• Journal of Internet Computing and Services
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• v.9 no.3
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• pp.159-167
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• 2008

The purpose of this study is finding factors affecting the students' use of the Cyber Home Learning Service System and exploring the direction of this system. It is based on the TAM(Technology Acceptance Model) and the result of the previous studies, six external and three internal factors influencing the sue of Cyber Home Learning Service System were extracted. The participants were 201 elementary school students in Pusan. The response of the questionnaire was gathered by online survey system. To analyze the data and the hypothesis, multiple regression and factor analysis were explored. The result indicated that (a) "usefulness" and "future-intention" affected statically to the use, (b) "usefulness" to the future-intention, (c) "subjective judgement", "fun", and "ease of use" to the usefulness, (d) "self-efficiency" and "contents quality" to the ease of use.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.365-387
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• 2016

This study examined the effects of students'perceptions of classroom on self-regulatory strategy use, persistent intention, and achievement in an online Science gifted program. The sample included 434 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly surveyed on their perceptions of classroom (appeal, challenge, choice, meaningfulness, academic self-efficacy), self-regulatory strategy use, and persistent intention. Student achievement data was collected from online learning system. Multiple Regression was conducted to analyze the effect of students'perceptions of classroom on various dependent variables. The results of this study showed that (1) students use of rehearsal strategy was positively related to academic self-efficacy among the sub-variables of students'perceptions of classroom and the use of rehearsal strategy was negatively related to challenge; (2) the use of elaboration strategy was positively related to challenge and meaningfulness; (3) the use of time management strategy was positively related to academic self-efficacy and the use of resource management strategy was positively related to challenge; and (4) students' persistent intention was related to appeal, challenge and meaningfulness, achievement was related to challenge.

• ETRI Journal
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• v.40 no.1
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• pp.146-155
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• 2018

This study aimed to examine predictors of the intention to protect personal information on Facebook. We conducted an online survey of 679 Facebook users in the Republic of Korea. The findings of this study showed that usefulness and ease of use had significant effects on attitudes toward protection behavior. The results also revealed that risk factors (privacy risk severity and vulnerability) had significant effects on protective behaviors. Based on our findings, we discussed the information protection of privacy on Facebook.

• Journal of Industrial Convergence
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• v.19 no.1
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• pp.117-127
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• 2021

The purpose of this study was to identify the relationship between social support, academic self-efficacy, and learning agility on intention of academic dropout among nursing students. Data collection was conducted online surveys from November 9 to 27, 2020. The 363 students were conveniently sampled from the school of nursing in K-do in Korea. The contents of the self-reported questionnaire included social support, academic self-efficacy, learning agility, intention of academic dropout. As a result, The score of each variables were like this: social support 4.32, academic self-efficacy 3.66, learning agility 3.40, intention of academic dropout 2.08. The factors that affecting intention of academic dropout among nursing students are academic self-efficacy, learning agility, satisfaction on major, perceived mental health status, grade in score and grade, which explained 30.4% of the variances. Therefore in order to lower the intention of dropping out of nursing students, it is considered that the development of programs considering individual characteristics and systematic support are necessary.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.4
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• pp.441-453
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• 2021

This study seeks to examine the effect of attitude, subjective norm, and perceived behavioral control on the purchase behavior of students enrolled in a private higher education establishment in Tangerang, Indonesia. This is a quantitative study and it employs samples by simple random sampling of 410 university students. The returned and valid questionnaire results totaled 261 samples. Data processing used the SEM method with SmartPLS 3.0 software. The findings of this study reveal that attitude, subjective norm, and perceived behavioral control have a significant effect on purchase intention. Meanwhile, purchase intention has a significant effect on working students' purchase behavior, and halal awareness had a moderating effect of purchase intention on purchase behavior. Purchasing interest has a positive effect on purchasing behavior, and this study proves that halal awareness is able to moderate the effect of purchase intention on purchasing behavior toward halal food products. The higher the awareness of halal products, the greater the relationship between buying interest and buying behavior of halal food. The results of this study also show the importance of paying attention to halal awareness factor in the form of increasing the relationship between buying interest and buying behavior of halal food products.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.119-137
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• 2021

This study aimed to develop a teaching-learning process plan for the 'adolescent nutrition and dietary behavior' unit of middle school technology and home economics through blended learning teaching method. "Analysis-Design-Development-Evaluation and Revision" model developed by Korea Institute of Curriculum and Evaluation(KICE) was applied to developing the teaching-learning process plan. The authors analyzed subject contents suitable for blended learning, and then designed a teaching-learning process plan by selecting the topics, developing the teaching strategies, and deciding on the media and evaluation tools for each class. Based on the plan for each week, the final version of the teaching-learning process plan, handouts for activities, and evaluation tools were developed. The teaching-learning process plan was revised and supplemented based on the expert verification results. The developed teaching-learning process plan which applied blended learning method was considered suitable for the current curriculum, and the group presentation activities implimented in the online classes were found to encourage learners' participation and interest. Also, the developed teaching-learning process plan could be used in the online only environment without any issues depending on the intention of the classes, by the appropriate use of distance learning tools such as Paddles or Thinkerbells. The developed teaching-learning course plan is expected to be effectively used in either online or blended learning environment, as a means of helping adolescent students improve their dietary life.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.8
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• pp.3992-4005
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• 2018

In our current information-based society in which knowledge is a fundamental asset to production, the capability to utilize information and produce knowledge with the use of information technology (IT) has become essential to learning. Massive Open Online Courses (MOOCs) have recently been introduced in light of such changes and are recognized as an alternative to open education. MOOCs' capabilities are being acknowledged in lifelong education in terms of reeducation and knowledge sharing, and also in terms of improving teaching quality, and improving university students' levels of creativity and integrated thinking by supporting high-level content and teaching. Therefore, this study presents an extended research model that combines information system (IS) continuance and task-technology fit models. Our study researches previous literature, revealing factors of continuous use after accepting MOOCs from the learner's perspective, and analyzes the model empirically. The ideal environment for MOOCs learners is evaluated, and a strategic approach to the successful settlement and diffusion of MOOCs is presented based on this study's findings.

• Journal of Korean Critical Care Nursing
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• v.16 no.2
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• pp.54-66
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• 2023

Purpose : Developing infection control capabilities during the COVID-19 pandemic was critical. This study aimed to develop a simulation program to control patients with COVID-19 in nursing students and examine the effects on COVID-19 knowledge, COVID-19 nursing intention, self-efficacy learning, and clinical performance. Methods : The study used nonequivalent control group pretest-posttest design. Sixty nursing students were recruited from two different colleges using purposive sampling. For the intervention group(n=30), the pretest was administered before the simulation program, involving six sessions of online lectures and simulation practices. Immediately, the posttest was conducted following the program. Results : COVID-19 knowledge (t=9.87, p <.001), COVID-19 nursing intention (t=4.45, p <.001), learning self-efficacy (t=6.49, p <.001), and clinical performance (t=6.77, p <.001) increased significantly after the program, revealing the positive effect of the COVID-19 infection control simulation program in nursing students. Conclusion : The results of the study and the curriculum may be used as practical evidence for COVID-19 infection control in nursing schools and medical institutions.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.453-463
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• 2018

An analysis including ASE model accessing based on the intention of behavior performance of online university students is a new approach to improve academic persistence considering the characteristics of students with extensive personal variables, a uniqueness of learning environment. This study aimed to identify the relationship between ASE model including academic stress and academic persistence, and the effect of these factors on academic persistence of online university students. Data were collected from 181 sophomores in K open university from March to June, 2018. Frequency analysis, ${\chi}^2-test$, t-test, F-test, Pearson's correlation analysis, and multiple regression analysis used for data analysis. For factors affecting academic persistence, academic stress (${\beta}=-.16$, p=.016), online learning attitude (${\beta}=.44$, p<.001), and social support among social influential factors (${\beta}=.16$, p=.045) were statistically significant and the prediction model of academic persistence showed 29% explanation power (F=15.76, p<.001). To enhance academic persistence of online university students, it is needed to develop programs to reduce academic stress, improve attitude toward online learning, and improve social support.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.141-146
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• 2022

In modern educational practices, the issue of dependence on the experience of using multimedia by students and the adoption of technologies in education, the perception of their benefits and effectiveness in blended learning is little covered. The purpose of the academic paper lies in assessing the audiovisual context of multimedia technologies, its acceptance by students in practice on the example of using video lectures in blended learning. The methodology is based on an online survey of 120 students of Ukrainian universities who have assessed the experience level in using video lectures, as well as the constructs as follows: Technology Characteristics, Fit, Perceived Usefulness, Perceived Ease of Use, Attitude, Intention to Use, Actual Use. The results show that the majority of students use video lectures to a certain extent in their training (20,8% have used technology to a certain extent, 49,2% have often used technology in training, 20% are regular users of technology). It has been revealed that most students agree with the relevance of video lectures, the accuracy of lectures, the brevity of lectures, the clarity of lectures, as well as the high quality of lecture videos. It has been estimated that 42,5% believe that lecture videos are an effective tool towards supporting students in hybrid learning. 26,7% of students consider video lectures to be appropriate technologies for online / hybrid courses. In general, 37,5% of respondents find video lectures useful; however, 35,0% do not agree with this statement. 83,3% of students have rated the high level of ease of access to video. In total, 95% of students find lecture videos easy to use. In general, positive attitude of students to video lectures has been revealed.