• Journal of Digital Convergence
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• v.18 no.10
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• pp.81-93
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• 2020

This study is based on workplace learning, which has revealed its significant influence in the previous enterprise case studies. Why do small business owners have the opportunity to participate in workplace learning based on authenticity? It was intended to clarify whether it was necessary and to increase the growth and development potential of small business owners based on its contents. Moreover, this study is focused on identifying the influence of workplace learning on management performance through this series of processes. In order to investigate the influence of small enterprise workplace learning on management performance, research hypotheses were set based on a review of previous studies, and empirical analysis was carried out. A total of 203 questionnaires were empirically analyzed using SPSS 18.0 program. As a result, first, workplace learning had partially significant positive influence on job satisfaction. Second, workplace learning had significant positive influence on management performance. Third, job satisfaction had significant positive influence on management performance. Fourth, job satisfaction had partial mediating effect in the relationship between workplace learning and management performance. The analysis result showed that among sub-factors of workplace learning, only formal learning did not affect job satisfaction and that job satisfaction did not have mediating effect in the relationship between formal learning and management performance. According to analysis, this was because in poor small enterprise environments, opportunities to participate in formal learning like external training or in-house training were not kept. In other words, poor small enterprise environments were plainly revealed from the managerial, economic and social standpoint. Therefore, there is a need to establish the foundation of growth for them to solve problems and develop win-win development capabilities and an institutional system that can make a contribution to policy and education, and management, by helping small enterprises keep opportunities to participate in workplace learning. In spite of these significant study results, there can be a limitation. For improving this limitation, further research will need to target diverse fields focusing on samples, which can explain relations of many different variables. Also, working-level relation research connected to studies that can highly enhance management performance will be required.

• Journal of Christian Education in Korea
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• v.63
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• pp.255-281
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• 2020

The purpose of this study was to investigate the structural relationship among self-directed learning ability, learner-instructor interaction, learner-learner interaction, and class satisfaction in online learning environments by the structural equation modelling (SEM). Participants of the study consisted of 300 students (110 = high school students, 190 = college students). Through latent mean analysis (LMA), there was no significant difference of study variables between high school and college groups. However, thorough multi-group analysis, self-directed learning ability had a direct and indirect effect on class satisfaction for the college group via learner-instructor and learner-learner interactions, while learner-learner interaction played a full mediating role of the relationship between self-directed learning ability and class satisfaction for the high school group. In addition, self-directed learning ability had a stronger influence on learner-learner interaction for the college group than the high school group. These results would provide important implications for understanding the different mechanisms between high school and college online learning contexts.

• Journal of the Korea Safety Management & Science
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• v.24 no.1
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• pp.49-60
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• 2022

The purpose of this study is to verify the structural relationship between job crafting and job enthusiasm, informal learning, social support, and positive psychological capital, and to investigate the effect of informal learning, social support, and positive psychological capital on job crafting through job enthusiasm. A survey was conducted on 451 safety workers at large domestic companies, and the collected data were analyzed for model suitability, influence relations between variables, and mediating effects with AMOS 23.0 using SPSS 23.0. Through research, we found five important results. First, the structural model of job crafting, job enthusiasm, informal learning, social support, and positive psychological capital properly explained the empirical data. Second, social support and positive psychological capital had a positive effect on job enthusiasm, but informal learning did not significantly affect job enthusiasm. Third, informal learning and positive psychological capital had a positive effect on job crafting, while social support did not significantly affect job crafting. Fourth, job enthusiasm had a positive effect on job crafting. Finally, job enthusiasm was found to mediate the relationship between social support and positive psychological capital and job crafting. These suggest that continuous environmental efforts and systematic management measures are needed to promote job crafting of safety workers so that informal learning, social support, positive psychological capital, and job enthusiasm can be expressed. Therefore, the necessity of developing various sub-factors of informal learning that can promote job crafting of safety workers was suggested as a follow-up study.

• Journal of Digital Convergence
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• v.11 no.10
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• pp.719-730
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• 2013

The English Conversation class as a required course in S university is designed as blended learning to reinforce English education. To identify the influence of this blended learning on its students' achievement, the research about what variables are related with it was conducted. Data analysis indicates that gender, major, military service, overseas stay, face-to-face attendance, quiz, and online attendance have an effect on the student achievement. However, the students' style of online learning--study place, study time, and study frequency--doesn't have any relationship with their achievement. Their satisfaction with the online study was questioned in the three areas such as instructor, contents, and system, among which only the 'system' area has an influence on their achievement.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.10
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• pp.651-661
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• 2020

This research aims to examine the relationships among entrepreneurial orientation, organizational learning capability, firm innovation, and firm performance. To achieve a data collection, a mail survey procedure via questionnaire was implemented by using executives or managers of gems & jewelry industries, textile and clothing industries, leather and accessories, fashion apparel industries in Thailand as the key informants. Of the surveys completed and returned, 388 were usable. Hence, a model with a structural equation was used to evaluate the data survey of 388 respondents. The results reveal that, in terms of the mediating effect, organizational learning capacity and firm innovation can complement each other in order to improve entrepreneurial orientation. Findings show that entrepreneurial orientation improves firm innovation, which in turn improves firm efficiency. Firm innovation acts as a variable mediating between enterprise orientation and firm performance. Our findings contribute to the current emergence of organizational learning capacity that mediated the relationship between entrepreneurial orientation and firm performance. Entrepreneurial orientation is normally a firm performance that enterprises develop which can have use the information available and make an impact. It can be considered through the mediation of organizational learning capability, and firm innovation variable and as stated in previous literature, it can influence firm performance.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.9-17
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• 2021

This is a descriptive investigative study which attempts to confirm the mediating effect of learning motivation in the relationship between self-directed learning, learning commitment, and learning persistence intention of university students in an online learning environment. The questionnaires were randomly distributed online and the agreed questionnaires were retrieved, with a total of 338 copies used for analysis. The following is the summary of the findings. First, there were significant differences in learning persistence intention according to general characteristics depending on age, major, part-time job, and academic level. Second, the results showed a positive correlation between self-directed learning, learning commitment, learning motivation, and learning persistence intentions of the subjects were statistically significant. Third, after checking the mediating effect of learning motivation in relation to self-directed learning, learning commitment and learning motivation, the learning motivation has a partial mediating effect on learning and 23% explanatory power, and the learning commitment was found to have a complete mediating effect on the impact of learning motivation on learning intentions with 21% explanatory power. Based on these results, it is necessary to provide a more diverse educational environment, such as operating a motivation semester program that can improve learning motivations along with learning commitment, and the use of a variety of contents that can focus the learner's interest or attention.

• Journal of Industrial Convergence
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• v.19 no.3
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• pp.27-34
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• 2021

In the era of the 4th industrial revolution, the age of artificial intelligence, the development of ICT technology is having various effects on the online and offline educational environment. The universal access of online education changes the educational paradigm and converts it to a learner-centered service. At the time when a new educational environment is required to change, interest in flip learning is increasing. Even adult learner's online learning needs is also shown very high. The purpose of this study was to investigate how repetitive learning activities through flip learning for middle-aged online learners of K-Cyber University has a relationship and structural relationship between the effects of learning immersion and learning interest on learning satisfaction. Through this study, there is significance in research to suggest direction for learning satisfaction based on flip learning. For further studies, if a model of analysis of various factors that can be measured is specified and applied, it can be used as a research background that can maximize learning satisfaction based on flip learning.

• Knowledge Management Research
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• v.15 no.2
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• pp.67-88
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• 2014

This study aims to investigate on measuring the success of e-Learning. For this purpose, we proposed a research model that consists of e-Learning contents quality, e-Learning system quality, e-Lecturing quality, sense of e-Learning community factors as independent factors and e-Learning and e-Learning satisfaction as mediators and tested it empirically based on the structural equation model. The empirical results showed that e-Learning contents quality, e-Learning system quality, sense of e-Learning community factors directly lead to e-Learning. The study also found that e-Learning contents quality, e-Lecturing quality, sense of e-Learning community factors bring about higher e-Learning satisfaction and that e-Learning satisfaction has a positive impact on e-Learning. Furthermore, the research discovered that both e-Learning and e-Learning satisfaction have a significant relationship with e-Learning net benefits. This research renders its theoretical contribution to analyzing a positive influence of sense of e-Learning community, a newly suggested variable added to the existing IS success model in this study, on e-Learning. From a practical view, the findings of this study can lead to improving the quality of e-Learning in today's era where the growth of e-Learning industry is quite noticeable.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.23-39
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• 2009

This study examined influences of teacher's transformational leadership, and their trust and empathic understanding on children's learning motivation. Participants were 513 $5^{th}$ and $6^{th}$ graders from Seoul, Buchon and Inchon. Data were collected via questionnaires and analyzed by descriptive statistics, Pearson's correlation, and multiple regression analysis. Results showed that (1) Teacher's transformational leadership, trust and empathic understanding were positively related to children's learning motivation. (2) Teacher's transformational leadership was the strongest predictor for children's learning motivation. (3) Teacher's transformational leadership had a direct influence on children's learning motivation empathic understanding mediated between teacher's transformational leadership and children's learning motivation.

• Journal of Korean Academy of Nursing
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• v.52 no.3
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• pp.278-290
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• 2022

Purpose: This study aimed to identify the mediating effect of learning flow and the moderated mediation effect of digital literacy on the effect of the learning presence of non-face-to-face class experience in nursing students on academic achievement. Methods: Participants were 272 nursing students from six universities in two different cities. A self-report questionnaire was used to measure learning presence, learning flow, digital literacy, and academic achievement. Analysis was performed using SPSS 26.0 and SPSS PROCESS Macro (4.0). Results: The mediating effect of learning flow on the effect of learning presence on academic achievement was 0.42, and the moderated mediation index of digital literacy was 0.17. Learning flow showed a mediating effect on the relationship between learning presence and academic achievement. Digital literacy had a moderated mediation effect on the relationship between learning presence and academic achievement that was mediated by learning flow. Conclusion: The intensity of the mediating effect of nursing students' learning presence on academic achievement through learning flow increases as the level of digital literacy increases. These results suggest that educational programs considering the level of learning presence, learning flow, and digital literacy are required to promote the academic achievement of nursing college students.