• Journal of Convergence for Information Technology
• /
• v.11 no.5
• /
• pp.168-175
• /
• 2021

This study was conducted to survey the learners' satisfaction with the online head and neck anatomy class and obtain basic data for the purpose of possibly making continuing online class educationally more effective. A Google Forms survey was conducted with dental hygiene students, and 120 copies of the questionnaire were used as data for the final analysis. The study surveyed when they take on online classes and the types of online classes and had the respondents subjectively evaluate their own understanding of the classes and their academic achievements through them. The biggest influence on learning immersion was academic achievement and the biggest influence on the satisfaction with online class was the students' understanding of the class. It is hoped that the research results will shed light on the directions for designing new curriculums in anatomy in this era of a pandemic.

• Journal of the Korean Society of Industry Convergence
• /
• v.27 no.2_2
• /
• pp.425-435
• /
• 2024

The purpose of this study was to identify factors influencing learning satisfaction of nursing students in online non-face-to-face classes during COVID-19 pandemic. 138 undergraduate nursing students were recruited from C nursing colleges of C city in Gyungnam. Data was collected using a self-reported online-questionnaire from 5 January to 18 January, 2022. Collected data were analyzed by SPSS/WIN 27.0 program using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression. Factor influencing learning satisfaction among undergraduate nursing students on online non-face-to-face classes during COVID-19 pandemic were teaching presence(presence of teacher)(𝛽=.43, p<.001), instructional quality(content qualities)(𝛽=.41, p<.001), Satisfaction of nursing major(satisfaction)(𝛽=.13, p<.001). instructional quality(interface)(𝛽=.12, p=.036), which explained about 85.3% of total variance(F=192.78, p<.001). Therefore, in order to improve class satisfaction in online non-face-to-face classes, it is necessary to operate classes that prioritize the presence of teacher so that learners can recognize and trust the presence of teacher by passionately professional performing. And, among instructional quality, we should be strengthen the usefulness of learning materials, content factors related to tests and assignments, and strive to improve satisfaction of nursing major. In addition, it is necessary to prepare and operate classes that fully consider the interface factors related to the manual composition and system convenience for online classes among the quality factors of classes.

• International Journal of Contents
• /
• v.10 no.4
• /
• pp.18-22
• /
• 2014

Social network games (SNGs), a rapidly growing online game genre, are built and played on social network sites. SNGs provide an online world for enjoying leisure time and interpersonal communication, and an increasing numbers of college students are involved in such game-playing as a leisure time activity. Despite the popularity, relatively few studies have been conducted to investigate the nature of game players, especially the meaning of such leisure time behavior by college students. This paper's aim was to explore a subjective meaning structure of online social network game play. The means-end chain model was used to link attributes of SNGs to the underlying values of game playing as a leisure activity. The results revealed two emerging end-values: the need for bridging and a sense of belonging. This study sheds light on the meaning of college students' leisure activities when playing social network games.

• Proceedings of the Korea Contents Association Conference
• /
• 2004.05a
• /
• pp.48-55
• /
• 2004

Nowadays, Internet-based distance education is proliferated. In this research, we surveyed the preferences of students for the contents of online distance education. We investigated students' preference for various items such as quantity of one-hour teaching material, constitution, assessments, etc. We anticipate these feedbacks from the students can provide information for the efficient and satisfactory education in the field of online distance education.

• Journal of Digital Convergence
• /
• v.19 no.7
• /
• pp.451-461
• /
• 2021

This study was conducted for nursing students to identify the effects of professors' teaching skills, learners' online learning readiness and major satisfaction on the online learning satisfaction after the COVID-19 pandemic. The participants recruited from nursing colleges located in five province, and data was collected using the Google Online Questionnaire from August 17th to October 5th, 2020. A total of 130 data were analyzed using the SPSS 23.0 program. As a result of this study, the factors that affect online learning satisfaction are the methods in the teaching skills (β=.43, p <.001) and self-directed learning in the online learning readiness (β=.33, p <.001), and satisfaction in nursing major (β=.21, p <.001). The results of this study suggest that education methods need to be devised to enhance the satisfaction of online learning in nursing colleges, and environmental improvements that can be self-directed learning are needed.

• Human Ecology Research
• /
• v.60 no.2
• /
• pp.187-209
• /
• 2022

The objective of this study was to conduct a 'Theory of Home Economics Education' class using online problem-based learning(PBL) for prospective home economics(HE) teachers. The aim was to enable teachers to analyze the learning experience in the classroom, and to prepare operational strategies for online PBL on this basis. In order to achieve this, online PBL was applied to 31 students participating in the 'Theory of Home Economics Education' at the Department of HE in a university in Seoul, and the results were collected from the learning process. This also involved a reflective journal, a survey on the learning experience and the impacts was conducted. Moreover, analysis was undertaken on the learning activities, learning difficulties, and improvements. The main research results are as follows. Firstly, students accessed Webex, an online video conferencing program, and performed two PBL tasks: 'Making Home Economics Promotion Materials' and 'Presenting Teaching Strategies to Improve Learner's Immersion in Online Classes'. Secondly, learners established their own identity of HE learned about the HE class plans themselves. They also encountered realistic experience as HE teachers and learned communication and collaboration skills. Furthermore, they acquired creative problem-solving and self-directed learning ability, community consciousness, as well as the attitude of consideration and respect. Thirdly, students lacked knowledge of learning content and encountered difficulty in solving data research, analysis processes, and unstructured problems. They were affected by a lack of time and encountered problem in communicating with other team members in an online environment. As an improvement in online class operation, it was considrered necessary to reduce the learning burden by securing time and reducing the number of assignments, as well as to explain active interaction with instructors and PBL.

• Korean Journal of Social Welfare Studies
• /
• v.42 no.2
• /
• pp.155-177
• /
• 2011

This study set out to investigate the effect of internet environment and gender on online sexual violence. The final sample size was 436 college students in Gwangju city, South Korea. Hierarchical regression analysis was used for analysis. The major findings of this study are as follows. First, more frequent usage of internet influenced directly increase of online sexual violence, and influenced also indirectly through favorable attitudes to deviance. Third, gender did not influence online sexual violence directly, but influenced indirectly. Male students' more favorable attitude to deviance affected more frequent online sexual violence. These results suggest that internet environment play a role in facilitating online sexual violence through normalizing or justifying online sexual deviance. And gender also affect online sexual violence indirectly through male students' more favorable attitudes to deviance rather than female. And limitations and implications of this study were discussed with respect to further studies.

• The Journal of the Korea Contents Association
• /
• v.22 no.4
• /
• pp.488-498
• /
• 2022

The purpose of this study is to examine the impact of the GRIT of the students who major in landscaping upon their will to continue online learning and the mediating effect of the academic engagement in this process. For this purpose, the researcher surveyed the landscape major students in the universities located in Seoul and Gyeonggi regions, from November 25, 2021, to December 9, 2021. The result of the analysis of the responses from 296 participants showed that the GRIT of the landscaping major students during online learning in their universities had a positive and significant impact on their academic engagement and learning persistence. Also, academic engagement had a positive and significant impact on learning persistence. In addition, in the relationship between GRIT of the landscaping major students in online learning and their learning persistence, academic engagement had a significant mediating effect. The findings of this study indicated that the GRIT and the academic engagement of a student were important in order to enhance the learning persistence during online learning for landscaping major students. Due to the nature of landscaping departments, where practical classes are important because the subject itself is a practice-oriented one and the subject covers a variety of areas, it is the implication of this study that the internal factors of students, as well as the external factors of the university, need positive improvement to reinforce the academic engagement during online learning.

• International Journal of Computer Science & Network Security
• /
• v.21 no.1
• /
• pp.70-76
• /
• 2021

The appearance of COVID-19 virus has affected many aspects of our life. These include and not limited to social, financial and economic changes. One of the most important impacts is the economic effects. Many countries have taken actions to continue the teaching process through online teaching platforms. The students are expected to graduate during the next few semesters with certificates that include some online-completed courses and their graduation certificates are called mixed certificates. This paper considers graduation mixed certificates with some online courses and its impact on graduates seeking jobs. First, we study how well the mixed certificates are accepted by job market. In other words, how different companies, organizations and even governmental entities would accept such certificates when hiring. We study the perception of job market for such certificates for different learning fields. Secondly, we study how well the online courses are accepted by the students keeping in mind that these students are used to traditional face to face teaching. Finally, we paper our results and recommendations according to the collected data from the surveys. Some of the results show that about 60% of companies don't have policies to encourage hiring graduates with mixed certificates. Also, colleges are almost divided evenly between preferring face to face and preferring online teaching.

• Journal of Korean Physical Therapy Science
• /
• v.28 no.3
• /
• pp.1-10
• /
• 2021

Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.