• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.2
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• pp.359-375
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• 2000

PBL can be defined as an active, self-directed and student-centered learning, and an opposite way of classroom teacher-centered learning which has been traditional role learning. PBL enables students think more efficiently and effectively when puzzling through the patient problems. The purpose of this study is to find out the perception of student nurse about PBL, the characteristics and the structure of the type for PBL. The research process is as follow : First, the researcher selected 35 statements for PBL with the content analysis of in depth interview and the literature review. Second, the researcher asks 38 student nurse to classify the statement cards. The result of the research is that the type of student nurse's PBL perception is divided into 4 types(Affirmative type, Negative type, Suspicious type, and Preferable type), and the explanative total variance is 44 percent. In relation to this, if PBL well combined and adapted in our traditional curriculum will change our nursing education in better direction.

• Journal of Korean Physical Therapy Science
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• v.29 no.4
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• pp.54-64
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• 2022

Background: This study aims to investigate the perception and actual situation of online classes of college physical therapy students after COVID-19. In addition, it is necessary to conduct a fact-finding survey on how physical therapy students who have experienced online classes think about the online class method, what are the overall problems, and to what extent they are satisfied. Methods: The subjects of this study were 102 students in the 3rd year of physical therapy at University A, and the survey period was from June 10 to June 23, 2020, and the perception and use of online classes and self-regulated learning ability were investigated. Design: Cross-section study. Results: The perception of online lectures, it was found that the perception of online classes after actual online classes was better than the perceptions before watching (utilization), and satisfaction with online classes was generally high. There was a significant difference according to the grades in self regulated learning. The data values measured in this study were analyzed using SPSS (Statistical Package for Social Science) Windows version 12.0 statistical program. Conclusion: These results suggest that in future research, it is necessary to study the perceptions and actual conditions of each class compared to online classes and face-to-face classes.

• The Journal of Information Systems
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• v.17 no.4
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• pp.233-260
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• 2008

Universities have recognized e-Learning Systems as the critical IT resources which contribute to improving the competitiveness of the universities as well as the quality of the traditional class-based lectures. Instructors deliver the main contents in the class. Other supplementary activities like online discussions, sharing of teaching-learning materials, submission of homeworks, communication among the learners and between the instructors and the learners, and so on can be efficiently facilitated using e-Learning Systems. In other words, e-Learning Systems enable a blended learning combined class-based lectures and e-learning in a variety of ways. Nonetheless, compared to the level of implementation of e-Learning Systems, the usage of both the instructors and the learners is not high. Accordingly, this study examines the determinants to affect on the usage of e-Learning Systems from the learners perspective. To draw the key determinants, we review the IS literatures related to adoption or use of the IS like Media Richness Theory (MRT), Technology Acceptance Model (TAM), Social Influence Model (SIM), and Self-efficacy Model. The variables are drawn out to be expected on the usage of e-Learning like Media Richness, Ease of Use from MRT, TAM and Instructor's Influence, Co-learner's Influence from SIM, and Self-efficacy. To test our model and hypotheses, we have collected data in the class-based lectures using e-Learning System complementary. The results of the test with 192 data are as follows: Firstly, it shows that the Instructor's Influence and the Media Richness are the influential determinants to affect on the Perception of Usefulness of e-Learning Systems. Additionally, the Co-learner's Influence and Ease of Use in order is significant to the Perception of Usefulness. Secondly, as to the degree of use of the e-Learning Systems, the Co-leaner's Influence, the Media Richness, and the Ease of Use are, in that order, the significant determinants. The Perception of Usefulness, also, founded a key factor on increasing the use of e-Learning Systems. On the other hand, the Instructor's Influence is not significant to the use of e-Learning Systems. Finally, it has been found that Self-efficacy is significant to the Perception of Media Richness, Ease of Use, but not significant to the Perception of Usefulness.

• Educational Technology International
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• v.22 no.2
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

• Asia pacific journal of information systems
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• v.32 no.3
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• pp.656-683
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• 2022

The COVID-19 pandemic has profoundly affected the world, inflicting nationwide lockdowns interrupting conventional schooling through schools, colleges and universities. Educational institutions are struggling to maintain learning continuity through remote learning solutions. Still, the students' perception of this 'new normal' mode and pace of learning needs to be examined to ensure the success of these efforts. This study aimed at examining the perception of higher education students in India and Croatia especially with respect to the association between cultural orientation and the e-learning. The period considered for the data collection was from March 2020 to September 2020. Correspondence analysis was attempted to create spatial maps to depict the respondent choices. Students from both the regions agreed to the high-power distance that existed in their cultures and considered the role of device and content to be an important dimension of e-learning for it to be effective, but the results also pointed out some differences in their choices on other culture dimensions as well as factors affecting e-learning which make this study unique and suggest in-depth future research for conclusive results.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.161-165
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• 2022

The purpose of this study was to improve children's positive perceptions of the future by examining the relationship between parental attachment, parental involvement in learning, and children's perceptions of the future, and by identifying the specific influence of each variable on children's perceptions of the future. Frequency analysis and descriptive statistical analysis were performed on data from the 12th year of the Korean Children's Panel (2019), and Pearson's moment correlation coefficient was calculated for correlation analysis between variables. Multiple regression analysis was performed to examine the explanatory power of parental attachment to children's perception of the future and parental participation in learning. The research results are as follows. First, the correlations among all the latent variables of parental attachment, parental participation in learning, and children's future perception showed significant correlations. Second, the explanatory power of children's perception of the future was found in the order of 'mother' trust, 'family'-based participation, 'father' trust, and 'mother' communication. These results suggested that parental trust and warm, warm participation in home-based learning were important variables in children's positive perception of the future.

• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.145-151
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• 2019

The purpose of this study was to find out whether there was a meaningful change in the learning perception and interpersonal relations of nursing students after completing clinical practice. Participants were 32 nursing students in the third grade. The research data were collected by questionnaire consisting of interpersonal relations and learning perception. The analysis of data was analyzed by SPSS 21 Version. General characteristics were analyzed by descriptive statistics, correlation between variables was analyzed by Pearson's relation, and differences of variables before and after clinical practice were analyzed by paired t-test. The results of the study are as follows. In clinical practice, interpersonal abilities showed a significant correlation with learning outcomes (R =.351, p =.049). The interpersonal abilities of nursing students improved significantly(t =2.264, p =.13) after completion of clinical practice. Nursing college students recognized that their interpersonal abilities had improved after completion of clinical practice, and the improvement of interpersonal abilities was statistically supported. Considering that the interpersonal relationship was an important factor in the clinical practice related stress of the nursing college students, it was meaningful that the interpersonal ability improved after the clinical practice. The positive correlation between interpersonal abilities and learning perceptions in clinical practice of nursing college students suggests future directions for future research. The results of this study will provide basic data on education that will enhance the satisfaction of students' clinical practice and improve their learning outcomes.

• Journal of Engineering Education Research
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• v.17 no.6
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• pp.20-29
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• 2014

The purpose of this study is to analyze the traits on the cognitive and affective learning style of university students. CALSIU(The Cognitive & Affective Learning Style Inventory for University School Students) by Kim, E. J. was modified for applying to university students and performed with 399 university students from three universities in Daejeon and Chungnam. Statistical analysis done in this study were ANOVA and Scheffe's test. Findings of the study are as follows : First, the students with high academic achievements have intuitive perception type, whole processing type, and deep storage & recall type. Secondly, the students with low academic achievement have strong non-academic learning type. Third, interaction attitude of affective learning styles is the important element to determine their academic achievement. The students with independent type get high academic achievements. Therefore, instructor should consider the learning styles of students, and it should be used to improve their teaching & learning strategy for better academic achievements of university students.

• Journal of Information Technology Applications and Management
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• v.14 no.2
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• pp.27-47
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• 2007

In an effort to apply IT to practices of learning, universities are trying to implement e-Learning systems and expanding the extent of their usage. Nowadays, e-Learning systems are not only used for conducting web-based distance learning, but also used for supporting traditional classes education by encouraging communication and information sharing between instructors and learners or among the learners. There is relatively lack of studies on the exploitation of e-Learning systems in the traditional classes, in comparison with a distance education. Specifically, howe-Learning systems could support the traditional class and/or which benefits e-Learning systems could offer in the classes are among the important issues. In this study, we suggest that e-Learning systems would be the rich media to communicate and exchange information among people who participate in a class. We derive key variables like media richness and media experience from Media Richness Theory and from Channel Expansion Theory. Moreover, Media usefulness and Satisfaction of a learner with e-Learning system is drawn from the literature on IS success. We examine the effects of perceived media richness, media usefulness, and media experience on leaner's satisfaction with e-Learning systems. In addition, we also investigate learner's media usefulness perception which is positively related to media richness and media experience. Finally, learner's experience with e-Learning systems affects perceived media richness. Based on the results of an empirical test. we first suggest that perceived media richness with e-Learning systems contributes to increase media usefulness and satisfaction of a learner. Second, media experience is an important predictor of media richness and media usefulness perception. Consequently, the result can support Channel Expansion Theory. Finally, media usefulness perception affects learner's satisfaction with e-Learning systems.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.1-9
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• 2016

Many studies have been conducted for a relatively short period of time since the introduction of flipped learning in the country. However, most research focuses on the ways of flipped learning and its efficiency, hence, the perception of the teacher about flipped learning has not been studied yet. In this study, to investigate the teacher's perception of flipped learning, 1,038 teachers conducted the survey which consists of three areas such as their understandings of flipped learning, their using patterns and their expectations of flipped learning in the future. The results showed that teacher's understanding and using state of flipped learning was not that high. Also, they were very cautious of using flipped learning for their class. Based on the results, the activation plans of flipped Learning were also proposed.