Browse > Article
http://dx.doi.org/10.14400/JDC.2021.19.2.515

Analysis on the Satisfaction of the Cyber Graduate Student: Focusing on J University Case  

LEE, Jungyull (The Faculty of Education, Joongbu University)
Publication Information
Journal of Digital Convergence / v.19, no.2, 2021 , pp. 515-522 More about this Journal
Abstract
In this study, 186 remote graduate students from J University were surveyed and interviewed in-depth to see if their satisfaction varies depending on their gender, semester, and major, and the results were as follows. First, the gender satisfaction of remote graduate students was shown to be statistical significance differences between men and women in professors, offline activities, and class evaluations, all of which showed that men were significantly higher than women. Second, the satisfaction level of each semester of remote graduate students was shown to be significantly different in curriculum, LMS, lecture content quality, and offline activities, and tended to increase as the school year went up. Third, the satisfaction level of remote graduate students by major was found to have significant differences in other factors except LMS and class contents, with the highest educational administration. The results of this study are expected to be used as basic data to improve elements absolutely necessary for student-centered education, such as curriculum of remote graduate schools, establishment of learning platform (LMS), and development and production of lecture contents.
Keywords
Cyber graduate school; satisfaction; curriculum; content; LMS; offline activities; class evaluation;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Ministry of Education (2018). Standards for operation of remote learning in general universities. Sejong: Author.
2 J. H. Ku, S. H. Han & H. Kang. (2015). A Structural Analysis of Adult Learners' Lifelong Education Consciousness, Participation Motivation, Learning Outcome. Journal of the Korea Academia-Industrial cooperation Society, 16(7), 4537-4548.   DOI
3 S. R. Kim, E. K. Moon & I W. Park. (2015). Investigation on the Relationships among Students' Elearning Readiness, Teaching Presence and Learning Effects in an Online Learning Environment. The Journal of Educational Information and Med, 21(4), 687-710.
4 Y. Lee & I. W. Park. (2012). Investigation on the Relationships between Learner Characteristics, Learning Strategies, Teaching Presence, and Learning Effects in e-Learning of Cyber University. Journal of Educational Technology, 28(1), 137-168.   DOI
5 Y. R. Joung. (2016). Analysis on factors affecting the retention rate in cyber university. The Korean Journal of Educational Methodology Studies, 28(4), 791-814.   DOI
6 Y. J. Joo, J. Y. Kim & H. R. Choi. (2009). Investigating the Structural Relationship among Self-regulated Learning, Learning Flow, Satisfaction and Learning Persistence in Corporate e-Learning. Journal of Educational Technology, 25(4), 01-124.
7 E. A. Cho & S. Y. Lee. (2016). Analysis on Structural Relationship among task value, e-Learning quality, approaches to learning, satisfaction and academic achievement in cyber courses. Journal of Art Management, 37, 5-38.
8 J. S. Kimk (2017). The prospect of future education in the 4th Industrial Revolution era. The Journal of Korean Teacher Education Forum, 25-36.
9 P. C. Sun, R. J. Tsai, G. Finger, Y. Y. Chen & D. Yeh. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.   DOI
10 J. H. Ryu. (2007). The impact of factors associated to the learner satisfaction in e-learning for corporation. Journal of Corporate Education, 9(1), 121-142.
11 K. S. Park. (2006). A Study of the Influential Factors on the Use Motive and Its Satisfaction in E-learning. Journal of Cybercommunication Academic Society, 19, 5-40.
12 P. S. Jang. (2012). Relationships among Learner's Satisfaction, Self-Directedness and Flow Experience in Computer e-Learning. Journal of the Korea society of computer and information, 17(2), 69-76.   DOI
13 K. A. Choi. (2009). Relationship Between The Use of Learning Strategies and Adult Learners' Self-Directedness in e-Learning. The Journal of Korean Education, 36(2), 137-163.
14 M. H. Kim. (2007). A Study on the Factors Affecting the Learning Satisfaction of Teachers entering cyber Graduate School. Journal of Korean Teacher Education, 24(3), 297-318.
15 E. G. Yoon & Y. J. Lee. (2018). A comparative study on the curriculum of general education across 9 universities of the world to improve the system. The Journal of General Education, 12(2), 259-286.
16 N. M. Shin. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24(1), 69-86.   DOI
17 Y. J. Joo, A. R. Kang & E. G Lim. (2016). A Meta-Analysis on the Learning Satisfaction for Cyber University Students in Korea. Journal of Lifelong Learning Society, 12(2), 145-170.
18 J. H. Park & K. U. Ryu (2014). The Analyses of the Concepts, Contents, Satisfaction and Future Needs for College General Education. The Journal of General Education, 8(2), 43-82.