• 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 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 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 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.

• 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 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 Korean Society for Quality Management
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• v.38 no.2
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• pp.161-170
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• 2010

Diffusion of e-learning has been accelerated according as the convenience and effectiveness have been increased rapidly due to the advancement of information technology. However, there has been few studies on systematic evaluation of its performance. SERVQUAL model was applied to evaluate the service quality of a 100% on-line lecture opened in a major Korean university. Two classes, one for 71 undergraduate students, the other for 79 graduate students, were opened for the lecture. The gaps between the expected service and the perceived service scores were compared with respect to sex, age, and e-learning experience. Although the gap score of male and female students were not different significantly, the gap scores among the other comparative groups were different. The perceived score of the older group with more than thirty ages was lower than that of the younger group. It seems that the older group evaluated the score based on the practical use of the subject since they are part-time students with jobs. Also, the perceived score of the group with previous e-learning experience was higher than that of the group with no e-learning experience. It seems that the experienced group evaluated it compared with the previous e-learning satisfaction. As it might be expected, the groups with higher perceived scores had stronger intention to recommend the e-learning lecture to other students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.103-109
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• 2017

We explored the influence of educational service quality on university image, student satisfaction, and word of mouth, as well as the causal association between university image, student satisfaction, and word of mouth. Second-order structural model testing was conducted with 274 questionnaires being used to analyze the hypotheses. The findings demonstrated, first, that educational service quality positively affected university image, student satisfaction, and word of mouth. The important sub-dimensions of educational service quality were teaching method, followed by lecture content, professor attitude, and communication through the second-order structural analysis. Second, university image positively affected student satisfaction and word of mouth. Third, student satisfaction positively affected word of mouth. Finally, for factor loading, the results of educational service quality indicated that teaching method(0.972) and lecture content(0.934) were the key factors in estimating the quality, revealing their significant and positive impact on university image, student satisfaction, and word of mouth. Thus, service providers should strengthen the teaching method and lecture content of educational service quality to enhance the university image, student satisfaction, and word of mouth of university performance from the perspective of university students.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.584-597
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• 2019

The purpose of this study is to find out constitutions of education service quality in NCS based education and to investigate the effects on vocational key competence, loyalty to college and self-confidence in getting job of college students as important performance variables. The results of this study are as follows. In the NCS based education, five dimensions of education service quality were teaching-learning-lecture, reputation, education program, administrative service and facilities. It is analyzed that the teaching-learning-lecture and administrative service have a great influence on vocational key competence of students. In addition, education service quality and vocational key competence were analyzed as important factors for student's loyalty to college and self-confidence in getting job and proved to be important performance variables.

• Journal of Korean Society for Quality Management
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• v.43 no.4
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• pp.489-498
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• 2015

Purpose: This paper proposes S-NS diagram. S-NS diagram helps us find core factors which improve customer satisfaction. Methods: S-NS diagram draws a scatter diagram based on marks obtained from surveys consisting of several questions on satisfaction and non-satisfaction at the same time. S-NS diagram is divided into the 4 regions. We focused on region B which is High satisfaction and high non-satisfaction shown in S-NS diagram. Region B is the areas for needs to improve. Results: S-NS diagram can find few important factors which affect customer satisfaction. We improve Lecture Satisfaction using S-NS Diagram. Conclusion: S-NS diagram has been proven to be an effective method for improving customer satisfaction with a lecture satisfaction improvement example. We know S-NS diagram can use many fields including manufacture and service areas.