• Journal of the Korea Convergence Society
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• v.13 no.4
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• pp.203-211
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• 2022

Due to the Corona-19 pandemic, online education has grown worldwide and it is now being predicted that online education will dominate the future of education. This study examines, as characteristics of the human factor, the effect of self-efficacy; as system factors influencing learners' satisfaction with online learning and behavioral intention to use online learning, this study examines perceived social presence and perceived teaching presence. Participating in this study were 236 students who filled out an online survey in return for course credits. Study findings suggest that individuals with high social presence and teaching presence will have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low social presence and teaching presence. The study also found that individuals with high self-efficacy have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low self-efficacy. This study provides theoretical implications as well as practical implications for e-learning educators when it comes to enhancing students' satisfaction with online learning and behavioral intention to use online learning.

• Educational Technology International
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• v.6 no.2
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• pp.43-58
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• 2005

The purpose of this study was to investigate the impact of organizational learning culture on job satisfaction and organizational commitment. Two streams of scholarly work have provided the theoretical foundations for this study. The first stream comes from the literature on learning organization. The second stream of the theoretical foundation comes from an extensive literature on attitude-intention-behavior relationships. In addition, this study was tested three alternative models. Alternative model 1 employed job satisfaction as the mediating commitments variable between learning culture and organizational commitment. Alternative model 2 used organizational commitment as the mediating variable between learning culture and job satisfaction. Finally, alternative model 3 specified a direct impact of learning culture on both job satisfaction and organizational commitment, and reciprocal linkages between these two variables. The results of this study support the hypothesized relations among an organization's learning culture, job satisfaction, and organizational commitment. The findings of this study are various congruent with a widely accepted hypothesis that job satisfaction serves as an appraisal function in evaluating various work environments and determining emotional responses such as organizational commitment. Organizational learning culture is one of the important factors that organizations cannot overlook. Therefore, the findings of this study provide a new direction for researchers seeking to explain the complex relations among these central organizational variables.

• Journal of Satellite, Information and Communications
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• v.11 no.3
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• pp.43-50
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• 2016

This study quantitatively measured the impact of blended learning with smart devices for learning satisfaction. It is targeted in specialized domestic company with IT Service which build smart learning systems and utilize for employee training. Specifically, it empirically analyzed that learning attitude(Self-efficacy, Self-innovativeness, Perceived usefulness, Perceived ease of use) with smart devices affect acceptance of smart learning and offline face-to-face learning satisfaction. As a result, the learning attitude of the smart learning gave a positive effect on the acceptance of the smart learning and then acceptance of the smart learning gave a positive effect on offline face-to-face learning satisfaction. Additionally learning the attitude of the smart learning even gave a positive impact, as well as the acceptance of smart learning experience in offline training. It imply that this variables of smart-learning attitude affect the self-directed learning and positive learning experience.

• Journal of Broadcast Engineering
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• v.21 no.5
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• pp.739-748
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• 2016

This study quantitatively measured the impact of blended learning with smart devices for learning satisfaction. It is targeted in specialized domestic company with IT Service which build smart learning systems and utilize for employee training. Specifically, it empirically analyzed that learning attitude(Self-efficacy, Self-innovativeness, Perceived usefulness, Perceived ease of use) with smart devices affect acceptance of smart learning and offline face-to-face learning satisfaction. As a result, the learning attitude of the smart learning gave a positive effect on the acceptance of the smart learning and then acceptance of the smart learning gave a positive effect on offline face-to-face learning satisfaction. Additionally learning the attitude of the smart learning even gave a positive impact, as well as the acceptance of smart learning experience in offline training. It imply that this variables of smart-learning attitude affect the self-directed learning and positive learning experience.

• 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.

• The Korean Journal of Community Living Science
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• v.25 no.4
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• pp.435-448
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• 2014

This study analyzes the differences in school life satisfaction according to middle school students' general characteristics, including their gender, grade, monthly household income, and parents' education level, and examines the effects of intimacy with parents, optimism, and learning motivation on school life satisfaction. Data were collected from 380 middle school students by using a socio-demographic questionnaire. A measurement tool for intimacy with parents, optimism, learning motivation, and school life satisfaction was used, and a frequency analysis, a t-test, a one-way ANOVA, a correlation analysis, and a path analysis were conducted. School life satisfaction showed differences in terms of middle school students grade and, parental education but there were no meaningful differences in terms of their gender and monthly household income. Intimacy with parents and optimism had direct effects on motivation; intimacy with the father and optimism had direct and indirect effects, respectively; and intimacy with the mother had an indirect effect. An increase in the level of intimacy between parents and students and an increase in the positive perception of oneself facilitated learning motivation as well as school life satisfaction.

• Journal of radiological science and technology
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• v.45 no.6
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• pp.515-522
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• 2022

The aim of the study was analyzed effect of the interaction with contents (IC), learning satisfaction (LS) and learning achievement (LA) through evaluation of the self-directed learning ability (SDLA) and immersion in learning (IL) for online learning application in the radiation therapy. A total of fifty university students who completed the radiation therapy course were be surveyed. There was significant positive correlation with the IC and the intention to continue using (ICU) in SDLA, and IC, LS, LA, and ICU in LC. The online learning application could be increase the satisfaction and achievement of radiation therapy learning.

• Korean Journal of Clinical Pharmacy
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• v.33 no.3
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• pp.202-209
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• 2023

Background: With the emergent transition of online learning during the COVID-19 pandemic, the need for online/offline blended learning that can effectively be utilized in a team-based learning (TBL) course has emerged. Methods: We used the online metaverse platforms, Gather and Zoom, along with face-to-face teaching methods in a team-based Introductory Pharmacy Practice Experience (IPPE) course and examined students' learning satisfaction and achievement, as well as their preferences to the learning platforms. A survey questionnaire was distributed to the students after the IPPE course completion. All data were analyzed using Excel and SPSS. Results: Students had high levels of course satisfaction (4.61±0.57 out of 5) and achievement of course learning objectives (4.49±0.70 out of 5), and these were positively correlated with self-directed learning ability. While students believed that the face-to-face platform was the most effective method for many of the class activities, they responded that Gather was the most effective platform for team presentations. The majority of students (64.3%) indicated that blended learning was the most preferred method for a TBL course. Conclusion: Students in a blended TBL IPPE course had high satisfaction and achievements with the use of various online/offline platforms, and indicated that blended learning was the most preferred learning method. In the post-COVID-19 era, it is important to utilize the blended learning approach in a TBL setting that effectively applies online/offline platforms according to the learning contents and activities to maximize students' learning satisfaction and achievement.

• The Journal of Information Systems
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• v.15 no.4
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• pp.171-188
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• 2006

Information technology and the Internet have had a dramatic effect on education method and individual life. Universities and companies we making large investments in e-Learning applications but are hard to pressed to evaluate the success of their e-Learning systems. e-Learning can be seen as not only one of Internet based information systems which can provide education services but also one of teaching-teaming methods which can implement self-directed teaming. This paper tests the updated model of information system success proposed by Delone and McLean using a field study of a e-Learning. The five dimensions - information quality, system quality, service quality, user satisfaction, net benefit - of the updated model are parsimonious framework for organizing the e-learning success metrics identified in the literature. Questionaires are collected from 107 students who are enrolling a e-learning class using online survey. The model is tested using SPSS and LISREL. The results show that information quality and service quality are significant predictors of user satisfaction with the e-Learning system but system quality is not. Also user satisfaction is found to be a strong predictor of the learning performance. This strong association between user satisfaction and teaming performance suggests that user satisfaction may serve as a valid surrogate for teaming performance. Empirical testing of the updated DeLone & McLean model should therefore be extended to cover a wider variety of systems.

• Educational Technology International
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• v.24 no.2
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• pp.203-236
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• 2023

The purpose of this study is to explore the structural relationship between COVID-19-induced sub-dimensions of Online Self-Regulated Learning (OSRL) and satisfaction in online courses conducted in the 'post-COVID-19 era,' as well as to investigate the moderating effects of situational variables such as 'course planning,' 'device type,' and 'course repetition.' To achieve this, the study constructs a measurement model with sub-dimensions of Environment Structuring, Learning Strategy, Help Seeking, and Self-Evaluation as components of OSRL. Participants in this study were selected from university students who enrolled in online courses offered by the Department of Education at University A in the metropolitan area. The research findings reveal several key insights. First, among the sub-dimensions of Online Self-Regulated Learning, Environment Structuring, Learning Strategy, and Self-Evaluation significantly influence satisfaction with online courses. Second, students' satisfaction with online courses significantly influences their intention to continue participating in such courses. Third, 'course planning' during online course hours and 'course repetition' play a moderating role in the relationship between sub-dimensions of Online Self-Regulated Learning and satisfaction. Based on the discussion of these research results, this study concludes by suggesting some future implications and challenges of online courses.