• Journal of Information Technology Applications and Management
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• 제15권1호
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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.

• 한국임상보건과학회지
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• 제6권2호
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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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• 제15권3호
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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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• 제10권4호
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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.

• 기독교교육논총
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• 제63권
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• pp.255-281
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• 2020

코로나 19로 인해 온라인 학습으로 대표되는 학습 방법의 변화가 보편화 되고 있는 지금 본 연구는 온라인 학습자의 자기주도학습능력, 교수자-학습자 상호작용 및 학습자-학습자 상호작용, 수업만족도의 관계를 구조적으로 탐색하고자 하였다. 연구결과 고등학생과 대학생 집단 모두 온라인 학습자의 자기주도학습능력은 학습자-학습자 상호작용을 증가시켰으며, 또한 높아진 학습자-학습자 상호작용은 수업만족도를 증가시켰다. 변인 간의 잠재평균비교분석을 통해 대학생과 고등학생 집단 간 변인들의 통계적 유의미한 평균 차이를 확인할 수 없었지만, 다집단 분석을 통해 고등학생의 경우 자기주도학습능력이 수업만족도와 교수자-학습자 상호작용에 직접적인 영향을 주지 않았고, 대학생의 경우 모두 유의미한 영향을 주었음을 확인할 수 있었다. 온라인 학습의 수업만족도 향상을 위한 자기주도학습능력과 학습자-학습자 상호작용의 중요성을 바탕으로 본 연구의 시사점 및 후속 연구를 위한 제안점을 논의하였다.

• International Journal of Advanced Culture Technology
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• 제11권3호
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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.

• 한국컴퓨터정보학회논문지
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• 제17권2호
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• pp.69-76
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• 2012

본 연구의 목적은 웹상에서 이루어지는 컴퓨터 교과목 이러닝에서, 학습자의 학습만족도와 자기주도성, 플로우(flow) 경험의 연관관계를 파악하고, 경로분석을 활용하여 이들 요인간의 인과관계를 분석, 규명하는 것이다. 이를 위해 기존 이론 연구들을 바탕으로 학습만족도를 종속변인으로 하고 자기주도성과 플로우 경험을 독립, 매개변인으로 하는 구조모형을 기초로 하여, 각 요인의 하위 구성요인 간의 인과관계를 분석하였다. 총 193명 학생의 데이터가 분석에 이용되었으며, 주요 결과를 요약하면 다음과 같다. : 1. 학습자의 자기주도성은 플로우 경험을 매개변인으로 하여 학습만족도에 간접적으로 유의한(p<.01) 영향을 미치는 것으로 나타났으며, 플로우 경험은 학습만족도에 직접적으로 유의한(p<.01) 영향을 미치는 것으로 나타났다; 2. 자기주도성의 7개 하위 구성요인 중 '독창적 접근', '학습에 대한 사랑', '학습자적 신념' 등이 플로우 경험을 매개로 하여 학습만족도에 양(+)의 방향으로 간접적으로 유의한(p<.01) 영향을 미치는 것으로 나타났으며, 플로우 경험의 9개 하위 구성요인 중 '명확한 목표' 요인이 학습만족도에 양의 방향으로 직접적으로 유의한(p<.01) 영향을 미치는 것으로 파악되었다.

• 한국콘텐츠학회논문지
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• 제17권4호
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• pp.468-477
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• 2017

본 연구의 목적은 간호대학생을 대상으로 학습만족도에 영향을 주는 요인을 파악하여 새로운 학습법을 도입할 때 대상자의 학습만족도를 높이기 위해 고려해야 하는 요소에 대한 기초 자료를 제공하기 위함이다. 본 연구에서는 자기주도학습 준비도, 교수-학생 상호작용, 핵심역량, 스트레스와 학습동기가 학습만족도에 미치는 영향을 분석하였다. 이러한 변수를 측정하기 위하여 자기주도적 학습준비도 검사, 교사-학생관계척도, 대학생 핵심역량, 대학차원의 스트레스 측정도구, 학습동기 측정표, 학습만족도 측정도구를 수정 보완한 도구를 사용하였다. 연구대상은 S시에 위치한 E대학교 간호대학생 2, 3학년을 대상으로 하였으며, 총 132명의 자료가 최종 분석에 포함되었다. 본 연구의 결과 학습만족도는 자기주도학습 준비도(r= .21, p= .018), 교수-학생 상호작용(r= .39, p<.001), 핵심역량(r= .21, p= .014), 학습동기(r= .75, p<.001)와 양의 상관관계를 보였다. 또한 학습동기는 자기주도학습 준비도(r= .24, p= .005), 교수-학생 상호작용(r= .38, p<.001), 핵심역량(r= .21, p= .018)과 양의 상관관계를 보였다. 학습만족도에 영향을 미치는 요인은 학습동기와 교수-학생 상호작용이었으며, 이 2개의 변수로 구축된 회귀모형의 학습만족도에 대한 설명력은 59.7%였다. 따라서 본 연구의 결과 학습만족도를 높이기 위해서는 학습동기를 고취시키고 교수-학생 상호작용이 효율적으로 일어날 수 있도록 하는 중재가 필요하겠다.

• 디지털산업정보학회논문지
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• 제4권1호
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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.

• 디지털산업정보학회논문지
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• 제17권4호
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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.