• Journal of Engineering Education Research
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• v.22 no.1
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• pp.48-54
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• 2019

This study examined the effects of free writing in writing class targeted for engineering students on their writing skills. To assess the effects, we have asked 100 engineering students from writing class to write free writing, classifying them as the test group(N=50) and the control group(N=50). We have also compared their learning effect, their writing ability, and learning satisfaction via pre and post intervention surveys. The results showed higher change in learning effect, interest in writing, learning attitude, writing ability, learning satisfaction in the test group compared to the control group. This positive change proves that free writing is a significant teaching method in writing class for engineering and science students.

• Knowledge Management Research
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• v.18 no.1
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• pp.83-116
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• 2017

The purpose of this study is to analyze empirically analyze how the characteristics of participants in educational and social learning forums and the quality of events influence expectations and satisfaction of forums. The study also aims to provide strategic implications for forum organizers and give them suggestions on how to set up target audience, manage forum contents, speakers, and services, improve attendee satisfaction, and ultimately maximize overall outcomes. As exchanges among individuals, enterprises, and organizations, as well as countries are growing rapidly, the convention industry has become a key player in the market. Conventions have also become a venue for people to discuss a specific agenda or topic, exchange information and learn knowledge and insights. Especially, the forum - as part of the convention industry - plays a vital role providing educational and social learning opportunities as scholars and expertise come together to share their knowledge and experience through a variety of discussions. With its role, many of forums are taking place in recent years; however, there have been few empirical studies upon the forum itself. Also, there have been few attempts to research how the quality of forums affect participants' satisfaction along with their characteristics and how much of practical knowledge is provided throughout the events. This study is meaningful in that it is the first practical study that takes a deep understanding of the forum and sees how the quality of the forums influences participants' satisfaction and whether the characteristics of participants have a moderating effect in increasing the level of satisfaction. Forum organizers could also take a strategic approach as their major concerns are to increase the number of participants and raise degree of satisfaction by providing significant information. There are four key elements that determine success or failure of a social learning forum. The four elements are contents, speakers, services, and participants. Content plays an important role in providing rich information and knowledge for participants. Speakers are the main knowledge providers who contribute to the forum's social learning role. Also, the services provided by forum organizers such as simultaneous interpretation services, program brochures, lunch and refreshments, and the overall design of event hall can also influence the level of participants' satisfaction. Lastly, the participants and their characteristics are important since they are the ones who receive knowledge from the providers. The results of this study show that the quality of forum (content, speaker, and services) has a decisive effect on the participants' satisfaction and there are some differences in expectation among the participants in the forum. Also, some groups of participants were more likely to be stimulated by the quality of forum when determining their satisfaction. The study is modeled after MBN Y Forum 2016 and its participants' characteristics. The forum is one of the most representative social learning forums of South Korea and its audiences are mostly young people. It has analyzed how the participants' characteristics influence their satisfaction by grouping them into ${\Delta}participants$ who have invited for free and those who paid for the entrance fee, ${\Delta}first-time$ participants and returning participants, ${\Delta}voluntary$ and involuntary participants, ${\Delta}participants$ who registered through web and those who did through mobile, and ${\Delta}participants$ who registered during pre-sale opens and those who registered during general opens.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.81-90
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• 2016

The objective of this study was to investigate the effect of an education method applying the flipped learning technique for college students. Both self-directed learning readiness and educational performance before and after applying the flipped learning were examined. After applying the flipped learning technique, teacher-student interaction, learning satisfaction, and learning motivation were identified. The correlation of each variable was examined after applying the flipped learning technique to investigate its influence on learning motivation. A total of 68 second-year nursing students enrolled in E University were analyzed. A difference between before and after applying the flipped learning was analyzed by the paired t-test; a correlation between the variables was analyzed via Pearson's correlation coefficient; and an influence on the dependent variable learning motivation was analyzed using the stepwise multiple regression analysis. The results showed that self-directed learning readiness increased before and after applying the flipped learning technique with statistical significance, and the difference of educational performance was not significant. After an education session applying the flipped learning technique, a learning motivation demonstrated a significantly positive correlation with self-directed learning readiness (r=0.33, p=.006), college student educational performance (r=0.51, p<.001), teacher-student interaction (r=0.72, p<.001), and learning satisfaction (r=0.79, p<.001). A significantly positive correlation was also observed between the other variables. Factors influencing learning motivation were learning satisfaction and teacher-student interaction. The explanatory power for learning motivation in the regression model considering these two variables was 71.3% (F=80.66, p<.001). Therefore, to enhance learning motivation in applying the flipped learning technique, it is necessary to increase learning satisfaction and to establish a strategy that further vitalizes the teacher-student interaction.

• The Korean Journal of Emergency Medical Services
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• v.23 no.2
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• pp.61-73
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• 2019

Purpose: This study aimed to introduce active learning methods, including flipped, case-based, and team-based learning in an electrocardiography (ECG) course and to investigate outcomes and satisfaction with these methods. Methods: To identify the learning effect of active learning, pre-and post-academic self-efficacy was compared between the experimental and control groups. In the experimental group, pre-and post-knowledge and clinical performance regarding ECG were also assessed. In addition, class satisfaction was investigated after application of active learning methods in the experimental group. Data were collected from 84 paramedic students and analyzed using SPSS 22.0 (IBM, Armonk, NY, USA). Results: The experimental group showed significant improvement in post-academic self-efficacy and knowledge. The experimental group also showed high clinical performance (9.83 out of 10 in ECG checking ability and 9.63 out of 10 in ECG reading ability). The mean satisfaction score was 4.23 out of 5 (responses based on a Likert scale) in the experimental group. Conclusion: Active learning in an ECG course was found to be highly effective and satisfactory. Furthermore, paramedic students can enhance their accountability and judgement with team-based learning through free engagement in discussion.

• Journal of the Korean earth science society
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• v.34 no.7
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• pp.727-737
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• 2013

The purpose of this study was to investigate the middle school students' perception and their learning satisfaction in SMART learning based science instruction. Three types of modules on the solar system and lunar phases unit at the middle school level were developed and lessons on each module were taught to 207 student participants. All participants were provided with tabletPC(iPad2) with iOS5 installed, and using astronomy app Solar Walk, mirroring function, QR code, and Google Presentation, the lessons were carried out both in classroom and at home. The instrument for assessing students' perception on the SMART learning-based instruction was developed based on 4 factors including Self-directed, Motivation, Adaptiveness, and Technology Embedded, with a Likert scale from 1-5 on 20 items. The learning satisfaction survey instrument was originally from Keller's work (1987), and its test items were adapted and modified. To reveal the perception and learning satisfaction about SMART learning-based science lessons, the participants were comparatively analyzed by gender and science achievement levels. Results indicated that male students showed positive perception for the SMART learning-based instruction. Group with higher science achievement scores showed more positive perception of the SMART learning-based instruction in terms of Self-directed and Motivation factor. Also, the learning satisfaction of male students was higher than female students and group with higher academic ability more satisfied with the SMART learning-based instruction than the low group. The results provide implications for future development of programs and help set a direction of increasing the use of a SMART learning-based science in school.

• Journal of Information Technology Services
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• v.18 no.5
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• pp.71-83
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• 2019

This study aimed to develop and pilot-test educational program prototypes of training health coaches to help cancer patients overcome crises and create positive growth. For this purpose, the educational contents and methods of the blended learning program prototypes were derived through learner needs and literature analysis. The prototypes, which consist of introducing of health management and health information and understanding and practice of basic coaching and health coaching, were developed to integrate with four sessions of face-to-face, off-line classes, training practices through 12 tele-classes, and use of online learning system. The prototypes were conducted and pilot-tested by a total of 35 students selected through the document screening and the interview. After participating in the blended learning program, learners expressed greater overall satisfaction with each session program (average score = 4.36, with 5 being most satisfied), satisfaction with learning contents (average score=4.42) satisfaction with course preparation (average score = 4.26) and satisfaction with lecture materials (average score = 4.19). The results of this study show that a systematic and integrative approach for designing a blended learning program can be useful for various educational needs in health and medical fields. In the future, empirical studies are expected to see how these curricula are actually implemented and assess whether the intended learning outcomes are achieved.

• International Journal of Computer Science & Network Security
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• v.21 no.8
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• pp.308-316
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• 2021

During the past two years, the education systems in the world witnessed unprecedented turmoil due to the coronavirus (Covid-19) pandemic, as most schools and universities in the world closed their doors to more than 1.5 billion students, or more than 90% of the total learners, according to recent figures issued by the UNESCO Institute for Statistics. Education experts have agreed that post- coronavirus education will not be the same as before, especially with the increasing use of modern technology in education. One of the most important new patterns with a structure digital in education is distance education, this style has been used, in many countries of the world, as an alternative to traditional education, since the beginning of the pandemic. In Saudi Arabia, this type of education has been used in all educational institutions, starting from kindergarten until the postgraduate level, as an alternative to face-to-face education to preserve the health and safety of students and workers in educational institutions. This study aimed to explore the level of satisfaction of preparatory year students on distance learning in their first year of study at Umm Al-Qura University. The findings of this study showed that students in the preparatory year were satisfied with their online learning experience. In addition, the results revealed that there was no effect for gender and location of study on students' level of satisfaction. Saudi universities should continue to work to create a suitable learning environment for students at the e-learning level.

• Korea Journal of Hospital Management
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• v.9 no.2
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• pp.1-22
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• 2004

This study was designed to suggest a learning organization in a medical center by examining the factors to influence effectiveness of the learning organization. We collected the data of 586 persons who participated once or more times in the learning organization managed from 2000 to 2002 by Y Medical Center located in Seoul, and included the data of 285 persons in the final analysis. The results of the study are summarized as follows. First, as the results of examining the regression coefficients to predict the effectiveness of and satisfaction with the learning organization through the learning level, learning method and learning organization constructing level as the general variables, the important influential factors were shown as follows: 1)knowledge creation, knowledge storing, private learning, organizational learning, and learning organization construction of occupational and human levels as the factors to predict the working competency; 2) learning organization construction of the human level as the factors to assume the duty satisfaction; 3) gender, working years, private learning, team learning and organizational construction level for the prediction of the organizational commitment; and 4) medical technical service, knowledge creation, organization learning, and constructing level of the environmental and human levels for the assumption of the satisfaction with experience in the learning organization. Based on the study results of the effects in managing the learning organization, we can conclude the followings. First, the members who are in various working positions and occupations need to continuously participate in the learning organization. Second, to raise the organizational outcome from the management of the learning organization, it is necessary to establish systematic concepts in the constituents of the organizational effectiveness such as working competency improvement, duty satisfaction and organizational commitment, and the experience satisfaction of the learning organization. Finally, the future of the organization depends on the learning competencies of the organization members. To continuously exist and develop the organization, the private learning of the organizational members should be constantly spread and shared over the organizational level, and the usual innovations such as repetitive and habitual organizational learning should be generally tried out throughout the whole field of the management.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2647-2655
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• 2015

This study has the purpose to evaluate the effects of cooperative learning applying Jigsaw model in simulation based infection control education by comparing perception of infection control, intrinsic motive and learning satisfaction, 54 first-year health related students. It is composed of 27 students of the experimental group and 27 students of the control group. In order to evaluate the homogeneity between the two groups, it surveyed in advance perception of infection control, intrinsic motive and learning satisfaction. There was no significant difference between the two groups, The education program composed cooperative learning applying Jigsaw Model, simulation practice and debriefing to the experimental group was performed twice for 2 weeks and lecture and skill training, simulation practice and debriefing were performed to the control group. After two-week education, perception of infection control, intrinsic motive and learning satisfaction of the participants the research were surveyed. As a result of this study, the Jigsow Model indicated the perception of infection control and learning satisfaction experimental group was significantly high in statistic. Based on this research result, I suggests that utilization of cooperative learning applying the Jigsaw Model as a strategy to improve the scholatic achievement and learning satisfaction of students in the variable simulation based education.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.407-416
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• 2019

This study was to investigate the factors affecting the learning strategies of the students in the Department of Health Science. The data collection was conducted through a self-reporting questionnaire to 373 college students majoring in health and health care at two universities in J.do. and the collected data was analyzed using the SPSS/WIN 23.0 program. The study found that there were significant differences in learning strategies depending on Motive of application and major satisfaction level, and there were significant differences in academic stress with the grade, gender, Motive of application, major satisfaction, and academic self-efficiency, and self-directed learning depending on the grade, motive of application, and major satisfaction level. The results showed that the correlation between learning strategy and academic self-efficacy(r=.478, p<.001) and self-directed learning(r=645, p<.001), academic stress(r=-.193, p<.001). Self-directed learning(${\beta}=0.61$), major satisfaction (satisfaction) (${\beta}=0.31$), and major satisfaction (usually)(${\beta}=0.24$) affect the learning strategy, with 42.6% overall explanation. Based on the results of the study, the search for ways to improve major satisfaction levels and self-directed learning skills could have a positive impact on improving the learning strategy of college students in the health sector.