• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.611-633
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• 2016

This study analyzed the perception of effectiveness and satisfaction according to learners' background variables and characteristics in online gifted education program. The participants included 630 middle and high school students who attended the 3-months online gifted program. Participants volunteerly surveyed on background and characteristics such as gender, grade, subjects, self-efficacy of internet, and self-regulated learning, and the effectiveness and satisfaction of the online gifted education program. T-test, ANOVA, and MANOVA were conducted to analyze the effect of students' background and characteristics on various dependent variables. The results of this study showed that (1) overall, participants perceived the effectiveness of the online gifted program positively; (2) participants perceived the satisfaction of the online gifted program positively. In specific, they perceived system satisfaction higher than interaction satisfaction. (3) the personal characteristics which impacted on both effectiveness and satisfaction were grade, self-efficacy of internet, and self-regulated learning. Suggestion for the online gifted education program were discussed.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.573-583
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• 2022

This study was attempted to analyze the effect of a note-taking strategy applied to blended learning adult nursing education. Data were collected from September 17 to October 15, 2021, and analyzed using the SPSS/WIN 26.0 program with a single group pre/post design targeting 33 nursing students. As a main result, learning motivation rose from 3.27 before class to 3.40 after class, but there was no significant difference(t=-1.501, p=.143), and class participation significantly increased from 2.95 before class to 3.27 after class(t=-2.669, p=.012). Motivation for learning before class was pre-class participation(r=.838, p<.001), learning motivation after class(r=.545, p=.001), and class participation after class(r=.462, p=.007) and each showed a significant positive correlation. Learning motivation and class participation according to gender(Wilks'𝛌=.866), class interest(Wilks'𝛌=.632), and class satisfaction(Wilks'𝛌=.822) were all higher than the significance level of .05, so they were no significant difference. Based on these results, applying a note-taking strategy to blended learning adult nursing education was effective in improving class participation. In a future study, it is necessary to verify the effectiveness by applying a note-taking strategy customized according to academic achievement.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.347-356
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• 2018

This study focuses the relationships of job performance abilities with learner satisfaction and learning performance for NCS-based courses in colleges from instructors' perspectives. The results of this study show that the satisfaction of learners for NCS-based courses is statistically higher when learners are evaluated 3 times or more rather than twice or less. And also it reports that when 3 or more different evaluation methods are applied per evaluation of job performance ability, learner satisfaction is statistically higher. On the other hand, the performance of learners is turned out to be better with both evaluations of 3 times or more, and 3 or more different evaluation methods per job performance ability. However those results are not statistically meaningful. It concludes that from a view of process-based formative evaluation, evaluating job performance ability itself should be considered as an activity for improving teaching and learning in higher vocational education of colleges.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.376-385
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• 2018

The purpose of this study was to investigate the effect of mobile task information presentation using 3D multimedia on tooth carving knowledge, performance and class satisfaction for dentistry. To accomplish this purpose, we divided 66 dental students into the two groups: The experimental group was presented with mobile task information using 3D modeling. and the control group was presented task information using textbook. As a result for the study, First, Mobile task information presentation using 3D multimedia in class has significant effect on the tooth carving performance and class satisfaction. Second, tooth morphology knowledge in control group presenting task information using the text book showed relatively higher than in experimental group which presenting mobile task information using the 3D modeling. The conclusion of this study is that the class presenting mobile task information using 3D modeling can be enhances class satisfaction and, teaching and learning strategy to improve tooth carving performance.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.913-923
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• 2013

The purpose of this study was to provide a basis for the efficient and systematic management of the school physical education classes and to investigate the influence of sports club participation in school physical education classes. Three male and female middle school students by taking advantage of the simple random sampling method based on the D Metropolitan final 438 were selected for the study. The collected data, exploratory factor analysis, analysis of variance, correlation analysis, regression analysis was performed using the SPSS 20.0 program. The differences were most similar to the sports clubs and school physical education classes, according to the characteristics of personal satisfaction. The sports club activities, was affecting school physical education classes.

• Journal of Convergence for Information Technology
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• v.10 no.8
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• pp.161-172
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• 2020

The purpose of this study is to compare students' perception shaped by two different university classrooms: Traditional Classroom and ALC(Active learning classroom). We conducted survey of 71 university students who were taught by an identical instructor using same pedagogy. The survey questionnaires asked respondents about their perceptions on teaching and learning and physical environments relations, teaching proficiency, social context, student satisfaction and immersion. The data was analyzed using Student's T-test. The results showed that ALC group, compared to the traditional classroom group, demonstrated statistically higher awareness on teaching and learning and physical environments relations, teaching proficiency, and instructor-student unofficial relations. Based on these findings, implications and limitations of this study were discussed.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.379-392
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• 2021

In recent years, vocational training has shifted away from lectures and practice-oriented methods in light of rising demand for project-based classes in which trainees can produce results while simultaneously receiving feedbacks from field experts from the industry. Therefore, this study aims to suggest a salient role of the project-based classes of enterprise-customized training programs, which private vocational training institutions regard as vital, by identifying demands from trainees or the actual beneficiaries of these programs. To this end, a written survey of the trainees' perception of the enterprise-customized training programs was conducted along with a qualitative analysis of open-ended questions. Specifically, we analyzed the overall satisfaction level of these classes, their contribution to employment, degree of meeting the expectations, and areas for improvements to ultimately derive significant implications.

• Journal of Digital Convergence
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• v.19 no.8
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• pp.75-88
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• 2021

Along with the advent of the Fourth Industrial Revolution, fostering young talents with convergent mind is getting important. Moreover pre-service teachers' ability to design proper convergent classes can be a meaningful issue for high quality future education. This study proposes the role of professors' exquisite feedback is so significant for developing their competence in STEAM education, It analyzed how various theories regarding feedback support them to enhance convergent knowledge with e-learning. They participated in the 5 step group and individual activities for creating STEAM lesson plan and received suitable feedback. Lastly a survey was performed. The researchers did modeling how integrative feedback was applied to the procedure step by step according to the 'Ladder of Inference' theory. This strategic model contributed to elevating the participants' convergent knowledge, competence, achievement and satisfaction.

• Journal of the Korean Society of Radiology
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• v.15 no.3
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• pp.381-390
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• 2021

The purpose of this study was to examine the lecture satisfaction of radiological science majors in total remote classes due to coronavirus disease 2019, and influencing factors were analyzed. An online survey was conducted from September 1, 2020 to November 15, 2020, lecture satisfaction, teaching presence, academic motivation, self efficacy, behavior regulation and usage simplicity of remote classes for 458 3 and 4-year radiological science majors located in the Yeongnam area. Lecture satisfaction was significantly different according to grade, self-review time, and preferred teaching method. In addition, lecture satisfaction showed a significant positive corrleation with the teaching presence and usage simplicity of remote classes. In the multiple regression model, lecture satisfaction showed a significant explanatory power of 45.7% through usage simplicity, teaching presence, self efficacy and academic motivation. This study was attempted to provide basic data to increase the effect of remote classes at universities that are expected to expand in the post-corona.

• Journal of Internet Computing and Services
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• v.23 no.5
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• pp.59-68
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• 2022

As real-time live streaming broadcasting and non-face-to-face classes are spreading in the Corona era, it is time to take academic interest in online streaming classes. In particular, it is important to clarify why users use online streaming classes. Therefore, this study proposes social presence, interest, convenience of use, and interactivity as characteristics of online streaming classes, and aims to verify how these characteristics affect learning satisfaction and furthermore, recommendation intention. As a result of conducting a survey on 338 Chinese collegestudents, it was found that interactivity, social presence, and interest had a positive effect on learning satisfaction, but the effect of ease did not appear. On the other hand, it was confirmed that learning satisfaction had a positive effect on the online streaming class recommendation intention.