• Journal of Internet Computing and Services
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• v.10 no.5
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• pp.135-143
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• 2009

The purpose of this study is to examine the variables related to the students' e-learning participation that have an effect on learning achievement in e-learning environment of cyber universities. Based on the related research, the followings are derive. First, students' attendance and participation in discussion showed higher correlation with the learning achievement than other participation variables. However, the total studying time in online classes showed lower correlation with the learning achievement. Second, the variables that have an effect on the learning achievement were in the order of students' attendance, participation in discussion, access frequency to online classes, learning progress and number of data uploads. Third, by the learners' background, the difference among the variables that have an effect on learning achievement were found. Based on the results above, this study suggests considerations about participation variables to enhance the learning achievement in cyber universities.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2007.10a
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• pp.687-690
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• 2007

Opening and participation, blog that mean public ownership, 2.0 series with UCC etc.. etc. is popularized to supply spread of latest web 2.0 technologies. While e-Learning was speaker initiative, lean much to elder brother knowledge last month and real condition that participation of learners is inactive in this running race meantime, e-Learning 2.0 that apply web 2.0 know-hows is offering environment that can spring this boundary. Because e-Learning applies well web 2.0, necessity of development of this running race 2.0 systems is risen with participation of learners and public ownership. e-Learning 2.0 may improve each other efficiency of study epochally exchanging studying method or know-how, information, summary notebook etc. with participation and public ownership.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.93-102
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• 2007

The present study is to investigate the elements of e-learning strategies affecting the levels of participation, achievement and satisfaction for learners who participated in the university blended learning environment. For this, 58 subjects were recruited who participated in the blended learning class at K university. E-learning strategies, achievement and satisfaction levels were measured for data collection, and the level of participation was measured by analyzing the LMS log-in database. For data analysis, first, means and standard deviation were computed to find the level of e-learning strategies of the subjects. Second, linear regression analysis was conducted to find the e-learning strategies that could estimate the levels of achievement, participation and satisfaction. As a result, variables to estimate the achievement level included time management strategy and overload management strategy. Variables to estimate the participation level included self-directed strategy, time management strategy and overload management strategy. Finally, variables to estimate the satisfaction level included multiple discussion management strategy, asynchronous management strategy and sociality. Based on these estimated variables, the author suggested some ideas to increase the educational effectiveness.

• Journal of Digital Convergence
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• v.10 no.8
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• pp.341-346
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• 2012

This paper reports the findings of research into the effect of flow experience and internet addiction on e-learning participation. The total number of access, playing time of contents and lag time (time between content upload and first access) were investigated as e-learning participation by analyzing web log data. The paper also examines the relationship between academic achievement and e-learning participation. The results suggest that the flow experience significantly correlates with all variables related with e-learning participation and internet addiction significantly correlates with lag time. It is found that female students significantly access more, longer and have shorter lag time than their male counterparts. It also suggest total number of access, lag time and gender difference have significant effect on academic achievement.

• Proceedings of the Korea Contents Association Conference
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• 2006.05a
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• pp.39-42
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• 2006

I analyzed the results of the influences the community activities will have on students' participation and how much these influences will satisfy students in terms of learning in an e-learning-based environment. These results were based on former studies on this topic. I summarized the characteristics of community activities, the methods for motivating learning desire, and students' participation in the learning session. I found out that community activities can form intimacy, and that using cell phone text messages (SMS) and emails as learning methods can be a factor in students' participation.

• The Journal of the Korea Contents Association
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• v.15 no.9
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• pp.652-661
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• 2015

The purpose of this study is to investigate the effects of EngageGram which is a motivator of e-learning participation on learners' online participation according to the types of social comparison motive. Research participation was 144 undergraduate students (male: 106, female: 38) who took the course entitled "Creative Thinking." Social comparison motive of learners were investigated by two methods: social comparison motive scales and learners' opinions on EngageGram. As results, there was no statically corelation between the types of social comparison motive by using scales and online participation, however, there was statically differences on e-learning participation according to the types of social comparison motives by analyzing learners' opinions. Learners mostly have self-enhancement motive in a learning context so they are motivated to participate actively by EngageGram. This study provide useful implication in the research area of learning analytics.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.345-353
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• 2006

Over the past few years, training professionals have become more pragmatic in their approach to technology-based media by using it to augment traditional forms of training delivery, such as classroom instruction and text-based materials. This trend has led to the rise of the term blended learning. Blended learning, an environment of e-learning, is a powerful learning solution created through a mixture of face-to-face and online learning delivered through a mix of media and superior learning experiences. In this article we design and implement an e-learning environment for blended learning. The environment focused on following factors: learning activity and participation of learners, and real time feedback of instructor.

• KIPS Transactions on Software and Data Engineering
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• v.13 no.1
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• pp.28-34
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• 2024

Since e-learning is conducted based on the learner's autonomy, motivation to continuously participate is crucial for success in e-learning. As the number of adult learners participating in lifelong education increases, it is necessary to study learner participation and the motivating factors. Drawing upon the Expectancy-Value Theory and Self-Regulated Learning Theory, this study analyzed the influence of motivational factors (value, costs, cognitive regulation, and scheduling) on learner participation. An e-learning program was implemented on MoodleCloud, and learners completed a survey before going through the program. Regression analysis was conducted using the survey response data along with the participation score, calculated using the log data. The results of the analysis demonstrated that value and scheduling significantly influenced learner participation, with gender differences found in value. This means that as adult learners perceive higher value in the e-learning program and possess better scheduling skills, they are more likely to participate. These findings can be utilized in developing teaching and learning strategies for both learners and instructors, ultimately helping to prevent dropout in e-learning.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.73-83
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• 2023

This study is a descriptive survey to develop a gamification e-learning class based on self-determination theory and to check its effectiveness. The data collection period was from March 1 to June 15, 2023, and 59 students at G University in G Metropolitan City were surveyed on class participation, learning immersion, and teaching presence before and after the course. IBM SPSS/Win 26.0 was used to analyze the collected data, and descriptive statistics, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were conducted. The results showed that the self-determination-based gamification class significantly improved students' class participation, learning engagement, and teaching presence (p<.05). An analysis of covariance (ANCOVA) was conducted to determine whether the general characteristics of the participants affected the results of the post-test, and gender affected the post-test results of learning engagement, with an effect of 7.9%. Based on the results of this study, it can be seen that self-determination-based gamification e-learning class is effective in improving learners' class participation, learning engagement, and teaching presence. As the demand for e-learning in universities is expanding, self-determination-based gamification e-learning classes should be developed in various fields of liberal arts and majors.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.29-40
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• 2020

The purpose of this study is to explore how a high school science teacher (Teacher E) shifted her understanding and facilitation of scientific modeling through participation in a professional learning community (PLC) for over a year. Based on socially situated theory of learning, I focused on examining Teacher E's frames about scientific modeling from her social interactions. Teacher E participated in her school-based PLC over a year and collaborated with other science teachers, coaches, and researchers to improve science instruction. I qualitatively explored her participation in 6 full-day professional learning opportunities-studios-where the PLC members collectively planned, implemented, and debriefed modeling-based lessons. Especially, I focused on two Studios (Studio 2, 6) where Teacher E became the host teacher and implemented the lessons. I also examined her classroom teaching in those Studios. To understand how the PLC inquiry affected the shifts observed in Teacher E's understanding and practice, I explored how the inquiry evolved over the 6 Studios. Findings suggest that in Studio 2, Teacher E viewed students' role in scientific modeling as to fill out the worksheet with "correct" answers. Meanwhile, in Studio 6, she focused on helping students collaborate to construct explanatory models of phenomena using evidence. The PLC inquiry, focused on supporting students' construction of evidence-based explanations and collaboration in scientific modeling, seemed to promote the shifts observed in Teacher E's understanding and facilitation of scientific modeling. These findings can inform educational researchers and practitioners who aim to promote teachers' professional learning to support students' epistemic practices.