• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.651-652
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• 2023

코로나 팬더믹으로 인해 시작된 비대면 수업의 도입은 대학교육시스템에 변화를 가져왔다. 대학은 비대면 수업 운영에 대한 경험 및 학습자 만족도를 기반으로 비대면 수업을 대학 학사 운영에 활용하는 방안을 모색하기 시작하였다. 본 논문은 비대면과 대면이 혼합된 하이브리드 수업 운영에서 학습자들이 다양한 특성의 과목에서 만족한 수업방식과 의견을 조사·분석함으로써 비대면과 대면 수업을 혼합 활용하는 효과적 방안을 모색하는데 필요한 학습자 의견 도출에 그 목적이 있다. 조사 결과, 학습자들은 전반적으로 하이브리드 수업에 만족하고 있고, 과목 특성에 따라 비대면과 대면 수업의 장점을 혼합한 수업에 대한 학습효과를 올바르게 인식하고 있음을 알 수 있고, 수업 맞춤형 하이브리드 수업 운영을 선호하는 것으로 나타났다. 향후 대학은 학습자의 만족도를 높일 수 있는 하이브리드 수업 운영을 위한 제도 등을 마련하여 효과적인 수업 운영 및 활성화를 지원할 필요가 있다고 사료된다.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.176-189
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• 2021

This study was aimed to grasp online learning quality satisfaction in Dental Hygiene students. A survey was conducted targeting finally 228 dental hygiene students at a university in Gangwon Province from February 3, 2021 to February 17. As a result of analysis, the online class satisfaction by good instruction component was lower overall than importance. The learning environment satisfaction was lower than its importance. A difference between importance and satisfaction with online learning by detailed good instruction component showed a relatively big difference in systematic class, online learning environment, ability to convey the class contents. The need for online learning content was high in teaching material and VOD. The class operation type satisfaction was high in a non-real time class. Accordingly, a continuous effort is conceivably necessary for improving quality given the teaching-design establishment of online learning.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.173-178
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• 2021

This study aimed to understand and analyze the learners' class satisfaction and the effectiveness of synchronous online classes after COVID-19. A total of 188 learners participated in the survey conducted at the end of the Fall Semester 2020 at C University located Gyeongsangnam-do. Findings revealed that learners' satisfaction with the synchronous online classes was relatively low, and the learners had negative perception of that. Learning content have the biggest effect on the learners' class satisfaction. Next came class management and the online learning platform. Therefore, instructors need to organize learning content effectively and enhance learners' understanding considering the most influential variable, learning content so that learners are satisfied with the synchronous online classes. Also, instructors should make it possible for learners to get familiar with the online learning platform and use it without any problems through systematic and faithful class design for effective learning in unfamiliar online learning environment. In addition, instructors need to know learners' needs and difficulties and plan their synchronous online classes. This study has limitations in that it was conducted only at one college and the limited number of variables was measured.

• Journal of Digital Convergence
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• v.14 no.2
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• pp.31-39
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• 2016

In recent university classes, consistent effort to improve co-operative interaction and communication between student and professor utilizing SNS(Social Network Service) is being made. This research conducted survey study with 137 pre-teachers in Daejeon & Chungnam area in order to find the relationship between pre-teachers' ego resilience, level of social support and awareness of the instructional outcome in classes that incorporate SNS. According to the result, it has been found that male's class satisfaction is higher than female's class satisfaction, while significant correlations have been found between ego resilience-social support, social support-class satisfaction, social support-semester satisfaction, and class satisfaction-semester satisfaction. Also, ego resilience and social support have significant effect on awareness of the instructional outcome. From these results, a rather close attention towards students' characteristics and their adaptation in class is needed in order to successfully carry out classes that incorporate various new media.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.158-170
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• 2022

The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.537-542
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• 2021

This study aimed to understand and analyze the instructors' class satisfaction and the effectiveness of online general education classes perceived by instructors after inevitable COVID-19. A total of 54 instructors participated in the survey conducted at the end of the spring semester 2021 at C University located Gyeongsangnam-do. Findings revealed that instructors' satisfaction with their online classes was relatively low(2.80), and they negatively perceived their online classes. Also they show negative perception of the variable, interaction with learners(2.87). However, they show higher satisfaction with the next variables than the overall satisfaction; class management, online learning platform, and asynchronous online learning. Plus, a statistically significant result is that online learning platform have the biggest effect on the instructors' class satisfaction. Therefore, we need to know that instructors have to get familiar with the online learning platform and universities help them provide a variety of training sessions regarding online learning platforms. This study has limitations in that it was conducted only at one college and the limited number of variables was measured.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.276-284
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• 2021

The purpose of this study is to analyze differences in satisfaction with remote learning after the outbreak of COVID-19 between two-year college students and four-year university students. The analysis results regarding differences in satisfaction according to the types of remote learning were as follows: first, male students had greater satisfaction with the hybrid type of in-person and non-contact lecturers than female students; secondly, two-year college students had a higher level of satisfaction with all the types of remote learning than four-year university students; and thirdly, there were significant differences in students' satisfaction with the hybrid type of in-person and non-contact lectures according to the grades in a four-year university. The study then analyzed differences in satisfaction with the management and content of remote learning, interactions with professors, and exams and found that two-year college students exhibited a greater level of satisfaction than four-year university students. No significant differences were found in satisfaction with remote learning according to the grades both in two-year college students and four-year university students. The findings of the study demonstrate significant differences in overall satisfaction with remote-learning according to college and university types. That is, two-year college students had greater satisfaction with remote learning than four-year university students. It is critical to take into consideration the characteristics of students according to college and university types in the development process in order to raise the effects of remote learning based on these analysis results.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.341-358
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• 2021

Corona, which first broke out in 2020, has caused many changes in many parts of society. Education was not an exception to this change. Teachers had to prepare online classes and students were asked to participate in it without sufficient preparation. Regarding online learning, many studies, in the field of developing teaching module and material or observing the satisfaction of online class, were conducted but there was no study based on how online class is happening in school. Therefore, this study was to investigate the current situation and satisfaction of online class for high school students and explored the relationship between sub-elements of mathematics learning and the level of satisfaction of online learning. As a result, mathematics online class was generally conducted in the form of real-time interactive classes and students felt a little satisfied with it. However, some conflicting opinions were expressed on the continuation of mathematics online learning. In addition, the study found that the higher level of satisfaction students have with online class, the difference appears in the sub-elements of learning mathematics such as values of mathematics, and motivation to learn, willingness to learn mathematics, learning strategies according to the safisfactory level of online class.

• Journal of the Korean Society of Radiology
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• v.17 no.5
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• pp.783-790
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• 2023

The term edutech has recently been attracting attention as the convergence of education and technology is emphasized. Schools are also exploring teaching methods using edutech. The purpose of this study is to analyze the satisfaction of 210 radiology students after using Quizn Platform and the difference in satisfaction with Quizn Platform according to general characteristics. The research results are as follows. First, as a result of the satisfaction analysis according to class type, the following order was practical class, theory + practice class, and theory class. Second, the desired teaching methods among theory classes according to general characteristics were core classes (quiz solving), lecture-style classes, discussions, and discussion classes. Third, 'Quizn was used appropriately in class.' had the highest score at 4.27±0.60, and 'I am very interested in this subject.' had the lowest score at 3.98±0.74. Additionally, there was no significant difference in response to the teaching method (p>0.05). Fourth, 'Applying Quizn to class was interesting and fun' showed the highest score at 4.24±0.94, and 'Institutional support must be provided to continue using Quizn at 3.49±0.96. Additionally, there was no significant difference in satisfaction with classes according to gender and age (p>0.05). As a limitation of this study, although we investigated the satisfaction of students using Quizn, we were unable to investigate the satisfaction of instructors who interact with students. In the future, research that considers instructor satisfaction in classes using edutech should be conducted. Universities must provide institutional support and continuous interest until edutech is selected and utilized.

• Korean Security Journal
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• no.21
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• pp.19-33
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• 2009

This study attempted to investigate the effect of class satisfaction of the students majoring in the studies of security services on the efficacy of career decision. To do this, I chose 430 security services of the students majoring by the systematic stratified cluster random sampling as the subject of study. All data were analyzed the causal relationship of the collected equation. In order to do a data analysis used descriptive statistics analysis, t-test, one-way ANOVA and multiple regression analysis of SPSS. As a result, the following conclusion was drawn: First, it was found that there was not a statistically significant(learning factor, interpersonal relation, aptitude factor) difference in their major class satisfaction and career decision efficacy(goal choice, future plan, working information) according to gender. Second, it was found that there was a statistically signifiant difference in such factors as learning, interpersonal relations and aptitude, in relation to the difference in subfactor such as major class satisfaction and career decision efficacy. Third, it was found that the learning, aptitude and career factors of major class satisfaction had a statistically significant effect on the future plan. Fourth, it was found that he learning and career factors of major class satisfaction had a statistically significant effect on the resolution of the goal. Fifth, it was found that the aptitude and career factors of major class satisfaction had a statistically significant effect on job information. Sixth, it was found that the career factors of major class satisfaction had a statistically significant effect on the problem-solution. Therefore, we must first give priority to improve the class satisfaction. By doing this, we can raise the efficacy level of career decision.