• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.111-123
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• 2006

This study was conducted on teachers who currently are teaching 'Technology and Home Economics' in high school, and teaching it alone, as opposed to team teaching. The study examined the teachers' fields of major study relative to their teaching behaviors and levels of confidence and satisfaction while teaching this course. The study also compared teaching behaviors, confidence and satisfaction among teachers who either have or have not participated in training sessions specifically-targeting teachers who are lack of relevant knowledge and skills in a major field. Questionnaires were mailed to high school teachers who were solo-teaching 'Technology and Home Economics' at high schools in Gyeonggi Do. Data from 83 respondents were used for the final analysis. The findings were as follows: First, it was determined that teachers tend to be more active when teaching subjects in which they have majored than subjects in which they have not. Teachers who have majored in home economics were most active when teaching home economics, followed by technology major teachers teaching technology, home economics major teachers teaching technology and technology major teachers teaching home economics, the last group exhibiting the least willingness to teach. Similarly, all teachers exhibited less confidence in areas not relevant to their majors, and confidence especially was lower while teaching practical skills versus theories. Teachers also were found to be less satisfied with teaching subjects outside of their majors. Second, analyzing technology majors currently teaching home economics and comparing those who have and have not participated in training sessions for home economics teaching, we found that 1) technology majors with such training feel that the training experience helped them in preparing various teaching media and in their evaluation of students' understanding of basic concepts and practices; 2) these training programs increased teachers' confidence teaching theories, but not practical skills; and 3) after they had participated in training programs, teachers' satisfaction increased in terms of producing teaching agendas and selecting textbooks and teaching media for their classes. However, training programs were found to have no effect on home economics majors who had participated in technology training programs, in terms of teaching behaviors, confidence or satisfaction teaching technology.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.365-375
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• 2011

Purpose: This study aimedto develop a structural equation model on the relationship among ego-resilience, and teaching effectiveness on clinical education, stress coping style, perceived family support, and satisfaction of clinical practice in nursing students in order to increase the satisfaction of clinical practice. Methods: The subjects were 399 undergraduate nursing students enrolled in 7 universities and participating in 10 clinical practice setting areas in 5 cities in South Korea. The research was conducted from December 5th, 2009 to February 20th, 2010. The structural equation model was used to perform the analysis with the statistics program of SPSS win 17.0 and AMOS 5.0. Results: Teaching effectiveness and family support showed a direct effect on satisfaction of clinical practice, while ego-resilience and stress coping styles showed an indirect effect. The biggest total effect on satisfaction of clinical practice was teaching effectiveness followed by family support, ego-resilience, and stress coping styles respectively, which accounted for 50.9%. Conclusion: Based on outcomes of this study, the proposed model allows better understanding of the satisfaction of clinical practice. This result implies that strategies or intervention programs enhancing extrinsic protection factors, motivation factors, and intrinsic protection factors should be considered. In addition, a structural support system for increasing the satisfaction level of clinical practice in nursing students should also be considered.

• Journal of the Korean Society of Radiology
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• v.15 no.3
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• pp.381-390
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• 2021

The purpose of this study was to examine the lecture satisfaction of radiological science majors in total remote classes due to coronavirus disease 2019, and influencing factors were analyzed. An online survey was conducted from September 1, 2020 to November 15, 2020, lecture satisfaction, teaching presence, academic motivation, self efficacy, behavior regulation and usage simplicity of remote classes for 458 3 and 4-year radiological science majors located in the Yeongnam area. Lecture satisfaction was significantly different according to grade, self-review time, and preferred teaching method. In addition, lecture satisfaction showed a significant positive corrleation with the teaching presence and usage simplicity of remote classes. In the multiple regression model, lecture satisfaction showed a significant explanatory power of 45.7% through usage simplicity, teaching presence, self efficacy and academic motivation. This study was attempted to provide basic data to increase the effect of remote classes at universities that are expected to expand in the post-corona.

• Journal of Fashion Business
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• v.24 no.6
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• pp.135-147
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• 2020

This study explored students' online fashion studio class experiences, and investigated the factors affecting their class satisfaction. An online survey of college students who were enrolled in online studio classes within apparel and fashion-related departments during the spring of 2020 was conducted in June 2020. Responses from a total of 213 participants were included in the final data. Respondents rated lecture clips as the most useful, followed by teacher demonstration and feedback, PowerPoint (PPT) supplements, and Q&As. Frequently mentioned areas of improvement were online platform stability and video quality. Many respondents also stated that more streamlined teacher-student communication channels, immediate and meticulous teacher feedback, the adoption of course contents developed specifically for an online environment, and provisions for equipment usage would be desirable. Student satisfaction of an online fashion design studio class was significantly affected by teaching presence, social presence, online learning system stability, perceived usefulness of teacher's demonstration, and affective response toward COVID-19. Students satisfaction of an online garment construction studio class was significantly affected by teaching and social presence, online learning system stability, and perceived usefulness of teacher's demonstration. Based on these findings, we recommend developing teaching contents and methods that allow students to feel included in class and establish an online system with various functions to enhance the sense of social connection that can enable two-way communication.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.11 no.6
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• pp.807-823
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• 2018

The purpose of this study is to analyze whether there is a financial incentive effect by analyzing the difference of educational performance between the specialization department students who receive financial support and the students who do not receive support. This study collected survey data of 334 students including 290 students who were financially supported and 44 students who were not financially supported. Through the collected data, frequency analysis and descriptive statistics analysis were performed on the general characteristics of the subjects. T-test was conducted to analyze the difference of teaching & learning performance between students with financial support and those who did not, and then the difference analysis by grades was F-test. The average value of the subjects' teaching & learning satisfaction scores was 2.99, and the result was higher than that of the female students. The higher the age, the higher the grade, the higher the grade, the higher the financial support students were. The average of teaching & learning achievement composition items of the survey subjects was 2.27, and it was found that male students, older students, and students who received financial support had higher average of teaching & learning outcomes than students who did not receive financial support respectively. Students who receive financial support have higher teaching & learning satisfaction and outcomes than students who are not financially supported. The longer the period of financial support, the older the better, and the male students are more satisfied with the teaching & learning, the better the teaching & learning.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.38-45
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• 2009

The purpose of this study is to explore improvable proposal of instruction through analyzing learners' needs and satisfaction for college of engineering. Based on the online survey date with undergraduate students in Seoul National University, recognition difference between students in college of engineering and all students in SNU was identified. Among several factors influenced on learners' satisfaction in class, it is shown that satisfaction to facilities is higher than any other factor related to instruction. Generally, satisfaction with teaching in class is lower while satisfaction to an extrinsic support to students is high. Therefore, instructors should be more concerned about teaching in class. Learners' satisfaction with instructors' feedback to assignments and tests is significantly higher in college of engineering. However, learners' satisfaction with the progress of classwork and assignment students should perform regularly is lower than one in other colleges.

• The Journal of Korean Association of Computer Education
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• v.16 no.4
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• pp.1-11
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• 2013

The purpose of this study is to investigate a structural relationship among elementary students' self-determinant learning motivation, teaching-presence and learning outcomes (learning satisfaction, persistence) in blended learning environment. Participants were 5th and 6th grade students who enrolled in a mathematics learning service. The results showed that self-determinant learning motivation had direct effect on teaching presence, learning satisfaction and learning persistence. Teaching Presence had an direct effect on learning satisfaction and learning satisfaction had an direct effect on learning persistence. Based on the results, proper strategies were recommended to facilitate self-determinant learning motivation and teaching presence before and during learning since they play critical roles for the success of elementary students learning outcomes in a blended learning environment.

• Korean Medical Education Review
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• v.17 no.2
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• pp.88-93
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• 2015

The purpose of this study was to examine the variation in professors' satisfaction with faculty development programs and in their teaching efficacy according to their demographic characteristics and the rate of participation in faculty development programs in a medical school. The data were collected from 59 faculty members who participated in the Professor's Seminar. The questionnaire consisted of three parts: general background of the respondent; satisfaction with the faculty development program; and teaching efficacy. The data were analyzed by methods of descriptive analysis, analysis of variance, and the Mann-Whitney U-test. The program satisfaction of faculty members was significantly different by the years of educational career but it was not different by job status, specialty, gender, and the participation level in faculty programs. The faculty members' teaching efficacy differed significantly by gender and the participation level in faculty programs, while it did not differ by educational career, job status, or specialty. The results of this study suggest that various faculty programs should be developed to increase the satisfaction level of different groups of faculty members, and that they should be more focused on teaching efficacy, as it is considered to be one of the most effective way to increase the quality of education.

• 전자공학회논문지 IE
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• v.48 no.4
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• pp.53-60
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• 2011

The purpose of this study was to examine the relationship among academic self-efficacy, learning time and environment management, teaching efficacy, flow and satisfaction of cyber university students. For this purpose, the 317 students of W cyber university were participated in the web-survey systems for two weeks at the end of the first semester in 2011. The results of this study through multiple regression analysis indicated that academic self-efficacy, learning time and environment management, and teaching efficacy significantly predicted on flow(${\beta}$=.712, p<.05) and satisfaction(${\beta}$=.531, p<.05). In addition to this, flow was used as a significant mediated variable in the relationships among academic self-efficacy, learning time and environment management, teaching efficacy, and satisfaction. Based on these study results, effective management strategies for improving cyber university students' learning achievement and satisfaction were proposed.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.2
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• pp.137-144
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• 2016

The purpose of this study is to investigate the structural relationships among goal orientation, teaching presence, approaches to leaning, satisfaction and academic achievement. For this study, the web survey was administered to 235 learners who participated in distance lifelong education centers of A, B, and C university in South Korea. Structural equation modeling (SEM) analysis was conducted in order to examine the causal relationships among the variables. The results indicated that first, mastery-approach goal and teaching presence had positive effects on deep approach. Second, mastery-approach goal showed negative effects on surface approach, while teaching presence did not. Third, deep approach had positive effects on satisfaction, Fourth, surface approach had negative effects on satisfaction. Fifth, deep approach showed positive effects. Last, surface approach showed negative effects on academic achievement. Based on the result of the research, the study propose the constructive foundation for providing strategies raising the satisfaction and academic achievement in distance life-long education.