• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.3
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• pp.255-272
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• 2023

This study sought implications for further revitalizing student-centered classes by measuring and analyzing the effects of the operation of major courses applying blended learning for library and information sicence (LIS) students on learning immersion, result achievement, and learning satisfaction. The results are as follows: First, as a result of comparative analysis between the pre and post scores of learning immersion, result achievement, and academic satisfaction after operating the blended learning class, the average score of the post-survey was high. Second, among the factors of learning immersion, significant results were found in academic reasons, academic concentration, interest, and control. In particular, the effect of academic concentration and control was high. Third, among the factors of outcome achievement, significant results were found in achievement motivation, satisfaction, relationship utilization ability, and class attitude. The effect of satisfaction and relationship utilization ability was particularly high. Fourth, both general satisfaction and learning-related satisfaction were very effective in academic satisfaction factors. In sum, it was found that the operation of major courses applying blended learning was effective for LIS students.

• Journal of Information Technology Applications and Management
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• v.14 no.2
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• pp.27-47
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• 2007

In an effort to apply IT to practices of learning, universities are trying to implement e-Learning systems and expanding the extent of their usage. Nowadays, e-Learning systems are not only used for conducting web-based distance learning, but also used for supporting traditional classes education by encouraging communication and information sharing between instructors and learners or among the learners. There is relatively lack of studies on the exploitation of e-Learning systems in the traditional classes, in comparison with a distance education. Specifically, howe-Learning systems could support the traditional class and/or which benefits e-Learning systems could offer in the classes are among the important issues. In this study, we suggest that e-Learning systems would be the rich media to communicate and exchange information among people who participate in a class. We derive key variables like media richness and media experience from Media Richness Theory and from Channel Expansion Theory. Moreover, Media usefulness and Satisfaction of a learner with e-Learning system is drawn from the literature on IS success. We examine the effects of perceived media richness, media usefulness, and media experience on leaner's satisfaction with e-Learning systems. In addition, we also investigate learner's media usefulness perception which is positively related to media richness and media experience. Finally, learner's experience with e-Learning systems affects perceived media richness. Based on the results of an empirical test. we first suggest that perceived media richness with e-Learning systems contributes to increase media usefulness and satisfaction of a learner. Second, media experience is an important predictor of media richness and media usefulness perception. Consequently, the result can support Channel Expansion Theory. Finally, media usefulness perception affects learner's satisfaction with e-Learning systems.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.359-369
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• 2007

Model-centered instruction which presents expert mental model before or during learning can facilitate and help novice learners' problem solving process. During six phases of cognitive apprenticeship model which is a method for applying model centered instruction theory, collaborative learning strategy can maximize articulation and reflection of novice learners. This article presents results of a study that investigated the effects of model-centered instruction and collaborative learning on the learning of instructional design process for pre-service teachers attending a computer education class at an education university.

• Journal of Korea Society of Industrial Information Systems
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• v.12 no.5
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• pp.146-162
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• 2007

The purpose of this study was to investigate the nature of relationship among service quality, customer satisfaction and e-loyalty in e-learning site. In order to achieve the study purpose, survey method was applied. As a result, it was revealed that service quality had significant effects on customer satisfaction in e-learning site. The influential factors of service quality on customer satisfaction included convenience of use, personalization, tangibles, responsiveness, and reliability in e-learning site. In addition, service quality had significant effects on e-loyalty as well.

• Management & Information Systems Review
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• v.34 no.5
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• pp.127-148
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• 2015

The results indicate that direction of online reviews have a significant effect on both information reliability and product attitude. In addition, consumers' shopping experience also shows a moderating effect between the direction of online reviews and the dependent variables. Furthermore, product type also shows a moderating effect on the information reliability, yet not on the product attitude. In clarify the relationship between the satisfaction and success of smart-learning smart learning and learner analyzes the main factors that affect the learning flow results, The smart learning variety of properties, personalization, complexity affects the learning flow variety, personalization, ubiquity affects the interaction, It was analyzed by a useful impact on the learner interactivity and immersive learning outcomes. This gives the implications of the smart learning attributes are important in order to maximize the learning experience for smart learning.

• Journal of Information Technology Applications and Management
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• v.21 no.4
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• pp.141-156
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• 2014

This study intended to evaluate the viability of cyber education in terms of learning satisfaction and learning achievement. The study integrated two research streams such as social presence model and learning environment model. Where the learning environment model emphasizes the components of learning aids, social presence model considers more deeply the relationships among peers and with instructors. These two research streams have been considered relatively independently. The study integrated these ideas and measured their reliabilities and validities. The results demonstrate that the two constructs are relevantly independent and both of these constructs are very important considerations for the success of cyber education. The study concludes that cyber education 2.0 requires more social presence factors than the learning environment factors such as technological development or new equipments.

• Journal of the Korean Association of Geographic Information Studies
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• v.14 no.3
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• pp.96-109
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• 2011

Recently, the geographic information system(GIS) is generally used in various fields with the development of information and communication technology, with expansion of its applications and utilization scope. Especially, utilizing GIS is expected to have positive effects on the geography learning and more helpful for the geographic information observation compared to the picture or 2D based media. The effective visualization of complex geographic data does not only take realization of its visual information but also increases the human ability in analysis and understanding to use the geographic information. In this paper, we examine a method to develop the geography learning contents based on the technology with augmented reality and GIS, and then we have a case study for various kinds of visualization techniques and examples to use in geography learning situation. Moreover, we introduce an example of the manufacturing process from the existing GIS data to augmented reality based geography learning system. From the above, we show that the usefulness of our method is applicable for effective visualization of the three-dimensional geographic information in the geography learning environment.

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.2
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• pp.27-37
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• 2023

The purpose of this study was to analyze the effect of the online extracurricular program operated by the university. The program contents applied in the study included learning strategies such as time management, goal setting, note taking, and memorization methods. The program used in the study was operated in an online environment, and the content was developed between 27 and 29 minutes. The developed contents can be taken using the learning management system. The variables selected to analyze the effects of this program were learning strategies and learning flow, and satisfaction was also included to examine the responses of program participants. The results of the study are as follows. First, learning strategies and learning flow showed statistically significant differences. This result is because the content was composed of meaningful sub-topics by selecting the elements necessary for learning activities. Second, as a result of program satisfaction analysis, it was confirmed that the average for all questions was high. Among them, the average of the item that the theme and contents of the program were useful was the highest. Third, open responses were analyzed by classifying them into cognitive and affective domains. In the cognitive domain, meanings such as knowledge, understanding, and application were presented as keywords, and in the affective domain, a number of keywords for motivation and attitude change were presented. This study is significant in that it provided practical programs necessary for university freshmen and analyzed their effects.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.463-472
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• 2005

The purpose of the paper was to investigate students' perceptions of tablet computer-based mobile learning in a middle school. We examined the perceptions in terms of: 1) learning effectiveness, which refers to the effects of tablet computer on learning outcomes such as the grade; 2) attitude change, which is the change of students' attitudes and study habit; 3) learning activities, which refers to the kinds of learning activities using tablet computer; and 4) computer utilization, which is the ways of computer use in the study. The result showed that, in general, tablet computer affected all four types of perceptions positively.

• Educational Technology International
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• v.17 no.2
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• pp.203-228
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• 2016

This study was designed to determine the factors affecting learner satisfaction and examine the relationships of these factors in mobile learning linked to pre-existing e-learning in universities. In the structural model used, three mobile learning quality factors are the endogenous variables, namely, system quality (SYQ), information quality (INQ) and service quality (SEQ) perceived by students, and learner satisfaction (LS), whereas students' self-efficacy (SE) and experience (EX) in mobile learning are the exogenous variables. The subjects were 900 students who registered for mobile learning courses offered by a private university in Seoul, Korea. The results indicated that SE in mobile learning had positive effects on SYQ, INQ, and SEQ. Furthermore, SE influenced LS when analyzed without quality factors as parameters. Mobile learning EX directly affected INQ, but not SYQ or SEQ. EX likewise had a direct effect on LS when analyzed without quality factors as parameters. Meanwhile, both SYQ and INQ showed a positive effect on LS, but not SEQ. SE and EX affected LS indirectly when SYQ and INQ were used as parameters. This study addresses the importance of increasing SE, EX, SYQ, and INQ to increase LS in mobile learning in universities