• Title/Summary/Keyword: E-Learning Satisfaction

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A Case Study on Educational Effect and Operation of Blended Learning for Engineering Education (공학교육을 위한 블렌디드 러닝의 운영사례 및 교육효과 연구)

  • Hyung-kun Park
    • Journal of Practical Engineering Education
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    • v.15 no.1
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    • pp.39-44
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    • 2023
  • With the development of e-learning teaching methods, the demand for blended learning, which combines face-to-face education and e-learning, is increasing, and it shows a learning effect that can replace the existing face-to-face class. Engineering subjects have various learning activities such as practice, so it is not easy to operate them with traditional blended learning. Therefore, a different teaching and learning design is required according to the learning activities required for the subject. In this paper, examples of teaching method design and operation for blended learning in engineering subjects were introduced, and their effects investigated and analyzed. Learning activities were subdivided into theoretical classes, practical classes, quizzes and Q&A, assignments and solutions, and teaching and learning methods such as online videos, LMS utilization, and face-to-face classes were applied according to learning activities. According to the results of the student satisfaction survey, blended learning showed higher satisfaction than pure online and face-to-face classes in engineering subjects, and showed differentiated satisfaction for each learning activity.

Influence of e-Learning contents type on learning outcome (e-Learning 콘텐츠 제시 유형이 학습결과에 미치는 영향)

  • Lee, Hye-Jung;Kim, Tae-Hyun
    • Proceedings of the Korea Contents Association Conference
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    • 2007.11a
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    • pp.727-732
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    • 2007
  • This paper is to investigate how types of presenting e-learning contents affect learning. The study examines learning outcome such as students' learning achievement, satisfaction, and perceived learning outcome of a course in liberal arts by three different types: VOD, WBI, and Text. The findings of this study will present the effectiveness of contents presentation type in e-learning. It is anticipated that the study will offer some suggestions to develop e-learning contents types for similar courses and further to develop effective contents types for various courses.

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A Study on the Flow State Scale of English Speaking and Listening in the e-Learning Environment (e-Learning 환경에서 영어 말하기와 듣기 학습자의 몰입경험(flow) 척도개발에 관한 탐색적 연구)

  • Kang, Jung-Hwa;Han, Kum-Ok;Shin, Dong-Ro
    • Journal of Digital Convergence
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    • v.6 no.3
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    • pp.13-22
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    • 2008
  • The purpose of this study is to explore 'Flow Experience' of those studying English speaking and listening in the e-Learning environment. The exploration of flow experience in this study is based on the literature research of Csikszentmihalyi's flow models and other studies. There have been many studies on flow experience focusing on arts, leisure and sports in accordance with Csikszentmihalyi's original theory, however, his flow theory has recently been adapted to the educational field. Nonetheless, it is in the e-learning environment, rather than the face-to-face traditional teaming environment, that there is not enough flow state measurement scale. Therefore, it is important to develop as a stepping stone a flow state scale for those who study English speaking and listening by the cyber-native-speaker on e-Learning environment to improve their satisfaction and achievement.

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Effects of Role Differentiation, Interaction, and Lapse of the Time on Shared Mental Models in e-Learning Contents Development Teams in Korea

  • JO, Il-Hyun
    • Educational Technology International
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    • v.10 no.2
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    • pp.63-83
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    • 2009
  • The purpose of this study was to investigate the cognitive mechanism of e-Learning contents development projects on the basis of the Shared Mental Model theory perspective. To pursue the purpose, a theoretical model and several hypotheses were developed based on relevant literature. Thirty five (35) e-Learning contents development teams composed of 202 instructional designers from for-profit professional e-Learning companies in Korea were participated in this study. For the analyses of the fit of the Model and parameter estimations, Structural Equation Modeling (SEM) method was employed. As hypothesized, e-Learning contents development team members' interaction leads to higher SMMs which in turn facilitate member satisfaction within the team. Meanwhile, the frequency of interaction among team members decreases as projects progress.

The Effects of Flipped-Learning on Learning Motivation and Class Satisfaction in Software Education (소프트웨어 교육에서 플립 러닝이 학습동기 및 학습만족도에 미치는 영향)

  • Han, Tea-In
    • Journal of The Korean Association of Information Education
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    • v.21 no.6
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    • pp.665-673
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    • 2017
  • This research was performed for learning motivation and learning satisfaction of flipped learning on software education in university class. In order to compare and get the result, this study used 2 groups of experimental group(flipped learning) and comparison group(traditional face to face learning). Consequently an experimental group got more strong learning motivation and learning satisfaction than traditional learning group on software education in non-major class of university. It showed at the same time in factors of learning motivation like concentration, importance of subject, self confidence. and on factors pf learning satisfaction like problem solving, reaction, understanding, interest and relation with lecturer, This study showed that flipped learning method is more effective than face to face traditional learning method for creative or problem solving subject like software education.

A Study of Factors Affecting on m-learning Satisfaction based on UTAUT (UTAUT에 기반한 m-learning 만족도에 미치는 요인에 관한 연구)

  • Song, Hyung-Cheol
    • Journal of Digital Convergence
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    • v.16 no.7
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    • pp.123-129
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    • 2018
  • This study aims m-learning based on UTAUT and learners' satisfaction For empirical analysis, a survey was conducted on 289 university students and SPSS 22.0, AMOS 21.0 were used. The result of structual equation modeling analysis are as follows: First, performance expectancy was influenced by security, diversity, economics. Second, performance expectancy, effort expectancy affect learners' satisfaction. This research provide practical guidance in m-learning based on UTAUT amd the limltation of this research and future study are discussed. In the future, variables of m-learning based on UTAUT including the general public besides university students will be complement to analyze.

Factors Influencing the Continuance Intention in the e-Learning Services (이러닝 서비스의 지속사용의도에 영향을 미치는 요인)

  • Jung, Chul-Ho;Kim, Han-Gook;Ha, Im-Sook
    • Journal of Korea Entertainment Industry Association
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    • v.5 no.1
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    • pp.65-72
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    • 2011
  • The major purpose of this study is to investigate the influencing factors toward continuance intention in e-learning services. For this purpose, we introduced Post Acceptance Model(PAM) proposed by Bhattacherjee(2001) as basic analysis framework. Based on the relevant literature reviews, this study posits seven characteristics, that is, contents quality, interactivity, expectation confirmation, perceived ease of use, perceived usefulness, user satisfaction, and continuance intention as key variables to describe the post acceptance behavior in e-learning services. Data have been collected from users who have used e-learning services and the research model and hypotheses were tested through covariance structural model analysis. The results of this study are summarized as follows. First, contents quality, interactivity, and expectation confirmation have positive influence upon perceived usefulness. Second, contents quality, interactivity, expectation confirmation, and perceived ease of use have positive influence upon user satisfaction. Lastly, perceived usefulness have positive effect on the user satisfaction, and perceived usefulness and user satisfaction positively related to continuance intention in e-learning services. The findings have significant implications for e-learning service providers and academic researchers.

Evaluating the Services of the Deanship of e-Learning and Distance Education at Umm Al-Qura University According to the Opinions of Beneficiaries (Students/Faculty Members)

  • Alharthi, Ahmed;Yamani, Hanaa;Elsigini, Waleed
    • International Journal of Computer Science & Network Security
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    • v.21 no.9
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    • pp.191-202
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    • 2021
  • This research was conducted with the aim to appraise the level of satisfaction of students and faculty members with the services of the Deanship of e-Learning and Distance Education at Umm Al-Qura University. In addition, it investigated any differences arising between the evaluation of students and faculty members for these services owing to their gender..To achieve these goals, a descriptive analysis methodology was used in this research. The sample comprised 1357 students (704 male and 653 female) and 372 faculty members (208 male and 164 female) from Umm Al-Qura University in the academic year 2020-2021. To collect the requisite data, the study participants were asked to complete a 5-point Likert scale questionnaire, and the validity and reliability of the data were then assessed. The findings revealed the existence of a high level of satisfaction of students and faculty members with the services of Deanship of e-Learning and Distance Education at Umm Al-Qura University. There are no statistically significant differences between the mean scores of students (male/female) at Umm Al-Qura University in evaluating the said services. Furthermore, there are no statistically significant differences between the mean scores of faculty members (male/female) at Umm Al-Qura University in evaluating these. There exist statistically significant differences between the mean scores of faculty members and students in the evaluation of the services of the Deanship for the benefit of faculty members.

A Study of the Structural Relationship of Corporate e-Learning in Quality, Users' Learning Characteristics and Customer Orientation in Hotel Industry (호텔 e-Learning의 품질 및 사용자 학습특성과 고객지향성과의 구조적 관계에 관한 연구)

  • Ji, Yun Ho;Park, Tae Soo;Kim, Minsun;Moon, Yun Ji
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • 2013.10a
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    • pp.575-577
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    • 2013
  • The research was aimed at the hotel industry's employees in order to test the efficiency of e-Learning, which is emerging as the alternative training system to the conventional one. The independent variables are the quality of e-Learning, including the qualities of the system, contents, and service of e-Learning, and the learning characteristic factor, including the quality factor of e-Learning, the self-efficacy of the user, learning motivation, and the flow of learning. Furthermore, the intervening variables are its perceived usefulness and the satisfaction factor of the user known as the so-called utility of e-Learning, continuous intention to use in terms of efficaciousness, and the spread of education and training. The dependent variable is customer orientation, known as the ultimate efficaciousness of corporate e-Learning.

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A Study on the Learner's Satisfaction of Computer Practice Classes by applying BL: Focusing on contents and instructor interactions (블렌디드 러닝을 활용한 컴퓨터 실습수업에서의 학습자 만족 연구: 콘텐츠 요인과 교수자 상호작용을 중심으로)

  • Jun, Byoungho
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.13 no.4
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    • pp.221-230
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    • 2017
  • BL(Blended Learning) has been presented as a promising alternative learning approach. BL is defined as a learning approach that combines e-learning and face-to-face classroom learning. The adoption of BL in computer practice class is necessary due to the characteristics of computer practice class itself. This study proposes a research model that examines the determinants of learner's satisfaction of computer practice classes in BL environment. Considering the characteristics of computer practices classes contents and instructor interaction were identified as the determinants. The research model is tested using a questionnaire survey of 141 participants. Confirmatory factor analysis (CFA) was performed to test the reliability and validity of the measurements. The partial least squares (PLS) method was used to validate the measurement and hypotheses. The empirical findings shows that contents easiness and contents constructs are the primary determinants of instructor interaction in BL. Instructor interaction was also found to be related to the learner's satisfaction resulting in re-using. The findings provide insight into the planning and utilizing BL in computer practice classes to enhance learner's satisfaction.