as two major affecting factors, in which two independent variables were respectively selected. A mediating effect of learning motivation between the independent variables and learning achievement was empirically tested. The interactions between the WBDL sysrem and learners were also tested on the view points of the moderating effects between the learning motivation and the learning achievement. The results showed that the mediating effects of learning motivation and the moderating effects of the system interactions were statistically significant.

• 한국컴퓨터정보학회:학술대회논문집
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• 한국컴퓨터정보학회 2017년도 제56차 하계학술대회논문집 25권2호
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• pp.197-198
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• 2017

최근 IT기술의 발전, 대학 교육의 글로벌화 등의 추세는 대학의 이러닝(e-learning) 형태의 교육을 촉진하고 있다. 국내향후 연구에서는 17개의 사이버대학은 이러닝 형태의 교육을 제공하고 있는데, 최근 재학생 수가 크게 증가하고 있다. 이에 사이버대학들은 우수한 강의 제공을 위해 학생-교수간의 다양한 상호작용에 대해서 연구하고 있다. 본 연구는 사이버대학의 LMS(Learning Management System)에 온라인 채팅 서비스를 최초로 도입하여, 시스템을 구축하였다. 본 연구에서는 온라인 채팅과 학습만족과의 관계에 대해서 검증하고, 강의질 개선을 위한 전략을 도출하고자 한다.

• 한국컴퓨터정보학회논문지
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• 제23권11호
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• pp.151-158
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• 2018

As the competition of 21 cyber universities in Korea has been on a continual increase, they are focusing on improving the quality of the e-learning education in cyber universities. In this study, we intended to derive the failure factors of the previous chatting system in the 2010s and the success factors from previous studies. Next, we identified priorities among five factors(Reliability, UI Convenience, Usability, Network effect, Operational policy) using AHP and the practical ways to implement the chatting service. We applied the chatting system to all the curriculums of S cyber university. Our study finds that the chat service affects the satisfaction of education. Finally, we propose the utilization plan to improve the e-learning education of cyber university through the findings of this research.

• 한국초등수학교육학회지
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• 제17권2호
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• pp.225-243
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• 2013

본 연구의 목적은 G-러닝의 도입 배경과 교육환경의 변화에 맞추어 2012년에 개발한 기초학습부진 학생을 위한 기초셈하기 G-러닝 콘텐츠의 효과성 및 만족도를 분석하는데 있다. 이를 위해 서울시에 소재한 초등학교 3~6학년 기초셈하기 부진 학생 146명을 대상으로 G-러닝 콘텐츠 학습 전 후의 성취도 동형검사를 실시하여 통계적으로 유의미한 변화가 있는지 파악하였다. 또한 학생, 교사, 학부모를 대상으로 G-러닝 콘텐츠의 효과성에 대한 설문조사를 실시해 G-러닝 콘텐츠 및 활용에 대한 성향 및 현장의 만족도를 조사하였다. 연구결과 기초셈하기 G-러닝 콘텐츠를 활용한 학습자의 기초셈하기 능력은 전반적으로 향상되었다. 또한 기초셈하기 G-러닝 콘텐츠를 활용해 학습을 한 기초학습부진 학생들의 만족도는 좋은 편이었으며, 게임을 활용한 수학학습 이후 계산에 대한 자신감이 늘어나고, 수학곤란은 줄어들었다. 또한 학부모들은 기초셈하기 G-러닝 콘텐츠를 활용한 수학학습이 자녀들의 수학에 대한 자신감을 높여줄 뿐만 아니라 연산 능력 향상에도 도움이 된다는 긍정적인 반응을 보였다. 교사들 역시 프로그램에 대한 만족도는 높았지만 게임을 활용한 수학학습을 운영하면서 발생하는 콘텐츠 상의 오류, 멀티미디어 확보의 어려움, 게임 자체를 학습하게 되는 문제점 등을 지적하였다. G-러닝 콘텐츠 프로그램의 개발 및 효과성을 높이기 위해 보다 수학콘텐츠의 정교화 및 학생들의 심리연구 등에 대한 장기간의 광범위한 연구가 지속되어야 함을 제안하였다.

• 대한통합의학회지
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• 제9권2호
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• pp.53-61
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• 2021

Purpose : The purpose of this study is to explore the effectiveness of online blended learning(asynchronous online learning class 1+synchronous online learning class 2) method and discuss the applicability of online blended learning. In this study, we will analyze the differences in class satisfaction and academic achievement between asynchronous online learning and online blended learning classes, and discuss the strengths, weaknesses, and satisfactions of online blended learning. Methods : The subjects of this study were 39 of the occupational therapy students who took the 'child development' course. Asynchronous online learning class was applied for 1-6 weeks and online blended learning was applied for 9~14 weeks. The online blended learning class consisted of 1 hours synchronous online learning and 2 hours asynchronous online learning. For the asynchronous online learning, the screen recording program of OBS Studio was used, and for the synchronous online learning, the Zoom program was used. The results of course evaluation and academic achievement of students according to the type of lecture were compared, and a survey was conducted on the satisfaction of online blended learning. Results : The results of this study are as follows. First, satisfaction(A class: t=-4.19, p=.001, B class: t=-7.94, p=.00) with online blended learning classes was significantly higher than asynchronous online learning. Second, when applying online blended learning class, academic achievement(t=-10.58, p=.00) was significantly higher. Third, the online blended learning class showed the highest satisfaction in improving the interest in the subject, and it was found to be helpful in online class management, professor-student interaction, and class content understanding. Conclusion : We have found that online blended learning can compensate for the shortcomings of online lectures and increase the quality of the lectures and the satisfaction of students. The application of online blended learning should be supplemented according to the characteristics of each class, and I hope that blended online teaching methods can be developed based on new ideas in the future.

• 공학교육연구
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• 제19권5호
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• pp.48-56
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• 2016

The purpose of this study is to introduce the math-clinic programs which offer to engineering students and to compare the subject satisfaction between participants and non-participants. Five math-clinic programs are operated and 1397 students took part in this study. As a result, the Likert-type scales of satisfaction with three programs; the exercise problems solving class, the tutoring program and the achievement tests, were 4.07, 4.05 and 3.95, respectively(5-point Likert-type scale). And we found that the participants expressed higher subject satisfactions than nonparticipations did.

• 한국항공운항학회지
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• 제28권2호
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• pp.1-11
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• 2020

This study was carried out to verify how much instructor's communication skill affects the student pilot's study motivation and satisfaction. The instructor's communication styles are classified into 3 groups by pre-analysis. Three types are cooperative type, control type and professional type. Intellectual cause, performance proficiency cause, social cause and stimulation avoidance cause are extracted and analyzed for the cause of study motivation. Cooperative and control type affected all of 4 factors of student's study motivation by influence analysis. Intellectual cause affected control and cooperative type positively, especially more to cooperative type. Performance proficiency cause also had positive influence to control and cooperative type. Stimulation avoidance cause didn't appear to affect all sub-classified 4 factors of instructor's communication type. Influence analysis of student's study satisfaction from instructor's communication style showed that independent variable affected all sub factors positively. Degree of positive influence affected the control type the most, cooperative type was the 2nd, and professional type was the 3rd.