• 전자공학회논문지 IE
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• v.48 no.2
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• pp.71-78
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• 2011

The purpose of the present study is to examine the causal relationship among self-regulated learning, social presence, learning flow and satisfaction in cyber education utilizing electronic media. For this study, 304 students at W cyber university in Korea completed surveys in the fall semester of 2010. The result of this study indicated that there was a meaningful effect of self-regulated learning on learning flow and satisfaction. In addition, we founded learning flow has an intermediating effect between self-regulated learning and satisfaction. Based on these results, this study propose strategies to raise satisfaction by improving students' leading role in their learning.

• Journal of the Korea Convergence Society
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• v.10 no.7
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• pp.325-333
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• 2019

This study was conducted to investigate the factors affecting satisfaction and dissatisfaction of e-learning learner students using Kano model and Timko's customer satisfaction coefficient. The results of the analysis showed that firstly, the students are highly satisfied when it is convenient to learn visually and audibly, when the students can ask questions at any time, and when the professor was interested in the students. Second, the rational criteria and accurate evaluation of grades and assignments were confirmed as factors that should be satisfied. Third, unlike the results of the basic study that the students use e-learning due to the convenience of learning time and learning space and the ease of learning process, it is no longer an attractive factor to use e-learning. The results of this study suggest that it is possible to present effective directions for the development of e-learning education and strategic application of each factor classified by the two-dimensional recognition method.

• Journal of the Korea Convergence Society
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• v.13 no.4
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• pp.203-211
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• 2022

Due to the Corona-19 pandemic, online education has grown worldwide and it is now being predicted that online education will dominate the future of education. This study examines, as characteristics of the human factor, the effect of self-efficacy; as system factors influencing learners' satisfaction with online learning and behavioral intention to use online learning, this study examines perceived social presence and perceived teaching presence. Participating in this study were 236 students who filled out an online survey in return for course credits. Study findings suggest that individuals with high social presence and teaching presence will have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low social presence and teaching presence. The study also found that individuals with high self-efficacy have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low self-efficacy. This study provides theoretical implications as well as practical implications for e-learning educators when it comes to enhancing students' satisfaction with online learning and behavioral intention to use online learning.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.9-14
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• 2022

The purpose of this study performed to confirm the effect of flipped learning on learning attitude, self-esteem, and lesson satisfaction for nursing students of the university. The research participants and data collection were conducted on 38 nursing students in A city from September 1 to December 30, 2021, and the research design is a one-group pretest-posttest design. Learning attitude, self-esteem, and lesson satisfaction were investigated, and flipped learning lectures were applied to the experimental group as experimental treatment. SPSS 27.0 version was used for statistical analysis. As a result, the learning attitude of nursing students showed a positive correlation with self-esteem and lesson satisfaction, and the flipped learning education method showed learning attitude (t=-4.01, p<.01) and self-esteem (t=-3.53, p<).001, lesson satisfaction (t=-4.20, p<).001) All were statistically significant.

• Journal of the Korea Society of Computer and Information
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• v.27 no.9
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• pp.287-294
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• 2022

This study aims to investigate the effect of self-directed learning ability and cooperative ability on educational satisfaction through learning attitude in SW education for middle and high school students. For this purpose, a survey was conducted on middle and high school students residing in A metropolitan city, and the responses of 321 students were analyzed. The main research results are as follows. First, male students' self-directed learning ability and learning attitude were statistically significantly higher than female students. High school students were statistically significantly higher in all variables than middle school students. Second, learning attitude was found to partially mediate the effect of self-directed learning ability on educational satisfaction. Third, learning attitude partially mediated the effect of cooperative ability on educational satisfaction. The results of this study suggest that to increase satisfaction with SW education, SW education strategies must be differentiated according to gender and school level, and instructional design that can promote the above three variables is required.

• 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.

• Korean Journal of Adult Nursing
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• v.22 no.2
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• pp.221-228
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• 2010

Purpose: The purpose of this study is to identify the relationship among clinical competence of diabetic diet education on standardized patients, self-efficacy, communication skill, learning satisfaction, and professional values of nursing students. Methods: The present study was a descriptive research. The participants were 144 junior nursing students in a university. The clinical competence on diabetic diet education was assessed by trained evaluators when nursing students performed diabetic diet education using the standardized patients. The students' self-efficacy, communication skill, professional values, and learning satisfaction were measured by themselves using the questionnaires. Results: The clinical competence on diabetic diet education showed positive correlations with communication skill and learning satisfaction, while the competence was not correlated to self-efficacy and professional values. Conclusion: The results of this study suggest that clinical competence on diabetic diet education may be more related to communication skills and learning satisfaction than self-efficacy and professional values. Promoting communication skills and learning satisfaction using a standardized patient may increase nursing students' competence on diabetic diet education.

• Journal of Korean Clinical Health Science
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• v.10 no.1
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• pp.1569-1577
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• 2022

Purpose: This study was conducted to investigate academic self-efficacy, metacognition and major satisfaction which influence learning flow in nursing students. Method: The subjects of this study were 239 nursing students in D college. Structured questionnaire was self-administered from May 3 to 30, 2021. The date was analyzed by t-test, ANOVA, Pearson'correlation coefficients, stepwise and multiple regression using SPSS/WIN 22.0. program. Results: In academic self-efficacy, there were significant differences in age. In metacognition, there were significant differences in age, school record. There was a statistically positive correlation between learning flow and academic self-efficacy(r=.211, p=.001), metacognition(r=.357, p<.001), major satisfaction(r=.281, p<.001). The factors influencing learning flow were metacognition(t=.682, p<.001), major satisfaction(t=2.147, p=.023)Multiple regression analysis description is 61.2%. Conclusion: To improve the learning outcomes for nursing students, it is necessary to develop teaching program and curriculum for increasing, metacognition and major satisfaction.

• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.136-143
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• 2024

The purpose of this study is to analyze the mediating effects of major satisfaction, positive psychological capital, and job-Seeking Stress in the relationship between college students' self-directed learning and career preparation behavior. For this purpose, the study was conducted on 253 college students. The parallel mediation effect was analyzed using SPSS (24.0). Process Macro and Bootstrapping. The following results were confirmed. First, self-directed learning, major satisfaction, positive psychological capital, job-Seeking stress, and career preparation behavior were found to have a mutually significant influence relationship. Second, in the relationship between self-directed learning and career preparation behavior, major satisfaction, positive psychological capital, and job-seeking stress were confirmed to be variables that affect the parallel mediation effect and serial multiple mediation effect.Third, college students' self-directed learning was found to increase career preparation behavior through the mediating roles of major satisfaction, positive psychological capital, and employment stress. Therefore, in order to increase the career outcomes and success rates of college students, their own efforts, professors, and schools must create diverse environments and develop programs for college students' careers. Additionally, follow-up research must continue to supplement this.

• Journal of Technologic Dentistry
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• v.44 no.4
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• pp.132-143
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• 2022

Purpose: The study aims to analyze differences in the satisfaction level of dental technology students regarding in-person and online classes. It also aims to provide fundamental resources for the improvement of major subject class methods that will improve students' self-directed learning abilities, thereby affecting their class satisfaction. Methods: In this study, a self-administered questionnaire was conducted from November 8 to November 30, 2021, for 256 dental technology students. The collected data were analyzed using the IBM SPSS Statistics ver. 21.0 statistical program. Frequency and percentage, mean, standard deviation, t-test, ANOVA, post-hoc test, correlation analysis, and linear regression analysis were performed to analyze the data. Results: In the self-directed learning abilities, the attitude of the learners was shown to have the highest positive (+) correlation in both in-person and online classes, with a statistically significant effect (p<0.001) on class satisfaction in major subject classes. Moreover, the explanatory power of the model was 52.2% and 39.7%, respectively. Conclusion: We concluded from the study that there is a need for professors to improve teaching methods to increase learners' self-directed learning competence, through problem-based learning, discussion learning, team-based collaborative learning, and mentor-mentee learning, thereby enabling learners to lead classes themselves.