• 한국산학기술학회논문지
• /
• 제19권6호
• /
• pp.209-218
• /
• 2018

본 연구는 노인의 주관적 계층의식과 삶의 만족과의 관계를 알아보고, 이 관계에서 우울이 어떠한 영향을 주고 있는지 살펴보는 것을 목적으로 한다. 이는 노인의 삶의 만족도의 영향요인을 기존의 개인적 차원 요인 뿐 아니라 사회 내에서 개인의 상대적 위치인 주관적 계층의식에 대해 논의해 봄으로써 노인 삶의 만족도에 대한 새로운 관점을 제시하는 의의가 있다고 하겠다. 이를 위하여 노인의 주관적 계층의식, 삶의 만족도, 우울의 정도를 파악하고, 주관적 계층의식과 삶의 만족도의 관계에서 우울의 매개효과를 검증하였다. 본 연구는 2014년 한국고용정보원의 '고령화 연구패널 5차자료'를 활용하여 65세 이상 노인 4,222명을 대상으로 구조방정식 모형 분석을 실시하였다. 분석결과는 다음과 같다. 첫째, 노인의 주관적 계층의식은 삶의 만족도에 영향을 미치는 것으로 확인되었다. 또한 노인의 주관적 계층의식이 우울에도 영향을 미치는 것으로 확인되었으며, 노인 우울 역시 삶의 만족도에 영향을 미치는 것으로 확인되었다. 즉, 노인의 주관적 계층의식이 높을수록 우울 수준은 낮고 삶의 만족도는 높은 관계가 나타났다. 둘째, 노인의 주관적 계층의식과 삶의 만족도의 관계에서 우울의 매개효과를 검증한 결과, 우울은 노인의 주관적 계층의식이 삶의 만족도에 미치는 영향을 매개하는 효과가 있는 것으로 나타났다. 이러한 연구결과를 근거로 노인의 주관적 계층의식을 높이고 우울 수준을 낮추거나 예방하여 삶의 만족도를 높일 수 있는 정책적, 실천적 함의를 제시하였다. 첫째, 노인의 주관적 계층의식을 높이기 위한 정책적 방안으로 주거 지원 정책과 여가활용지원을 통한 사회적 자본을 활용하고 강화할 수 있어야 한다. 둘째, 우울을 감소시키기 위하여 지역사회 기반의 네트워크 구축을 통한 노인 정신건강서비스 제공 등을 제안하였다.

• 디지털융복합연구
• /
• 제10권8호
• /
• pp.317-326
• /
• 2012

본 연구의 목적은 원어민 원격화상 영어수업이 초등학생들의 수업만족도와 자기효능감에 미치는 영향을 학년별로 비교 분석하는 것이다. 이를 위해 자체 제작한 수업만족도 검사도구와 김강식(2003)의 자기효능감 검사도구를 수정하여 활용하였다. 수업만족도는 3학년이 가장 높은 것으로 나타났고, 6학년이 가장 낮게 나타났다. 자기효능감 분석 결과, 사전 사후 비교 결과는 전체적으로 사후 검사가 낮게 나타났는데, 3학년의 경우에는 사후 검사에서 높게 나타났다. 자기효능감 학년별 비교에서는 3학년이 가장 높았고, 6학년이 가장 낮은 것으로 드러났다. 이러한 연구 결과는 원격화상시스템과 원어민을 새롭게 접하는 3학년 학습자들의 관심과 흥미가 학년이 올라갈수록 점점 떨어지는 것으로 분석되었다.

• 대한지역사회영양학회지
• /
• 제9권3호
• /
• pp.326-332
• /
• 2004

The research objective was to identify the effect of various instruction media on improving students' foodservice management competencies and for increasing class satisfaction. The research involved a comparison of two student groups. One group consisted of students who attended a lecture-based food purchasing class (Group A). The other group was students who attended the same class, and who also used various media as well as receiving the lecture (Group B). The results were as follows: 1) After a 16 week program, Group B perceived their procurement management competencies to be higher than those of Group A, especially in setting up purchasing goals, marketing research, and using computer systems for procurement; 2) In terms of class satisfaction, it was also observed that Group B was more satisfied with food purchasing class than was Group A. Group B gave high scores, especially in effective utilization of media, increasing motivation, and understanding; 3) Group B perceived that various instruction media was helpful for developing their procurement management competencies. Respondents evaluated the usefulness of media in the following order: using Power Point watching videos, visiting web-sites for food purchasing class, and surfing the World Wide Web. The results of the research show that using various instruction media for food purchasing classes would improve students' foodservice management competencies. Therefore, instructors who teach foodservice management related courses should consider developing teaching strategies that apply various instruction media for students to enhance their foodservice management competencies and to increase class satisfaction.

• 대한통합의학회지
• /
• 제6권4호
• /
• pp.63-73
• /
• 2018

Purpose : This study aims to verify the effects of flipped learning on self-directed learning and class satisfaction in a class of college physical therapy students. Methods : The subjects were 97 students in College A who had registered for musculoskeletal examination and assessment and practice at the second semester of 2017. All subjects were measured with the self-directed learning questionnaire for college student proposed by Lee et al., and the class satisfaction questionnaire proposed by Lee et al., before and after intervention. The collected data were processed using a computerized statistical program SPSS Win version 21.0. Mean, standard deviation, paired t-test and Cronbach's alpha coefficient were calculated. Results : The results showed significant differences in goal setting, identify resources for learning, effort attributed to results, self-reflection of self-directed learning and problem solving excellence, class methods and contents attention and understanding(p<.05), class interest of class satisfaction(p<.05). Conclusion : These results suggest that flipped learning improves learning motivation and attitudes. Therefore, follow-up study is necessary to investigate further the application of flipped learning in various students and teaching methods.

• 가정과삶의질연구
• /
• 제5권2호
• /
• pp.83-97
• /
• 1987

The objected of this study were to investigate how social class system influences family life, especially, marital relationship through area of marital satisfaction and marital stability and to find out influences of variables related to marital stability, that is, marital satisfaction, marital alternatives and barriers to marital breakup. The study was performed in a viewpoint of social exchange approach. Major findings were as follows; First, husbands and wive's marital satisfaction and marital stability differed significantly by their level of SES. The marital satisfaction scores and the marital stability score of higher class were higher than those of lower class. second, the higher the marital satisfaction scores and the barriers to marital breakup scores were, the higher the marital stability scores were. And the higher the marital alternatives scores were, the loser the marital stability scores were. Third, the independent influences of variables related to marital stability were differed by level of SES. The last, the typology of marital satisfaction and marital stability differed by level of SES. In lower class, the marriage type of low satisfaction and low stability is more than other types. But in middle and upper class, the most marriage type is high satisfaction and high stability marriage.

• 한국의상디자인학회지
• /
• 제26권2호
• /
• pp.45-56
• /
• 2024

The purpose of this study is to verify the effects of the instructor's communication type on class satisfaction. To this end, a survey was conducted on 204 people taking classes related to beauty design, and regression analysis was conducted on the collected data using SPSS 25.0. It was found that the instructor's communication type had a significant effect on the formation of rapport with learners and class satisfaction. As the instructor's verbal and non-verbal communication positively affects the formation of rapport and enhances class satisfaction, efforts are be needed to improve these aspects. In addition, it can be seen that the instructor's communication type is a variable that positively affects class satisfaction through the formation of rapport. Therefore, instructors need to use appropriate communication types, and the effect of class satisfaction with learners can be enhanced through non-verbal cues, such as exchanging gazes, while having a natural posture, and smiling.

• 한국치위생학회지
• /
• 제21권6호
• /
• pp.813-820
• /
• 2021

Objectives: This study was conducted to verify the effectiveness of the VR-applied head and neck anatomy class and to be used as basic data for the development of a teaching method using VR in the basic dental hygiene field. Methods: A convenience sample was extracted from 128 students and graduates who completed the head and neck anatomy class at the department of dental hygiene at a university in Gwangju. From June 1 to July 31, 2021, an online survey was conducted on class attitude and satisfaction, and statistical analysis was performed using frequency analysis and independent sample t-test. Results: Class attitude (3.79), interest (3.64), attention (3.88), learning motivation (3.80), and achievement motivation (3.84) were all high in the head and neck anatomy VR application group (p<0.01). Satisfaction (3.99), relevance of class content (4.06) and class achievement (3.96) were high in the head and neck anatomy VR application group (p<0.01). The suitability of class attitude (3.65) and class content (sub-item of class satisfaction) (4.13) was high in the group with the 4th industrial revolution education experience (p<0.05). Conclusions: The effect of VR application in the head and neck anatomy class was confirmed to increase students' class attitude and satisfaction. In the basic dental hygiene curriculum, it will be necessary to develop and utilize teaching methods related to the 4th industrial revolution and VR application classes.

• 대한치과기공학회지
• /
• 제39권4호
• /
• pp.263-273
• /
• 2017

Purpose: This study aimed to explore the relations between class distracting factors and class satisfaction of the dental technology students and then provide a primary data to help further related studies and develop educational programs with which instructors can efficiently manage their classroom. Methods: For this study we have conducted a survey started from the beginning of May 2017 to the end of June. The subjects of the survey were Dental Technology students of D-city, K-city, W-city, selected by random sampling method. The questionnaire was self-administrated and 437 valid results were chosen for our analysis among 450 distributed questionnaires. Results: The results of the research was as follows. Firstly, The overall average point of class distracting factors was 2.5 point. The environmental factors were the highest point as 2.59 and as for the subcategories tiredness and drowsiness was the highest point as 2.76. Secondly, The overall average point of class satisfaction turned out 3,88 point and compliance with class and attitude factors gained the highest point as 4.06. Of the subcategories strict roll checking was the highest point as 4.17. Thirdly, As for class distracting factors from general characteristics a statistical significance was shown as follows; 'instructor factor'(p<.01), 'learner factor'(p<.05), 'total class distracting factor'(p<.05) in the area of gender, 'environmental factor'(p<.001), 'total class distracting factor'(p<.01), 'learner factor'(p<.05), 'instructor factor'(p<.05) in the area of gender 'learner factor'(p<.001), 'instructor factor'(p<.001), 'environmental factor'(p<.001), 'total class distracting factor'(p<.01) in the area of class grade, 'environmental factor'(p<.05) in GPA. Fourthly, A statistical significance, a negative correlation (p<.01) were shown between class distracting factors and class satisfaction. Class distracting factor that especially affects the class satisfaction was instructor factor(p<.001) and the explanatory power of the model turned out 14.7%, which was statistically meaningful (p<.001). Conclusion : Results of this study reveal that instructor factor is the key to class satisfaction of the students. So it is crucial that the instructor faithfully prepare for the class to reinforce the students' learning. Additionally further studies should be followed with more subjects and newer perspectives to develop innovative teaching methodology.

• 디지털융복합연구
• /
• 제19권4호
• /
• pp.393-401
• /
• 2021

본 연구는 대학생의 학습몰입, 자기주도학습, 학습성과가 온라인 수업만족도에 미치는 영향요인을 파악하여 비대면 온라인 수업의 효과를 극대화하고, 활성화할 방안의 기초자료를 제공하고자 시도된 서술적 조사연구이다. 대학생의 학습몰입, 자기주도학습, 학습성과, 온라인 수업만족도는 유의한 정적인 상관관계를 보였고, 온라인 수업만족도에 학습몰입, 학습성과는 정적인 영향이 있었으나 자기주도학습은 직접적인 영향은 없었다. 온라인 수업만족도에 대한 설명력은 49%였다. 본 연구결과에 따라 온라인 수업만족도를 높이기 위해서 온라인 수업에 대한 대학생의 학습몰입, 학습성과를 향상시킬 방안이 필요하다. 또한 교수자와 대학은 온라인 수업의 질적인 향상을 위한 적극적인 노력과 지원이 요구된다.

• 산업융합연구
• /
• 제20권2호
• /
• pp.21-27
• /
• 2022

본 연구목적은 일반고 학생들의 자기주도 학습, 온라인 수업 환경, 그리고 학습만족도 간의 구조관계를 탐색하는 것이다. 연구 대상은 세종 B고교 3학년의 219명이며, 상관관계와 구조방정식 모형을 분석했다. 연구결과는 다음과 같다, 첫째, 자기주도 학습과 온라인 수업 환경 및 학습만족도 간에는 중간 이상의 상관관계를 있었다. 둘째로, 측정변인들 간의 구조모형의 적합도 지수도 양호했다. 자기주도 학습은 온라인 수업 환경에 영향을 주고, 온라인 수업환경은 학습만족도에 정적으로 영향을 주지만, 자기주도 학습은 학습만족도에 유의한 영향력은 없었다. 본 연구의 시사점은 학습자의 온라인 수업만족도는 학생의 자기주도 학습능력이 교사의 훌륭한 수업환경의 조성이 이루어질 때 시너지 효과를 얻음을 알 수 있다. 추후 온라인 학습만족도에 대하여 다양한 학습자의 개인, 가정 및 학교요소를 종합적으로 투입하는 분석할 것을 제안했다.