• Journal of Korean Society for Quality Management
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• v.34 no.4
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• pp.65-77
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• 2006

This study try to find the service quality factors of internet-based lecture and in-class lecture on the university level. The service quality factors of internet-based lecture are information quality and system quality factors which affect education service value, and customer satisfaction. This affects the service performance. The service quality factors of in-class lecture are tangibility, reliability, responsibility, assurance and empathy factors also affect education service value and customer satisfaction. This leads to service performance. This result will be helpful to enhance the service quality of university level lectures.

• Journal of Practical Engineering Education
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• v.6 no.2
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• pp.71-76
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• 2014

Improving lecture quality is very necessary for the service quality of education in universities, enterprises and education institutes. The student lecture evaluation survey data is a good tool for measuring lecture quality and have been often analyzed by simple statistical methods. This study presents an intelligent lecture quality improvement method that can improve student's overall satisfaction and performance by analyzing student lecture evaluation survey data. The method uses SOFM (Self-Organizing Feature Map) neural network and C4.5 to find the patterns in student's satisfaction and performance more correctly and then decide what to change in the lecture for the improvement of student's satisfaction and performance. We apply the proposed method to an enterprise lecture in Korea. We can find that it can improve the quality of an enterprise lecture by changing total lecture time, lecture material and organization of lecture schedule to be necessary improvements.

• Journal of Korean Dental Hygiene Science
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• v.4 no.2
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• pp.53-65
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• 2021

Background: To survey and analyze awareness and recognition during a non-face-to-face lecture, and satisfaction with among dental technology students. Methods: Total 179 undergraduates were surveyed from the Department of Dental Technology. Frequency analysis, cross analysis, independent sample t-test, correlation analysis, and multiple regression analysis were used for analyzing statistics. Results: Overall satisfaction with the non-face-to-face lecture was the highest (p=.037) while watching a recorded lecture in the theory curriculum subject. In the case of practical subjects, satisfaction with face-to-face lectures appeared to be higher (p=.039) compared to non-face-to-face lectures. Factors influencing the recognition of non-face-to-face lecture quality included awareness of a place to conduct a class and of face-to-face delivered lecture quality, satisfaction with face-to-face lecture, and satisfaction with non-face-to-face lecture. Factors affecting satisfaction with a non-face-to-face lecture included a place to conduct a class, the most effective theory non-face-to-face class method, the method of having been experienced the most among non-face-to-face lecture methods, and the recognition of non-face-to-face lecture quality. Conclusions: Future educational environment should include combined face-to-face and non-face-to-face lectures. An efficient educational indicator will be needed to evaluate learners' assessments and opinions about online classes, followed by its application to teaching methods.

• Journal of the Korean Institute of Educational Facilities
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• v.25 no.2
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• pp.3-9
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• 2018

This study is designed to measure the indoor environment and research on the environmental situation in the lecture room where the lecture is conducted during the winter time in order to understand the level of environment in the lecture room and then suggest the method of improving the environment in the lecture room in the future. The findings are as follows. First, the number of ventilation measured at Lecture Room 1 was 1.2 times/hour while that at Lecture Room 2 was 2.2 times/hour. Second, the lighting at Lecture Room 1 and 2 was 650~700 lux while the noise at Lecture Room 1 and 2 was not more than 60dB. Third, Group 1 and Group 2 felt in the same way that the air quality in the lecture room was not good when the air quality was measured in 30 minutes after the start of lecture. Fourth, both Group 1 and Group 2 showed the lowered concentration on the class in 30 minutes after the start of the class when the room was heated. But Group 1 got less drop in the concentration when they was put in the non-heated room. Fifth, As for the change in the carbon dioxide volume during lecture, the carbon dioxide volume in the room where the windows was closed rose 1,000~1,400ppm from that at the time of start, thus showing that the indoor air quality got worsened. In addition, it is hard to control the indoor temperature due to the heating and non-heating. Accordingly, it is necessary to get the heating system which can make the ventilation in order to keep the environmental level in the lecture room to a certain level and keep the proper indoor temperature.

• Journal of the Korea Society of Computer and Information
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• v.26 no.7
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• pp.119-126
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• 2021

Due to the prolonged COVID-19, distance lectures are expected to continue for a considerable period of time. Research on factors affecting distance lecture quality and learner satisfaction is essential. The purpose of this study is to examine the relationship between distance lecture quality (system quality, information quality, service quality, interaction quality), self-efficacy, and learner satisfaction, and to suggest theoretical and practical implications for the effective operation of distance lectures. A survey was conducted for university students taking distance lectures, and 197 questionnaires were used for empirical analysis. The collected data were analyzed by SPSS 25.0 and AMOS 21.0. As a result; First, distance lecture quality (system quality, information quality, service quality, interaction quality) was found to have a positive effect on self-efficacy. Second, distance lecture quality (system quality, information quality, service quality, interaction quality) was found to have a positive effect on learner satisfaction. Third, self-efficacy was found to have a positive effect on learner satisfaction. Based on the analysis results, the implications and limitations of this study are presented.

• Journal of Korean Society for Quality Management
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• v.42 no.1
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• pp.63-70
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• 2014

Purpose: This article introduces a case study of using Taguchi Method to improve lecture satisfaction. Developed by Taguchi Genichi, this method has its strength in finding the control factor that is robust against noise factor. Finding the condition for such control factor has an effect of reducing the dispersion of the Lecture satisfaction. Methods: There are various factors in university classrooms. The factors which influenced the Lecture Satisfaction are analyzed by control factors and noise factors, control factors which is controllable are lecture completeness and thoroughly test the degree of supervision and noise factors which is not controllable is degree of physical and psychological Lecturer tired, then the experiment is conducted as guided by Taguchi's experimental design, one semester are experimented by eight professor with 2 classes, after discussion of the results the optimal lecture condition is suggested. Results: To improve Lecture Satisfaction under noise factor of physical and psychological Lecturer tired, optimal condition are that lecture completeness have scenario note during lecture and thoroughly test the degree of supervision have two proctors during test. Conclusion: In this paper, we have succession case by applying Taguchi methods in Lecture Satisfaction. We can apply to improve service by applying the Taguchi methods. In the future we hope to have many succession cases.

• Journal of Engineering Education Research
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• v.21 no.4
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• pp.46-52
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• 2018

In general, lecture evaluation has been used in most universities as an important criterion to evaluate quality of education. This study is exploratory research on the predictors that determine lecture evaluation in college of engineering to give practical implications for improvement of engineering education. For the exploration of predictors of lecture evaluation, the data of lecture evaluation in A College of Engineering located in the metropolitan area was used, and Decision Tree Analysis was utilized as an analysis method. As a result, the characteristics of students turned out to be the most distinct predictor comparing with those of course and instructor at lecture evaluation in college of engineering. That is, as various elements other than teaching competency influence lecture evaluation in college of engineering, it is necessary to be more careful in evaluating quality of lecture or teaching competence. Thus, a follow-up study should be conducted to adjust the influence by the predictors that instructors can hardly control.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5033-5043
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• 2012

The purpose of this study is to complement the problem of lecture evaluation items and to improve the lecture evaluation items to fit to original purpose of lecture evaluation to enhance the lecture's quality. For this, meanings of good teaching, lecture evaluation domains and elements of preceding study, the contents and problems of lecture evaluation tools in A college were searched, and in this foundation, an improved lecture evaluation tool was suggested. As the result of this study, important features of the improved tool are followed: First, the compositions of evaluation domains, evaluation elements, and evaluation items were reconstituted. Second, to acquire the important information for the better lecture, the items were devised according to the features of good teaching in colleges. Third, the items concerned of evaluation elements which is commonly suggested by the lecture evaluation tools of preceding study were developed. Forth, if there is the information which is required for the enhancement of the lecture quality, the items were developed though the result could not be presented in the arithmetical means. Fifth, evaluation items to improve the problems of lecture evaluation tools which had been carried out in A college were developed.

• Journal of the Korea Safety Management & Science
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• v.5 no.2
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• pp.239-253
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• 2003

Lecture Evaluation system is an only way, so far, to evaluate the quality of lectures in our university and yet has several problems. This system does not have any effects on professors; however, it is rather used to threaten assistant professors and/or part-time/full-time lecturers. As a result, students are still dissatisfied with the unchanging lectures of professors. Generally speaking, We should consider new ideas to introduce a head teacher system or improve the lecture evaluation system to open doors wider for teachers, professors do their best to expand students' understanding by practicing the Lecture Evaluation System. In fact, it is hard to keep the objectiveness that the professors estimate the quality of professors. That is why this check list should be restricted only as a guideline among the system. After all, it is expected to bring better educational circumstances when the system functions properly to provide professors to research more.

• Journal of Distribution Science
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• v.13 no.3
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• pp.41-49
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• 2015

Purpose - Universities are placing a greater emphasis on relationship management as a source of competitive advantage due to increasingly competitive environments and social changes. The purpose of this study is to analyze the relationships among education service quality, relationship quality, and relationship performance from the perspective of service distribution. In other words, this study is focused on the role of education service quality with regard to relationship management. In this study, education service quality is divided into lecture, job assistance, student-faculty interaction, student-student interaction, facility welfare, and scholarship welfare quality components; relationship quality is composed of satisfaction and commitment; and relationship performance is divided into recommendation and defection intentions. Research design, data, and methodology - This study aims to identify how the various elements of education service quality affect satisfaction. Further, it aims to test the relationships among satisfaction, commitment, recommendation intentions, and defection intentions. Distribution and marketing students were randomly selected for the experiment. Out of the 380 administered questionnaires, a total of 361 respondents provided complete and usable data. The sample consisted of 232 males (64.3%) and 129 females (35.7%). The variables of the proposed model were measured through assessments that were measured on a 5-point Likert scale. Using Lisrel 8.7, a structural model was analyzed and the path coefficients were estimated. Results - The overall fit of the model was acceptable (χ2=1121.8 (df=603, P=0.00), GFI=0.967, NFI=0.974, CFI=0.981, RMR=0.021). The results generally supported the hypothesized relationships of the proposed model, except for Hypothesis 1. First, lecture, job assistance, student-faculty interaction, student-student interaction, and facility welfare quality were revealed to have positive effects on satisfaction. In particular, lecture and facility welfare quality had the strongest effects on satisfaction. However, scholarship welfare quality did not significantly affect satisfaction; this means that Hypothesis 3-2 was not supported. Second, satisfaction was positively related to commitment and recommendation intentions but it was negatively related to defection intentions. Third, commitment was positively related to recommendation intentions but it was negatively related to defection intentions. Conclusions - This study emphasizes the influence of education service quality on satisfaction in the long-term. In addition, this research has the following implications for university relationship management. First, the findings suggest that the various dimensions of education service quality have differing effects on satisfaction. In particular, lecture and facility welfare quality are found to be the most important factors in increasing the level of satisfaction. Therefore, university managers need to prioritize enhancing lecture quality and upgrading educational facilities. Second, satisfaction also improves through job assistance systems and opportunities for social interactions. Therefore, university managers should reinforce their job skills programs and should provide opportunities for social relationships to develop. Finally, it is important for university managers to take a relationship approach to maximizing relationship performance. Therefore, university managers should work to increase student recommendations and prevent their defections based on satisfaction and commitment.