• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.517-532
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• 2022

As a result of the this exploratory study the main results show that the factors affecting the satisfaction of non-face-to-face class learning of graduate students in Education were social presence, perceived easy to use, and information service quality. Secondly, the factors affecting the learning persistence were perceived usefulness and social presence, but perceived usefulness's influence was relatively small. Next, it was found that the subjective satisfaction of graduate students of education did not significantly affect their intention to continue learning persistence. Lastly, learning satisfaction and learning persistence had a positive effect on the intention to recommend to others. Through the this empirical analysitics study it demonstrate the factors such as attitudes, feelings, and friendliness toward non-face-to-face online classes perceived by graduate students in Education.

• 전자공학회논문지 IE
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• v.49 no.1
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• pp.30-38
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• 2012

The participants were 102 students with digital broadcasting and media major.. A hypothetical model proposed included learning flow, school support as predictors, and satisfaction and learning persistence as a criterion. The results of this study through multiple regression analysis indicated that learning flow and school flow predicted significantly on satisfaction. And school flow, school support, and satisfaction predicted significantly on learning persistence. In addition, satisfaction mediated between learning flow and learning persistence, and between school flow and learning persistence. A constructive foundation for providing learning strategies in the successful engineering education would be proposed on the basis of the current results of this study.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.120-127
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• 2020

The purpose of this study was to examine related variables that improve learning outcomes in collaborative learning. Based on literature reviews, emotional intelligence was used as a variable of personal character, communication ability and collective intelligence were used as variables in learning process, and learning satisfaction, and persistence were used as variables of learning outcomes. Data were collected from 3,475 students at A university, and were analyzed using structural equation modeling. The results of this study are as follows: First, it turned out that emotional intelligence had a significant and positive impact on communication ability, collective intelligence, learning satisfaction, and persistence. Second, communication ability influenced collective intelligence and persistence positively. Third, collective intelligence influenced learning satisfaction and persistence positively. Fourth, learning satisfaction had a significant and positive impact on persistence. These findings offer basic data for collaborative learning by revealing the structural relationships among related variables that improve learning outcomes in collaborative learning of college students.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.421-422
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• 2019

본 연구에서는 초등학교 영재학생의 학습지속의향을 향상시키기 위하여 로봇과 학습지속의향에 관한 관련 이론을 탐색하고, 햄스터 로봇을 활용한 프로그래밍 교육 프로그램을 설계하여 제안한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.203-206
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• 2017

교육부에 따르면 초등학교에서의 프로그래밍 영역 교육 목표는 간단한 프로그래밍의 체험과 문제의 이해이다. 체험적 성격을 가진 프로그래밍 교육은 학습자의 프로그래밍에 대한 학습 동기를 유발시켜야 하며, 이는 중 고등학교에서 프로그래밍을 통해 문제를 해결하는 밑바탕이 된다. 이를 통해 학습자들은 프로그래밍에 대한 학습을 지속하고자 하는 생각을 가질 것이며, 이를 위해서는 실제적으로 학습지속의향을 향상시키는 콘텐츠들의 개발이 필요하다. 따라서 본 논문에서는 초등학생이 프로그래밍 학습을 하고 이를 지속하고자 하는 의도를 얼마나 가지는지를 측정하는 프로그래밍 학습지속의향 검사 도구를 제안하였으며, 그 타당성과 신뢰도를 검증하였다.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.449-458
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• 2011

The purpose of this study is to investigate the effects of task value and perceived usefulness on learning outcomes. This study also examined the mediating effects of teaching presence in their relationships. As a result, task value and perceived usefulness significantly predicted learning outcomes (learning flow and learning persistence). In addition, teaching presence mediated between task value, perceived usefulness and learning outcome. This findings imply that task value, perceived usefulness, and teaching presence should be valued to enhance learning outcomes in Cyber university.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.341-353
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• 2010

The purpose of the present study is to verify the structural relationship among on-line task value, university support, satisfaction, learning persistence in Cyber University. For this study, W cyber university in Korea was chosen to conduct web survey. A hypothetical model was proposed, which was composed of on-line task value, university support as exogenous variables, satisfaction, learning persistence as endogenous variables. And satisfaction have been suggested as intervening endogenous variables. The result of this study is as follows: First, on-line task value and university support affect satisfaction. Second, university support and satisfaction affect learning persistence. Lastly, satisfaction mediated on-line task value, university support and learning persistence.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.73-82
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• 2011

The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.69-78
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• 2016

The purpose of this study is to analyze convergent effects of team interaction and team metacognition of participants on a continuous participation in the university learning community. We developed 19 items of team interaction and 17 items of team metacognition through literature review. The subjects were 113 students who participated in learning community in A university. The results are as follows. First, team interaction level and team metacognition level can affect a continuous participation in learning community. The higher team interaction is and the lower team metacognition is, the higher continuous participation is. Second, among team interaction factors that affect a continuous participation in learning community, the more number of learning is and the more encouragement of one another is, the higher continuous participation is. But the less participation of members is, the less flow to learning is, and the less learning time is, the lower a continuous participation is. Third, among team metacognition factors that affect a continuous participation in learning community, the more number of learning is, the higher continuous participation is. But the more use of various learning tools is and the more learning time is, the lower continuous participation is. Based on these results, the convergent ways of support for continuous participation in the university learning community are as follows. First, supporting system is needed to induce students to experience the positive atmosphere of learning community by increasing number of learning to facilitate team interaction and urging them to encourage one another. Second, providing the effective utilization method is necessary for students to fully acknowledge the necessity and value of team metacognition activity.

• 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.