• Journal of Digital Convergence
• /
• v.8 no.3
• /
• pp.115-127
• /
• 2010

This study investigates the effect of E-learning service quality toward users' learning satisfactions when moderating by users' study motivations at cyber universities. For this end, the E-learning service quality was measured with SERVQUAL which was widely employed in academic research area. From rich survey analysis, this study finds that the three factors of E-learning service quality such as concreteness, certainty, credibility and sympathy are statistically correlated with users' learning satisfactions, but the responsiveness is not. Also in order to test the hypothesis that the study motivation is a moderate variable, the three step regression analysis was applied. Finally, this research finds that the study motivation has the role of moderate variable to affect the users' learning satisfactions.

• Journal of The Korean Association of Information Education
• /
• v.16 no.4
• /
• pp.429-438
• /
• 2012

This study was conducted to identify the factors which influenced the learners' satisfaction in Cyber Home Learning System 2.0 and to propose the suggestions for design and implementation. 870 elementary school students and 153 middle school students were surveyed and factors which influenced learners' perceptions and satisfactions were analyzed. According to the results, four common factors on the perceptions about Cyber Home Learning System 2.0 were excluded according to the levels of schools. Based on the factor analysis results, multiple regression analysis was conducted to find out the influences on Cyber Home Learning System 2.0, for elementary school students, instruction specialty, usefulness of the contents, accessibility of system, and learning mood affected satisfactions significantly in the order. For middle school students, usefulness of the contents and the learning mood affected satisfactions significantly in the order.

• Journal of the Korean Society for Aviation and Aeronautics
• /
• v.28 no.3
• /
• pp.41-51
• /
• 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.

• The Journal of Information Systems
• /
• v.18 no.2
• /
• pp.111-126
• /
• 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.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2017.07a
• /
• pp.197-198
• /
• 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.

• Journal of the Korea Society of Computer and Information
• /
• v.23 no.11
• /
• pp.151-158
• /
• 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.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.2
• /
• pp.225-243
• /
• 2013

This study was to analyze the effects of basic computational abilities using G-learning contents, which was developed for mathematically slow learners. The participant students were 146 mathematically slow learners in grade 3-6 in Seoul. The researchers analyzed the difference between pre and post test scores to check their effectiveness. Also, teachers and parents as well as students responded survey items to check dispositions and satisfactions towards the program. The research results showed that the application of the G-learning contents on basic computation areas was effective to develop students' basic computational skills. In addition, students also showed that they were satisfied studying basic computations with the G-learning contents. They had increased beliefs about and decreased difficulties in mathematics. Parents and teachers also had satisfactions in using the G-learning programs in spite of some negative effects such as errors in the contents, use of computers, and concentration on the game itself. For the improvement of G-learning contents, we need to keep studying on G-learning contents with wide range of areas and long term studies.

• Journal of The Korean Society of Integrative Medicine
• /
• v.9 no.2
• /
• pp.53-61
• /
• 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.

• Journal of Engineering Education Research
• /
• v.19 no.5
• /
• pp.48-56
• /
• 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.

• Journal of the Korean Society for Aviation and Aeronautics
• /
• v.28 no.2
• /
• pp.1-11
• /
• 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.