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http://dx.doi.org/10.7472/jksii.2017.18.1.131

Analysis of Class Satisfaction and Perceived Learning Achievement to the Interaction Type on e-Learning in University  

Jeon, Young-mee (Graduate School of Education, Suwon University)
Cho, Jin-suk (Center for Teaching and Learning, Suwon University)
Publication Information
Journal of Internet Computing and Services / v.18, no.1, 2017 , pp. 131-141 More about this Journal
Abstract
This paper analyzed class satisfaction and perceived learning achievement to the interaction type on e-learning in university. To achieve the study's objective, one course with and another course without learner-instructor interactions were selected. A total of184 student-respondents completed the questionnaire. Accordingly, more learner-content and learning-system interactions were noted in the course with learner-instructor interactions. Moreover, a correlation was observed between interaction, class satisfaction, and learning achievement. Learner-instructor interactions indicated the highest effect on both educational satisfaction and perceived learning achievement, followed by learner-system interactions on class satisfaction, and by learner-instructor interactions on learning achievement. Recommendations were then formulated based on the foregoing findings. First, workshops or training focusing on content development and on how to present the course should be provided to the instructors. Second, learner-instructor interactions should be activated in the course through various means. In this study, although learner-learner interactions was not given focus, future studied should delve into how learner-learner interaction should be activated and considered.
Keywords
leaner-instructor interaction; learner-content interaction; learner-system interaction; class satisfaction; learning achievement;
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