• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.468-478
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• 2018

The goal of this study is to propose a new directivity for business training based on an analysis of the learner's satisfaction, the cause of the learning effect and the cause of reenrollment in smart learning courses. The data from 878 learners of 11 companies was analyzed by ANOVA and multiple regression analysis and the following results were obtained. First of all, the satisfaction of studying by smart learning showed various results depending on the motivation, process and contents of studying. According to the results, high rates of satisfaction were observed when the people take an active part in studying, as reflected in the frequency and time of studying. Also, when the learning contents were presented in an animated manner, the satisfaction of the students was increased. Second, the motivation of the students to participate in the smart learning and study process was reflected in the frequency, time and quality of their studies, thus confirming the learning effect. Lastly, the satisfaction and effectiveness of studying by smart learning are the causes of reenrollment. Based on the analysis results, it was concluded that the corporation's support and proper compensation are needed to increase the rate of satisfaction and the effectiveness of smart learning from the corporation's perspective. Also, from the viewpoint of the smart learning system operators, it is necessary to find ways of developing the learning contents.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.21-27
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• 2022

Purpose: The purpose of this study is to investigate the structural relationship between self-directed learning, online class environment, and learning satisfaction of general high school students. 219 12th grade students in Sejong B High School responded to the survey questionnaire. For data analysis, correlation analysis and structural equation models were implemented. Results are as follows. First, there was a moderate or higher correlation between self-directed learning, online class environment, and learning satisfaction. Second, the model fit of the structural model among variables was good. Self-directed learning had an effect on the online class environment, and the online class environment had a positive effect on learning satisfaction. However, self-directed learning had no statistically significant effect on learning satisfaction. The researcher found the implication that learners' online class satisfaction showed a synergistic effect when students' self-directed learning ability and educators' excellent class environment are created. Also, the researcher proposed to analyze online learning satisfaction by comprehensively considering the individual, family, and school factors of various learners.

• Journal of Digital Convergence
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• v.8 no.3
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• pp.115-127
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• 2010

This study investigates the effect of E-learning service quality toward users' learning satisfactions when moderating by users' study motivations at cyber universities. For this end, the E-learning service quality was measured with SERVQUAL which was widely employed in academic research area. From rich survey analysis, this study finds that the three factors of E-learning service quality such as concreteness, certainty, credibility and sympathy are statistically correlated with users' learning satisfactions, but the responsiveness is not. Also in order to test the hypothesis that the study motivation is a moderate variable, the three step regression analysis was applied. Finally, this research finds that the study motivation has the role of moderate variable to affect the users' learning satisfactions.

• The Journal of the Korea Contents Association
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• v.7 no.10
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• pp.44-58
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• 2007

E-homestudy refers to e-Learning after school. This concept has been introduced by Korean Government as a substitute for expensive private tutoring. The purpose of this research is to explore the perceptions and relationships among determinants affecting the attitude and satisfaction level in e-homestudy. Such factors as subjective norms, visibility, perceived usefulness, quality of contents, facilitating conditions, interactions are introduced into the model. The survey results show that the attitude and the self-directed teaming level influence the satisfaction level in e-homestudy; the subjective norms, visibility, and perceived usefulness are the major determinant affecting the attitude; the quality of contents as well as interactions have positive impact on the perceived usefulness.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.8
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• pp.4942-4949
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• 2014

The aim of this study was to discover the effects of learners' perceived roles of a tutor on Problem-Based Learning (PBL) satisfaction. To this end, 100 students who took lessons with PBL in the department of nursing science were recruited and asked to fill out a survey. The data was collected and analyzed using the SPSS WIN 20.0 Program. The results show that there is relevance between the role of 'Stimulating integration of knowledge' and 'PBL satisfaction' among the four kinds of roles of a tutor, and the role of 'Stimulating integration of knowledge' influences on PBL satisfaction.

• The Journal of Korean Association of Computer Education
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• v.16 no.4
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• pp.1-11
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• 2013

The purpose of this study is to investigate a structural relationship among elementary students' self-determinant learning motivation, teaching-presence and learning outcomes (learning satisfaction, persistence) in blended learning environment. Participants were 5th and 6th grade students who enrolled in a mathematics learning service. The results showed that self-determinant learning motivation had direct effect on teaching presence, learning satisfaction and learning persistence. Teaching Presence had an direct effect on learning satisfaction and learning satisfaction had an direct effect on learning persistence. Based on the results, proper strategies were recommended to facilitate self-determinant learning motivation and teaching presence before and during learning since they play critical roles for the success of elementary students learning outcomes in a blended learning environment.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.35-45
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• 2017

This study aims to explore the effect of quality factors and learning styles on users' satisfaction in e-Learning context. For this purpose, statistical methods such as reliability test, factor analysis, ANOVA, regression analysis were carried out using the survey data from university students. The quality factors of e-Learning were classified into contents, system, service, and interpersonal activities while learning styles were classified into positive-cooperative, self-directed, environmental-dependent, and passive styles. The results showed that each quality factors of e-Learning has a strong positive effect on user satisfaction, and self-directed group has higher satisfaction than other groups. Learning styles have moderating effects on the quality-satisfaction relationship, and especially, the group of passive learning style has a strong moderating effect on the interpersonal activities. Theoretical and practical implications and future research directions are drawn from these findings.

• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.41-48
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• 2018

This study aims to present a method for app programming education by analyzing the effect of Learning Flow and Learning Satisfaction from app programming education using m-Bizmaker in specialized high school students. Currently, SW education to increase computational thinking is actively carried out in schools that are leading SW education school and various SW education methods are being applied. In particular, the app programming education could continue when the learner is engaged in Learning Flow and Learning Satisfaction with the learning. And according to survey results, it has been proved that the app programming education using m-Bizmaker is effective to improve some factors of Learning Flow(control sense, loss of consciousness) and Learning Satisfaction in specialized high school students.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.359-367
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• 2022

The purpose of this study is to examine the perception of college students about English classes using TED talks and to examine whether TED talks are appropriate as a learning material for college English. As a college English subject, 50-60 minutes of online classes were conducted for one semester where TED talks were used, and the data collected by conducting a survey on learners' English learning motivation, interest, attitude, satisfaction, and learning effect were analyzed utilized SMART PLS 3. The results are as follows. First, English learning motivation had a statistically significant effect on learning attitude while it did not affect the learning satisfaction. Second, the level of interest in the TED Talk-using class had a positive effect on the learning attitude and satisfaction. Third, the learning attitude positively affected the learning effect perception. Fourth, satisfaction with the TED Talk class had a positive effect on the learning effect perception. In conclusion, English classes using TED talk can increase the interest and satisfaction of learners, and induce active class participation, which lead to a positive perception in learners' learning effects. Therefore, this study implies that TED talks are valuable and significant enough as materials in college English classes.

• Journal of Engineering Education Research
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• v.14 no.1
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• pp.32-39
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• 2011

The purpose of the this study is to examine prediction of academic self-efficacy and school support on satisfaction, achievement and persistence in college. To meet the purpose of the present study, D college was chosen and, two surveys were conducted among the engineering students enrolled in the spring semester of 2010. The results of this study through multiple regression analysis indicated that academic self-efficacy predicted significantly on satisfaction, achievement, persistence and school support predicted significantly on satisfaction and persistence. The results of this study suggested that academic self-efficacy and school support should be considered for improving satisfaction, achievement and persistence in college.