• Journal of Korean Academy of Nursing Administration
• /
• v.13 no.4
• /
• pp.473-480
• /
• 2007

Purpose: This study was to identify of the relationship of self-directed learning with job satisfaction and organizational commitment of nurses. Method: The subjects were 247 nurses who were working for the 5 of hospitals in Seoul, Daejeon and Kyong Ki. This study was conducted from Sep to Dec 2006. The data was collected by questionnaires and were analyzed using descriptive statistics, pearson correlation coefficients. Result: The self-directed learning was influenced significantly by the last school career, married state and job career. The job satisfaction was influenced significantly by job career. The organizational commitment was influenced significantly by age and job career. The self-directed learning is related with job satisfaction and organizational commitment of nurses. Conclusion: The findings indicated that the self-directed learning of nurses is important factor for improving job satisfaction and organizational commitment. Therefore it may be necessary further to develop the self-directed learning training program for efficiently nurse's education.

• Journal of Agricultural Extension & Community Development
• /
• v.23 no.3
• /
• pp.233-242
• /
• 2016

This study aimed to analyze educational satisfaction and the relationship between learning transfer and learning persistence shown after actual education targeting students who participated in the agricultural education and training. Conclusions based on the study results can be suggested as follows. First, of the factors related to learning persistence, satisfaction of educational contents turned out to be a statistically significant factor with a positive effect in the agricultural education and training. Students participating in the agricultural education and training have a conspicuous object to learn for improving ability which is necessary for and applicable to agriculture. Second, of the three factors related to learning transfer in the agricultural education and training, satisfaction of educational contents, educational facilities and satisfaction of environment turned out to have a positive effect. Third, results show that satisfaction of instructors does not affect both learning persistence and learning transfer. Lastly, in case of education and training for field practice, this study is suggesting the necessity of research by accessing in a concrete and detailed manner such as learning contents, instructors, educational facilities and satisfaction of environment from the comprehensive concept of educational satisfaction in the directivity of study related to satisfaction.

• The Journal of the Convergence on Culture Technology
• /
• v.4 no.4
• /
• pp.173-180
• /
• 2018

In order to find how their learning satisfaction to impact on continuous learning, this study analyzed 206 participants who are learners under the literacy education from Ulsan city. With the first results, when looking over their learning satisfaction, we found that the level of satisfaction was the highest at the educational environment following teacher quality, learning results and contents sequentially. In general characteristics, the longer is learning attending and the satisfier is education contents and learning satisfaction. With the second results, when we look over how the general characteristics of literacy learners to impact on continuous learning, those who are over 70 years old expressed the higher rate on continuous learning. With the third results, considering the correlation between learning satisfaction and continuous learning, we concluded that the first was education contents, the second was teacher quality, the third was learning results and the last was learning environment. Consequently, we found that for literacy learners, the older and longer attending and the higher satisfaction, in addition, the continuous learning was higher according to needs of everyday life and the education contents impacted on continuous learning.

• Journal of the Korean Society of Physical Medicine
• /
• v.18 no.2
• /
• pp.33-39
• /
• 2023

PURPOSE: This study examined the status of the efficient supply of assistive devices for students with disabilities. METHODS: A complete investigation was conducted on the request and supply of assistive devices for students with disabilities at the Korea National University of Welfare. The subjects were 112 students with disabilities who applied for assistive device rental. The status of the supply of assistive devices according to the type of disability was investigated. The overall satisfaction with learning support was measured. The questionnaire content was categorized into the following three factors to determine learning support satisfaction: support overall (role, staff, facilities) learning support (learning support, learning counseling, life consultation), assistive device supply (counseling, rental, uses, rental period, maintenance services). RESULTS: The most common type of students with disabilities was physical disabilities 62 (29.38%) and hearing impairments 62 (29.38%). Students with physical disabilities and brain lesions rented manual and electric wheelchairs the most. Learning support satisfaction was evaluated considering the factors support overall, learning and assistive device supply effects. satisfaction of learning support for students with disabilities 83.5 points. CONCLUSION: The satisfaction with assistive device supply appears to be relatively lower than support overall. Each university will gradually secure assistive devices that suit the characteristics of students with disabilities.

• Journal of Korean Dental Hygiene Science
• /
• v.4 no.2
• /
• pp.31-41
• /
• 2021

Background: To investigate the mediating effect of learning flow in the relationship between blended learning achievement and learning satisfaction in dental hygiene students, and to identify whether face-to-face studies should be substituted with non-face-to-face studies. Methods: Total 134 dental hygiene students, who underwent blended learning in the dental hygiene class during the first semester of 2021, were recruited. The research tools were blended learning achievement, learning flow, and learning satisfaction, comprising 15 questions in total. Mediation regression analysis was used to analyze the mediating effect of learning flow in the relationship between learning achievement and learning satisfaction, and that between each variable. Results: Learning flow and learning satisfaction (r=0.490, p<0.001) were positively interrelated, and the interrelation between variables was statistically significant. Class environment had the biggest effect as a subfactor of class achievement, and it appeared to have an effect on class attitude and learning motive. The effect of learning flow on learning satisfaction was statistically significant. Learning flow was partially mediated by both blended learning achievement and learning satisfaction. Learning flow was directly related to blended learning satisfaction and learning achievement. Conclusion: The results showed the possible use of blended learning in dental hygiene theory and practical subjects.

• Journal of Korean Clinical Health Science
• /
• v.8 no.1
• /
• pp.1355-1361
• /
• 2020

Purpose: This study was conducted to investigate the effect of flipped-learning method on dental hygiene practice satisfaction. Methods: The study was a patient-group crossover design involving 53 third-year students at D's Department of Dental Hygiene. The study tools used self-questionnair and the analysis program used SPSS Ver 25.0. Results: Class satisfaction increased to 3.85 in the first semester and 4.23 in the second semester (p <0.05). Satisfaction with the flip learning method was 4.26, and most answered yes. In addition, it showed a positive effect on class satisfaction (p <0.01). As a result, it can be seen that the flip-learning learning method has a positive effect on the learners' learning motivation, academic achievement, and class satisfaction. Conclusions: it is considered that the flip learning method for hands-on classes should be expanded for the purpose of fostering job competency and high quality clinical practice experts.

• Educational Technology International
• /
• v.24 no.1
• /
• pp.29-51
• /
• 2023

This study examined the moderating effect of course satisfaction with class on the relationship between the mode of course delivery and learning presence and performance in university settings. Results showed that there was a moderating effect of the course satisfaction on the relationship between course delivery mode and learning presence. Specifically, higher satisfaction with instructor's teaching activities was associated with improved learning presence in face-to-face, blended, and online learning, in that order. However, there was no significant moderating effect on academic performance. These findings suggest that universities should consider not only the mode of course delivery and highlight the importance of systematic course design by instructors.

• International Journal of Advanced Culture Technology
• /
• v.10 no.2
• /
• pp.43-52
• /
• 2022

This study used a descriptive survey design to examine the impact of the clinical learning environments and learning transition nursing students experienced the gerontological nursing clinical on the satisfaction with clinical practice. A convenient sample of 211 4^th year nursing students who had the gerontological nursing clinical practicum from one College of Nursing at Private University in South Korea was recruited and completed the surveys from October to December 2019. This study showed that the satisfaction with a gerontological nursing clinical practicum was significantly correlated with clinical learning environments and learning transition. The results of this study highlights the need to create a safe and positive clinical learning environment for quality gerontological nursing clinical practicum, so hospitals and nursing schools need to make efforts to promote clinical sites as an educational learning environment in collaborative relationships.

• Journal of the Korean Society of School Health
• /
• v.35 no.1
• /
• pp.11-21
• /
• 2022

Purpose: This study investigated the relationship between satisfaction with fundamental nursing skills practicum, confidence in fundamental nursing skills performance and learning flow, and examined factors influencing satisfaction with practicum programs of fundamental nursing skills in face-to-face and online classes for nursing students amid COVID-19. Methods: The subjects of the study were 229 junior nursing students from two colleges of nursing located in D and C city, respectively. The collected data were analyzed with descriptive statistics, independent t-test, ANOVA, Kruskal-Wallis test, Pearson's correlation and hierarchical multiple regression, using SPSS/WINdows 23.0. Results: The subjects' satisfaction with practicum showed a high positive correlation with confidence in performance (r=.55, p<.001) and learning flow (r=.70, p<.001) in face-to-face classes, and their satisfaction with practicum showed a high positive correlation with confidence in performance (r=.56, p<.001) and learning flow (r=.73, p<.001) in online classes. The factors affecting the subjects' satisfaction with practicum were learning flow (β=.51, p<.001) and confidence in performance (β=.30, p<.001) for face-to-face classes, and motivation for application (β=.14, p=.034), learning flow (β=.58 p<.001) and confidence in performance (β=.19, p=.015) for online classes. These factors explained 53% and 60% of the satisfaction with practicum in face-to-face classes (F=23.07, p<.001) and online classes (F=20.66, p<.001), respectively. Conclusion: Learning flow and confidence in performance should be considered when developing learning strategy programs to improve nursing students' satisfaction with fundamental nursing skills practicum in both face-to-face and online classes.

• International Journal of Internet, Broadcasting and Communication
• /
• v.15 no.1
• /
• pp.8-12
• /
• 2023

With the recent expansion of online lectures, studies on their effectiveness and their influencing factors have increased. This study examines the factors affecting the satisfaction of online classes, considering the utilization and importance of online lectures, which have greatly increased in recent years. Based on the review of previous studies, this study identified learning presence, self-efficacy, and learning immersion as factors affecting the satisfaction of online classes, and suggested hypotheses that explain the relationship between these factors, and empirically reviewed the hypotheses. As a result of the study, it was found that learning presence and self-efficacy had a positive effect on learning immersion, and learning immersion had a positive effect on learning satisfaction. Based on the research results, some practical implications for improving the satisfaction of online classes were suggested.