• English Language & Literature Teaching
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• v.13 no.3
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• pp.227-251
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• 2007

The development and use of computer mediated communications (CMC) as a tool for teaching and learning English has grown considerably in recent years. The purpose of this study is to investigate factors related to learners' participation, achievement, and satisfaction in EFL classes using web-based bulletin boards. The total number of 77 university students participated in this study. Three domains and eight independent variables investigated in this study were a learner-related domain (attitudes toward CMC, intrinsic motivation, extrinsic motivation, attitudes toward writing), an interaction-related domain (student-student interaction, teacher-student interaction), and an environmental domain (physical support and design of the web site). In order to determine interrelation of variables correlation analysis and multiple regression analysis were used. The results of this study showed that the factors predicting a learner's participation were instrumental motivation, attitudes toward writing, and teacher-student interaction. The factors explaining a learner's achievement were learner's participation and attitudes toward writing, and the factors predicting a learner's satisfaction were integrative motivation, student-student interaction, teacher-student interaction, physical support and learner's participation.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1209-1219
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• 2016

In knowledge based society, lifelong learning is increasing in order to meet educational needs of adult learners. Credit Bank system which is credited by individual experience, learning and qualifications are also emphasized for continuing learning participation. However, in spite of the importance of concern in the Credit Bank System, adult learners expectation and value are not high. The purpose of this study is to analyze participation valence and learning flow of adult learner in the Credit Bank System. The result of this study is summarized as follows: first, adult learners participated in the Credit Bank System to get new knowledge and skill based on internal and external motivation and requirement not involved with individual degree. Second, adult learners participating in the Credit Bank System are experiencing learning flow realizing that behavior of participation is compensated, adult learners are concentrating and feeling with satisfaction and pleasure to study. Third, participation in the Credit Bank System based on adult learner's own right learning requirement have been analyzed as it has a positive effect to the learning flow and have indicated that adult learners having high level of valence experience, recognition immersion, behavioral devotion, and egoistic immersion. Based on the conclusion, further studies are suggested.

• Journal of Engineering Education Research
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• v.12 no.3
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• pp.107-117
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• 2009

This research deals with the effects of anonymity and morality to the patterns of learner participation in the real-time online discussion. Based on these research results, it was suggested that the anonymity mode and morality levels subject should be utilized in order to enhance the participation quality of online discussion

• 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.

• Journal of Agricultural Extension & Community Development
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• v.22 no.2
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• pp.233-243
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• 2015

This study is for understanding differences of satisfaction followed by learning and teaching presence perceived by learners and participation motivation on learning in a distance education. General characteristics of learner are classified as an entrance type, sex, age, new/transfer of distance university learners. Perceived presence is classified with learning presence and teaching presence. Participation motivation on learning is classified with the directivity of activity, goal, and study based on the reason of participating in classes in a distance university. And this research tried out to find the effects of learner's characteristics, perceived presence, and participation motivation on learning satisfaction. The results are as follows. First, there was no meaningful difference of general characteristic on satisfaction. It means sex, age, and entrance type did not have an effect on satisfaction. Second, with the level of presence perceived by learner, satisfaction has meaningful differences. It means that students who had higher learning presence perceived of distance university showed higher satisfaction, and so as in teaching presence perceived on satisfaction. Third, factors effecting satisfaction based on participation motivation on learning differ with types of motivation. There was no meaningful difference of the level of activity directivity study participant on satisfaction, but was a meaningful difference of goal directivity and of study directivity in participation motivation on learning satisfaction. It was the learning presence that had a significant effect on learning satisfaction of adult learning.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.106-112
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• 2023

This study proposes learner participatory activities for learner-centered college liberal arts classes. In addition, it analyzes learners' perceptions of and satisfaction with learner-centered classes and identifies the issues that must be considered when planning learner-centered activities for college liberal arts classes. The study used a learner-centered participatory activity in which participants created a 4-cut cartoon addressing a specific theme. An open-ended questionnaire was administered to identify learners' attitudes about and satisfaction with the learner-centered classes. It showed that most learners (87.5%) were highly satisfied with the 4-cut cartoon creation activities in the learner-centered participatory class. Learners identified the burden- free nature of the class activities, the fact that they improved their understanding of class content, and that they were fun (not boring) as the main reasons they found the class activities satisfying. In liberal arts English classes, more diverse participatory class activities should be developed to arouse interest and motivation of learners and encourage learners' participation.

• Journal of Korea Port Economic Association
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• v.39 no.3
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• pp.61-73
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• 2023

When conducting metaverse-based logistics education, educational, entertainment, and sense of reality were presented as preceding factors as factors that content should have, and the effect on learner satisfaction by mediating learner participation was verified. The results and implications are as follows. First, educational, entertainment, and presence were found to be important factors that can improve learners' participation. Since it is a content provided as part of university education, it can be expected that the educational value will be the highest, but entertainment has been identified as the most influential variable. Therefore, in order for metaverse-based logistics education to induce learners' participation, it is necessary to plan contents that students can enjoy and enjoy. Second, it was found that learner participation has a positive effect on learning satisfaction. Although it is a virtual world, if it is real and you can interact with other learners, you will be satisfied with your learning. Therefore, it is necessary to develop contents that can induce learners' participation in order to continuously provide learning satisfaction when providing metaverse-based logistics education.

• Journal of the Korea Society of Computer and Information
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• v.14 no.4
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• pp.119-129
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• 2009

In The increasing use of computers and high-speed Internet network has greatly influenced education, causing a veering away from the typical and traditional way of delivering instruction. Specifically, the various kinds of Web-based multimedia technology, the interactive activities on the Internet, and satellite broadcasting technology are accelerating the emergence of a virtual-lectures-based educational model, which transcends time and space. Such virtual lectures make it possible for the entire teaching-learning process to be done in a virtual learning environment, thus giving rise to problem regarding learning guidance, feedback, and appraisal. In this paper, we propose a system for attendance appraisal for learner participation degree based virtual lecture, an appraisal element in virtual learning environments. This appraisal model can set the elements of virtual learning environments in such a way as to reflect in the attendance appraisal of the opened virtual learning environment information regarding the learner's participation in class. In addition, this model motivates the learners to actively participate in the virtual learning environment and to support instructors by accomplishing the activities that are needed for attendance appraisal.

• Journal of Korean language education
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• v.25 no.1
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.150-158
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• 2009

This study deals with the effect of learner's self-regulated learning strategy in the non-real-time online discussion. Based on these research results, it was suggested self-regulated learning strategy should be utilized in order to enhance the cognitive dimension participation and discussion satisfaction quality of non-real-time online discussion.