• Journal of Information Technology Applications and Management
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• v.15 no.1
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• pp.99-116
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• 2008

This study explores the impacts of e-learning system characteristics on learner committment and satisfaction by surveying the firms utilizing e-learning systems for learning. In the study, we have, first, drawn the key factors and instruments to measure e-learning system characteristics through intensive literature review. Second, we have investigated whether the characteristics contribute to increasing learner's commitment and satisfaction. Finally, we have examined the mediating effect of learner's commitment between the characteristics of e-learning system and learner satisfaction. We have conducted a survey on the employees having experience in using e-learning systems for learning, and collected a total of 93 responses. The results of a statistical analysis show the following: First, expression and interaction affect the learner's commitment. The results indicate that a learner should engage in e-learning and ultimately be more committed on it when there is a coherence in design and organization of learning contents, and when the system offers various multimedia options including audio, sound, image, graphics, etc. Second, leaner's commitment leads to higher learning satisfaction. Finally, our results show that the commitment plays a mediating role between learner characteristics (expression, control, and trust) and learner satisfaction.

• Journal of Korean Clinical Health Science
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• v.6 no.2
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• pp.1136-1146
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• 2018

purpose: The study was performed by targeting nursing students in order to examine the level of their self-directed learning ability, self efficacy and learner satisfaction and to identify their effects on learner satisfaction. methods: A structured self-administered questionnaire was used, and a total of 150 questionnaires were distribute. Data were collected from 150 nursing students at D university located in D city, and a total of 141 students were included for the final analysis. Data were collected between November 15, 2017 to December 16, 2017, and questionnaire comprised items to measure general characteristics, self-directed learning ability, self efficacy and learner satisfaction. results: In addition, learner satisfaction was positively correlated with self-direct learning ability, self-efficacy. Finally, self-direct learning ability, self-efficacy and interpersonal relationship were found to explain 42.9% of the variance of learner satisfaction. conclusion: The findings of this study could be utilized as base data when developing a program to enhance nursing students's learner satisfaction and it is suggested that an interventional research of analyzing validity and effectiveness of developed education program would be also required.

• Journal of Information Technology Applications and Management
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• v.15 no.3
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• pp.153-167
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• 2008

This study examines the effect of sense of community on the relationship between learner satisfaction and influencing factors related to the online learning environment. Influencing factors related to the online learning environment are derived from previous literature and classified into two groups : social dimension (leader's enthusiasm, offline activities) and system dimension (usefulness, ease of use, enjoyability). Learner satisfaction is defined as the learners' perceived learning gains from taking an online class. Study participants included 250 university students from two different institutions. The participants were divided into 43 groups and asked to complete an online TOEIC preparation module using a commercial cooperative learning system over 4 weeks. Data were collected at three points for each participant, at the beginning, 3 weeks after, and at the end of the online module. Two system factors related to the online learning environment (ease of use, usefulness) directly influenced learner satisfaction, while social factors indirectly influenced learner satisfaction through the mediating role of sense of community.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.304-315
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• 2022

The effect on learning satisfaction was compared and analyzed according to the interaction of learners in non-face-to-face classes. 38 students enrolled in the Department of Chemistry Education at G University in Gyeongnam were selected for the study. As a result of analyzing the change in learning satisfaction according to learners' interactions, positive correlations between them were shown in non-face-to-face classes. The type of classes mainly consisted of non-face-to-face real-time classes, and despite the non-face-to-face classes environment, learners focused on classes and put a lot of effort to strengthen learning. Among learners' interactions, the effect of learner-content interaction on learning satisfaction was relatively the highest, while the effect of learner-learner interaction and learner-instructor interaction on learning satisfaction was low. It was found that learners' teaching-learning in non-face-to-face classes relied heavily on learning content, and interactions with fellow learners and instructors were very limited.

• Journal of Christian Education in Korea
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• v.63
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• pp.255-281
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• 2020

The purpose of this study was to investigate the structural relationship among self-directed learning ability, learner-instructor interaction, learner-learner interaction, and class satisfaction in online learning environments by the structural equation modelling (SEM). Participants of the study consisted of 300 students (110 = high school students, 190 = college students). Through latent mean analysis (LMA), there was no significant difference of study variables between high school and college groups. However, thorough multi-group analysis, self-directed learning ability had a direct and indirect effect on class satisfaction for the college group via learner-instructor and learner-learner interactions, while learner-learner interaction played a full mediating role of the relationship between self-directed learning ability and class satisfaction for the high school group. In addition, self-directed learning ability had a stronger influence on learner-learner interaction for the college group than the high school group. These results would provide important implications for understanding the different mechanisms between high school and college online learning contexts.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.106-112
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• 2023

This study proposes learner participatory activities for learner-centered college liberal arts classes. In addition, it analyzes learners' perceptions of and satisfaction with learner-centered classes and identifies the issues that must be considered when planning learner-centered activities for college liberal arts classes. The study used a learner-centered participatory activity in which participants created a 4-cut cartoon addressing a specific theme. An open-ended questionnaire was administered to identify learners' attitudes about and satisfaction with the learner-centered classes. It showed that most learners (87.5%) were highly satisfied with the 4-cut cartoon creation activities in the learner-centered participatory class. Learners identified the burden- free nature of the class activities, the fact that they improved their understanding of class content, and that they were fun (not boring) as the main reasons they found the class activities satisfying. In liberal arts English classes, more diverse participatory class activities should be developed to arouse interest and motivation of learners and encourage learners' participation.

• Journal of the Korea Society of Computer and Information
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• v.17 no.2
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• pp.69-76
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• 2012

The purpose of the study is to identify the relationship among the variables related learner's satisfaction, flow experience and self-directedness and verify the path model of causal relationship among those variables in web based computer e-learning. Based on the theoretical rationale, we hypothesized the path model including learner's satisfaction as outcome variable, flow experience and self-directedness as causal and mediating variables. A total of 193 students were participated in this study and the main results showed as follows: 1. Learner's self-directedness showed significant (p<.01), indirect effect on learner's satisfaction mediated by flow experience and the flow experience showed significant (p<.01), direct effect on learner's satisfaction; 2. Among 7 constructs of self-directedness, 'creative approach', 'love of learning', 'self-confidence as a learner' showed significant (p<.01), indirect effects on learner's satisfaction mediated by 'clear goals' construct among flow experience.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.468-477
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• 2017

The purpose of this study was to exam nursing students to verify the effects of self-directed learning readiness, teacher-student interaction, educational performance, stress and learner motivation on learner satisfaction. The study population consisted of second and third year nursing students at E university located in S city. Data were collected between June 15, 2016 to June 24, 2016, and questionnaire comprised items to measure general characteristics, learner motivation, teacher-student interaction, self-directed learning readiness, educational performance, and learner satisfaction. A total of 132 students were included for the final analysis. Learner satisfaction was positively correlated with self-directed learning readiness (r= .21, p= .018), teacher-student interaction (r= .39, p<.001), educational performance (r= .21, p= .014), and learner motivation (r= .75, p<.001). In addition, learner motivation was positively correlated with self-directed learning readiness (r= .24, p= .005), teacher-student interaction (r= .38, p <.001), and educational performance (r= .21, p= .018). Finally, learner motivation and teacher-student interaction were found to explain 59.7% of the variance of learner satisfaction. Our findings suggest strategies and interventions that boost learner motivation and teacher-student interaction which are required to improve learner satisfaction in nursing education.

• Journal of Korea Society of Digital Industry and Information Management
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• v.4 no.1
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• pp.105-117
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• 2008

T Abstract This study investigates the influence of differential factors on learner satisfaction by field-independent learning style in e-learning. Most of data were collected from students. Participants were classified based on a learning style typology (field-independent/dependent) and, then, analyzed was the influence of key factors on learner satisfaction using multiple regression analysis. This study suggests that e-Learning service providers need to differentiate learners based on learning style in order to improve learner satisfaction. Specially, Field independent learners are more likely to be satisfied by the teacher's provide degree of joyful, degree of contents, degree of learning control pacing, ability of problem solving and consistency.

• Journal of Korea Society of Digital Industry and Information Management
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• v.17 no.4
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• pp.197-207
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• 2021

The threat of COVID-19 pandemic put many universities in Korea to develop and implement various types of non-face-to-face on-line classes, such as on-line real time class and on-line recorded video class. Online education has been recognized as one of the effective educational methods because of its ubiquitous and flexible educational environments. Even though COVID-19 led to many problems such as faculty's burden and stress during the early stage of COVID-19, both students and faculties have gradually become familiar with on-line environment. As students have got accustomed to the online environment, on-line recorded lectures are shown to be more preferred rather than on-line real time class. Researches regarding the learner's satisfaction of on-line classes during the COVID-19 indicate that systematic and good quality contents and interaction by instructor are important factors. This study, therefore, investigate the learner's satisfaction of online classes in Liberal Arts course using recorded video contents in terms of contents and interaction. The results of empirical analysis reveal that systematic and good quality contents are likely to predict learner's satisfaction and interaction plays a great role in providing those contents. These findings provide insights that preparing systematic contents and interaction are key to enhancing learner's satisfaction of on-line classes in Liberal Arts course.