• The Journal of the Korea Contents Association
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• v.15 no.9
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• pp.652-661
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• 2015

The purpose of this study is to investigate the effects of EngageGram which is a motivator of e-learning participation on learners' online participation according to the types of social comparison motive. Research participation was 144 undergraduate students (male: 106, female: 38) who took the course entitled "Creative Thinking." Social comparison motive of learners were investigated by two methods: social comparison motive scales and learners' opinions on EngageGram. As results, there was no statically corelation between the types of social comparison motive by using scales and online participation, however, there was statically differences on e-learning participation according to the types of social comparison motives by analyzing learners' opinions. Learners mostly have self-enhancement motive in a learning context so they are motivated to participate actively by EngageGram. This study provide useful implication in the research area of learning analytics.

• Journal of Digital Convergence
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• v.10 no.8
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• pp.341-346
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• 2012

This paper reports the findings of research into the effect of flow experience and internet addiction on e-learning participation. The total number of access, playing time of contents and lag time (time between content upload and first access) were investigated as e-learning participation by analyzing web log data. The paper also examines the relationship between academic achievement and e-learning participation. The results suggest that the flow experience significantly correlates with all variables related with e-learning participation and internet addiction significantly correlates with lag time. It is found that female students significantly access more, longer and have shorter lag time than their male counterparts. It also suggest total number of access, lag time and gender difference have significant effect on academic achievement.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.1
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• pp.208-220
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• 2015

This study analyze Online class's current condition in Smart era. And suggest better operation model based on Internet Architecture. This study focuses the condition of e-learning operation model in University online class. Especially, 'Time Check Idea' that using for attendance on e-learning class has some side effects. So this study would applied 'Qualitative Check Idea Concept' on e-learning class. Question Based System, QBS is example model. QBS is leading a Learner's participation in e-class by Making Quiz. These quizs are shared with other students and refer to studing contents. Practically operating Qualitative Concept model QBS on university e-class, we can seek for the effectiveness of Qualitative e-learning model QBS.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.93-102
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• 2007

The present study is to investigate the elements of e-learning strategies affecting the levels of participation, achievement and satisfaction for learners who participated in the university blended learning environment. For this, 58 subjects were recruited who participated in the blended learning class at K university. E-learning strategies, achievement and satisfaction levels were measured for data collection, and the level of participation was measured by analyzing the LMS log-in database. For data analysis, first, means and standard deviation were computed to find the level of e-learning strategies of the subjects. Second, linear regression analysis was conducted to find the e-learning strategies that could estimate the levels of achievement, participation and satisfaction. As a result, variables to estimate the achievement level included time management strategy and overload management strategy. Variables to estimate the participation level included self-directed strategy, time management strategy and overload management strategy. Finally, variables to estimate the satisfaction level included multiple discussion management strategy, asynchronous management strategy and sociality. Based on these estimated variables, the author suggested some ideas to increase the educational effectiveness.

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.215-216
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• 2015

연구의 목적은 이러닝 학습환경에서 학습자들의 학습 참여를 촉진할 수 있는 시각적 스캐폴딩을 개발하고 그것이 학습참여, 개별학습, 팀프로젝트학습에 미치는 교육적 효과를 분석하고자 한다. 시각적 스캐폴딩에는 개별 참여도, 팀 참여도, 팀활동에 대한 개인 기여도, 팀간 상호작용 정도가 표상되도록 설계하였다. 시각적 스캐폴딩의 교육적 효과는 실험연구를 통해 분석되었다. 연구결과 이 연구를 통해 개발된 시각적 스캐폴딩은 학습참여도 및 학습성과에 긍정적인 영향을 미치는 것으로 분석되었다.

• KIPS Transactions on Software and Data Engineering
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• v.13 no.1
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• pp.28-34
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• 2024

Since e-learning is conducted based on the learner's autonomy, motivation to continuously participate is crucial for success in e-learning. As the number of adult learners participating in lifelong education increases, it is necessary to study learner participation and the motivating factors. Drawing upon the Expectancy-Value Theory and Self-Regulated Learning Theory, this study analyzed the influence of motivational factors (value, costs, cognitive regulation, and scheduling) on learner participation. An e-learning program was implemented on MoodleCloud, and learners completed a survey before going through the program. Regression analysis was conducted using the survey response data along with the participation score, calculated using the log data. The results of the analysis demonstrated that value and scheduling significantly influenced learner participation, with gender differences found in value. This means that as adult learners perceive higher value in the e-learning program and possess better scheduling skills, they are more likely to participate. These findings can be utilized in developing teaching and learning strategies for both learners and instructors, ultimately helping to prevent dropout in e-learning.

• Journal of Agricultural Extension & Community Development
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• v.12 no.1
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• pp.119-127
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• 2005

이 연구의 목적은 2003년부터 농촌진흥청에서 이루어져 왔던 이러닝시스템에 대한 실태와 참여농가의 만족도를 파악하고 향후 이러닝시스템의 발전방향을 모색하는 데 있다. 농촌진흥청은 2003년부터 웹과 비디오화상시스템에 기반을 둔 이러닝시스템(e-learning system)을 이용하여 농가에 대한 지도와 교육사업을 전개하여 왔다. 2003년에는 이러닝을 통한 교육과정에 251명의 농민이 등록하였으며, 이 중 최종적으로 126명이 오이, 고추, 토마토에 대한 생산과 경영관리 교육과정을 수료하였다. 2004년에는 503명의 농민이 이러닝 교육과정에 등록하였으며, 이중 313명의 농가가 버섯, 딸기, 수박에 대한 생산과 경영관리 교육과정을 수료하였다. 이러닝 교육과정에 참여하는 농민의 76%가 이러닝시스템을 통한 교육에 만족하는 것으로 나타났다. 이러닝을 위한 시스템 형태에 따른 선호도는 비디오화상시스템만을 이용한 경우는 23%. 웹만을 이용한 경우는 13%, 이 두 시스템을 통합하여 운영한 경우에는 59%로서 통합시스템운영이 더 효과적인 것으로 나타났다. 현재 진흥정이 구축한 통합시스템은 동시에 1000명 이상의 농민을 대상으로 교육을 실시할 수 있다. 지도사업의 예산과 인원이 과거에 비해 줄어들고 있는 상황에서 이러닝시스템은 향후 농민들을 대상으로 한 지도와 교육에 효과적인 대안이 될 수 있다.

• Journal of Internet Computing and Services
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• v.10 no.5
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• pp.135-143
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• 2009

The purpose of this study is to examine the variables related to the students' e-learning participation that have an effect on learning achievement in e-learning environment of cyber universities. Based on the related research, the followings are derive. First, students' attendance and participation in discussion showed higher correlation with the learning achievement than other participation variables. However, the total studying time in online classes showed lower correlation with the learning achievement. Second, the variables that have an effect on the learning achievement were in the order of students' attendance, participation in discussion, access frequency to online classes, learning progress and number of data uploads. Third, by the learners' background, the difference among the variables that have an effect on learning achievement were found. Based on the results above, this study suggests considerations about participation variables to enhance the learning achievement in cyber universities.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.73-83
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• 2023

This study is a descriptive survey to develop a gamification e-learning class based on self-determination theory and to check its effectiveness. The data collection period was from March 1 to June 15, 2023, and 59 students at G University in G Metropolitan City were surveyed on class participation, learning immersion, and teaching presence before and after the course. IBM SPSS/Win 26.0 was used to analyze the collected data, and descriptive statistics, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were conducted. The results showed that the self-determination-based gamification class significantly improved students' class participation, learning engagement, and teaching presence (p<.05). An analysis of covariance (ANCOVA) was conducted to determine whether the general characteristics of the participants affected the results of the post-test, and gender affected the post-test results of learning engagement, with an effect of 7.9%. Based on the results of this study, it can be seen that self-determination-based gamification e-learning class is effective in improving learners' class participation, learning engagement, and teaching presence. As the demand for e-learning in universities is expanding, self-determination-based gamification e-learning classes should be developed in various fields of liberal arts and majors.

• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.51-59
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• 2010

Many of learners in cyber universities have experienced the difficulties of learning and participation because they have never participated courses of cyber universities before. One of main reasons why they have experienced the difficulties was that they might have not received systematic guidances of university system as well as learning supports, depending on their readiness of e-learning. Otherwise, they may have lack of supports frequently and finally, fail to graduate. However, few studies were conducted to investigate the e-learning readiness of freshmen and enrollees in cyber universities. The purpose of the study was to analyze the e-learning readiness and learning activities of freshmen and enrollees of A cyber university and to support them more systematically and get them to succeed in studying. In the results, there were no differences between the freshmen and enrollees in basic competencies of cyber learning as well as interaction, task performance, and learning methods.