• Journal of Korean society of Dental Hygiene
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• v.19 no.4
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• pp.503-513
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• 2019

Objectives: This study aimed to analyze the effects of smart-learning on the education of dental hygiene students. Methods: This study was conducted on 135 students in the dental hygiene department from a single university, with a pre-test implemented in order to verify the homogeneity of the experimental (smart-learning exposed) and control groups. Following each group's lecture, we measured the study achievements of the students via a post-test, and their learning satisfaction through a questionnaire. An independent t-test was conducted to examine the homogeneity of the two groups and to compare both study achievements and learning satisfaction. Furthermore, a paired t-test was performed in order to compare the study achievements before and after lectures. Results: The average learning satisfaction level of the experimental group was $4.65{\pm}0.43$, which was higher than that of the control group ($4.46{\pm}0.54$) (p<0.05). After comparing the study achievements of the groups, there was no statistically significant difference between them, both before and after lectures. Paired comparisons conducted on the overall study achievements showed that they significantly increased following lectures when compared to what they were beforehand, in both the smart-learning and control groups (p<0.001). Conclusions: Smart-learning can be expected to result in positive effects for dental hygiene education, and further structural studies on the various types of smart-learning are needed.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.359-367
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• 2022

The purpose of this study was to explore the effect of learning effects by type on college life satisfaction for college students. A total of 250 copies of the survey were distributed, and a total of 219 copies were used for analysis except for 31 copies, excluding questionnaires with many poor or missing questions. The learning effect according to the socio-demographic characteristics of college students showed a significant difference in the form of cohabitation, and it was found that the learning effect was high in the order of alone and friends. Perceptual learning showed significant differences in the form of cohabitation, and it was found that perception learning was high in the order of alone, friends, and seniors and juniors. Cognitive learning showed significant differences in the form of cohabitation, and cognitive learning was found to be high in the order of friends, alone, and seniors and juniors. There was a significant difference in college satisfaction with the type of cohabitation, and it was found that college satisfaction was high in the order of alone, seniors and juniors, and friends. Finally, the higher the discovery learning, perceptual learning, and cognitive learning, the higher the college life satisfaction, and among them, discovery learning was found to have a great influence on college life satisfaction. Overall, the university should provide an environment where students can freely move between individuals and communities and live their university life. In addition, in preparation for problems occurring in the community, it will be necessary to activate the related counseling room.

• Journal of the Korean Society of School Health
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• v.25 no.1
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• pp.95-104
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• 2012

Purpose: In an attempt to investigate the differences in the level of stress & mental health between extracurricular learning group and non-extracurricular learning group and level of stress and mental health by the extracurricular learning-related characteristics, this study was carried out in upper grade elementary students. Method: The subjects were 241 students living in 4 small towns in 4th, 5th and 6th grade elementary students. The data were collected by using the questionnaires, and analyzed by SPSS/WIN 12.0 program. Results: First, 64.7% of subjects were receiving extra-curricular learning, and extracurricular learning contents were the main curriculum and foreign language classes in many cases. Second, there were no differences in the level of stress and mental health between extracurricular learning group and non-extracurricular learning group, but also in the area of stress as physical, mental, emotional and behavioral stress. Third, extra-curricular learning satisfaction and learning effects are the major factor affecting mental and emotional stress and mental health. In other words, the group with high satisfaction and effectiveness by extra-curricular learning was less mentally and emotionally stressed and better for mental health than low group. Also, days per week for extracurricular learning affected physical stress and intention to continue extracurricular learning affected mental stress. Fourth, factors affecting whether the intention to continue extracurricular learning were the sex, decision-makers about whether they receive extracurricular learning, extracurricular learning satisfaction and duration of extracurricular learning. Conclusion: From the above results, The fact that the upper grade elementary school students receiving the extracurricular learning did not affect on the stress and mental health. In case of extracurricular group, the effectiveness and satisfaction about extra-curricular learning were major factors affecting mental and emotional stress as well as mental health.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.5
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• pp.79-87
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• 2017

The previous studies of online entrepreneurship education were conducted only on the effect of education on actual entrepreneurship, but did not analyze the effectiveness of education. In this study, beyond of limits of previous studies, we investigated the effect of social presence on learning expectancy and educational satisfaction. In addition, we examined the influence of learning expectation on the relationship between social presence and educational satisfaction. For the research hypothesis test, we conducted a questionnaires survey on 189 graduate students who taken online courses related to entrepreneurship, hypothesis and questionnaires were made based on the research hypotheses precedent theories. And educational satisfaction was divided into operational satisfaction and content satisfaction. As a results of the analysis using the structural equation model, social presence has a positive effects on learning expectancy. Next, the learning expectancy has a positive effects on the operational satisfaction and the content satisfaction. Finally, when social presence affects operational satisfaction, learning expectation has a complete mediation effects and content satisfaction has a partial mediation effects. The implications of the results of this study were as follows. There was a need for a way to interacted with learners when conducted online entrepreneurial education. When increased the satisfaction level of the learning operation, it is necessary to reduced the burden of learners and raised the expectancy.

• 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 Journal of Information Systems
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• v.14 no.2
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• pp.155-172
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• 2005

Securities companies which faced with severe competition should not only attract new customers but also retain their on-line customers. This study examines the factors affecting loyalty of on-line stock trading customers. The research model based on the previous studies was established and the research hypotheses were generated. The test results based on the data gathered from 87 users of on-line stock trading services show that user satisfaction, learning cost, transaction fees, and reputation influence customer loyalty. User satisfaction, learning cost and reputation are positively related to customer loyalty, whereas transaction fee is negatively related to customer loyalty. The results also support that information quality and system quality are positively related to user satisfaction. The hypothesis that transaction fee is related to user satisfaction is not supported. There is no significant information to say that security risk is related to user satisfaction. It is considered that the study results may help managers to increase customer retention.

• Journal of the Korea Society of Computer and Information
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• v.16 no.5
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• pp.41-50
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• 2011

In this study, we developed mobile contents and mobile learning system for learning of english presentation based on Android platform. First, the application including contents transfer system which enables contents run on Android platform was developed for learning of English presentation. Second, presentation contents which will be applied on the application were manufactured. The contents developed in this study are for learning English presentations. The contents are classified into two parts; Part 1 is for basic English presentations, and Part 2 is for advanced English presentations. Each part is made up with 9 units, and each unit is composed differently by topics. The number of whole chapter for both parts is 51. We analyzed the questionnaire responses with respect to UI satisfaction and satisfaction of the learning experience. The UI satisfaction results showed that 85% of the participants were satisfied at an ordinary or higher level with our system. And The satisfaction of the learning experience results showed that 95% of the participants were satisfied at the ordinary or higher level with our system.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.247-254
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• 2021

The purpose of this study is to investigate the effects of action learning on the satisfaction of majors by cultivating task-solving ability through self-reflection in the form of team learning for a certain period of time in the form of team learning by using action learning for students taking convergence curriculum in universities. The subjects of the study were 40 students from the Department of Sports Rehabilitation, a convergence of the Department of Sports and Health Management and the Department of Physical Therapy located in Jeollanam-do. This was conducted to confirm the difference in the effect of satisfaction. Comparison of changes in groups of experimental groups with action learning teaching methods showed significant differences in self-directed learning skills, problem-solving skills, and major satisfaction(p<.001)(p<.05). A significant difference in self-directed learning ability, problem-solving ability, and major satisfaction was also shown in the comparison of changes in control groups that applied traditional teaching methods(p<.05). Comparison of changes between groups showed significant differences in self-directed learning skills, problem-solving skills and major satisfaction(p<.05). Applying the action learning teaching method to the level of students in the convergence course will improve self-directed learning skills, problem-solving skills, and major satisfaction, and further research will be needed to expand the target and add variables to combine qualitative research.

• Educational Technology International
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• v.11 no.1
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• pp.27-46
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• 2010

The purpose of this paper is to apply the newly developed SICAT teaching and learning model to the actual scene of teaching and learning and draw a point of discussion for utilizing teaching and learning model, by uncovering the satisfaction of students and the inhibiting/facilitating elements when using the model. SICAT(Scientific Inquiry and Creative Activity with Technology; from here on SICAT), a teaching and learning model custom-built for engineering education, was developed, as more and more people paid attention to the demand for creative engineers. It was developed from the basis of PBL(Problem Based Learning), includes three sub-types which can be applied to the actual theory, design, and experimentation fields within engineering education. The three sub-types, which are ARDA(Analysis-Reasoning Activity & Discussion-Argumentation Activity), CoCD (Collaboration Activity & Capstone Design Activity), and ReSh(Reflection Activity & Sharing Activity), respectively support deductive and argumentation activities, creative design and collaboration activities, and retrospection and sharing activities. However, no research has been conducted to investigate whether or not there are inhibiting or facilitating elements in the application procedure, or what the rate of satisfaction for students is, when applying the SICAT model, which was newly developed to innovate existing engineering education, to the actual site of teaching and learning. Therefore, this research applied three types of SICAT teaching and learning models to the theory, design, and experimentation classes at the department of materials science and engineering at Hanyang University for eight weeks. After application, the students, teachers and tutors were surveyed and interviewed, and then the results analyzed in order to uncover inhibiting/facilitating elements and the rate of satisfaction. The satisfaction rate of students from the SICAT teaching and learning model was 3.78(in a perfect score of 5: The A type-3.65, The C type-3.80, The R type-3.90), and inhibiting/facilitating elements were drawn from the aspects of learning activities, support system. In conclusion, they can be contributed for implications of SICAT teaching and learning model universal use at engineering education in University.