• Title/Summary/Keyword: e-Learning satisfaction

Search Result 264, Processing Time 0.026 seconds

The Study of social factors toward Academic Satisfaction in E-Learning Education

  • Kim, Kyung-Woo
    • Journal of the Korea Society of Computer and Information
    • /
    • v.21 no.11
    • /
    • pp.135-139
    • /
    • 2016
  • This paper investigates the empirical implications. The research question of this study is to verify the influences of psychological and environmental factors toward performance satisfaction and durability of learning in E-Learning University. For empirical verification, a survey was conducted targeting 500 students in E-learning Universities. The results show that actional environment on academic satisfaction in learning is the most important factor followed by physical environment, internal motivation, and academic burnout. The effect of psychological factors on learning persistence was important in the order of academic vision, internal motivation, actional environment and physical environment. The effect of academic satisfaction on learning durability proved to be statistically significant. The results suggest that actional environment should be considered with top priority to increase the academic satisfaction. learning satisfaction, academic vision, and academic satisfaction to enhance students' intention to continue studies are important. Academic burnout has a negative effect on both academic satisfaction and learning persistence, suggesting that this aspect should be properly addresses. The effects of student background variables in E-learning were explored.

A Study on Education Satisfaction of e-learning (e-learning 교육만족도에 관한 연구)

  • Lee, Dong-Hoo;Hwang, Seung-Gook
    • Journal of the Korean Institute of Intelligent Systems
    • /
    • v.15 no.2
    • /
    • pp.245-250
    • /
    • 2005
  • With rapid development of Internet, new paradigm creation requirement about the education environment and method is increasing and also the e-learning to apply traditional education industry was introduced in many field of education. The research about a learner's satisfaction of the e-learning, aided by effort to spread this e-learning, have been processed much but most of these researches were intended for the enterprise and there are few for the high school. Therefore, in this study we proposed a model for evaluating the education satisfaction of the e-learning and analyzed the consciousness structure about the e-learning education satisfaction of the high school students using Fuzzy Structural Modeling method. Also, constructing an evaluation model considered the results of consciousness structure analysis, we evaluated the e-learning education satisfaction and showed a method which improved it by the sensitivity analysis.

Study on e-Learning Users' Motivation and Satisfaction for its Growth (이러닝 활성화를 위한 이용자의 이용 동기와 만족도에 관한 실증적 연구)

  • Baek, Hyen-Ki;Ha, Tai-Hayun;Kang, Jung-Hwa
    • Journal of Digital Convergence
    • /
    • v.5 no.1
    • /
    • pp.131-140
    • /
    • 2007
  • This paper studies characteristics of e-Learning users' motivation, attitudes and satisfaction. For this purpose, surveys were conducted of university students who choose e-Learning as one of main learning tools. The research found that stable service and proper service charges were critical to the loyalty to e-Learning service. It also showed that both quality and quantity of contents were very important factors to e-Learning growth.

  • PDF

Factors Influencing Learning Satisfaction of Migrant Workers in Korea with E-learning-Based Occupational Safety and Health Education

  • Lee, Young Joo;Lee, Dongjoo
    • Safety and Health at Work
    • /
    • v.6 no.3
    • /
    • pp.211-217
    • /
    • 2015
  • Background: E-learning-based programs have recently been introduced to the occupational safety and health (OSH) education for migrant workers in Korea. The purpose of this study was to investigate how the factors related to migrant workers' backgrounds and the instructional design affect the migrant workers' satisfaction with e-learning-based OSH education. Methods: The data were collected from the surveys of 300 migrant workers who had participated in an OSH education program. Independent sample t test and one-way analysis of variance were conducted to examine differences in the degree of learning satisfaction using background variables. In addition, correlation analysis and multiple regression analysis were conducted to examine relationships between the instructional design variables and the degree of learning satisfaction. Results: There was no significant difference in the degree of learning satisfaction by gender, age, level of education, number of employees, or type of occupation, except for nationality. Among the instructional design variables, "learning content" (${\beta}=0.344$, p < 0.001) affected the degree of learning satisfaction most significantly, followed by "motivation to learn" (${\beta}=0.293$, p < 0.001), "interactions with learners and instructors" (${\beta}=0.149$, p < 0.01), and "previous experience related to e-learning" (${\beta}=0.095$, p < 0.05). "Learning environment" had no significant influence on the degree of learning satisfaction. Conclusion: E-learning-based OSH education for migrant workers may be an effective way to increase their safety knowledge and behavior if the accuracy, credibility, and novelty of learning content; strategies to promote learners' motivation to learn; and interactions with learners and instructors are systematically applied during the development and implementation of e-learning programs.

The Effect of Perceived Customer Orientation to Emotional Presence, Commitment and Customer Satisfaction in E-Learning (e-learning에서 고객지향성에 대한 지각이 감성적 실재감과 학습몰입 그리고 고객만족에 미치는 영향)

  • Lee, Jun-Youb
    • Journal of Digital Convergence
    • /
    • v.10 no.10
    • /
    • pp.139-146
    • /
    • 2012
  • The emotional factor has not been focused in e-learning studies. But the emotions of student are very important in e-learning because it is a self-regulated learning. This study is focused on the emotional factor in e-learning. This study examines the effect of perceived customer orientation to emotional presence, commitment and customer satisfaction in e-learning. The results of this study showed that the perceived customer orientation effect to the commitment about the learning and the customer satisfaction in e-learning.

The Structural Relationship among Internal Locus of Control, Interaction, Satisfaction and Learning Persistence in Corporate e-Learning (기업 사이버교육 학습자들의 내적통제소재, 상호작용, 만족도, 학습지속의향 간의 구조적관계)

  • Joo, Young Ju;Shim, Woo Jin;Kim, Eun Kyung;Park, Su Yeong
    • Knowledge Management Research
    • /
    • v.10 no.4
    • /
    • pp.31-42
    • /
    • 2009
  • With the rapid development of information technology, e-learning is growing in corporate. However, there are still problems in learning, such as low learning persistence rate. Learning outcomes are complex phenomenon influenced by a multitude of factors, it is need to considering the direct and indirect causal relationship among various factors. Therefore, the purpose of this study was to develop the causal model that explains the learning outcomes (satisfaction learning persistence) in corporate e-learning. This study was also intended to examine the causal relationship between the interaction and learning persistence through satisfaction mediators. For this, online survey was conducted with a sample of 270 learners who enrolled in cyber training course at A company. The major findings of this study are as follows: First, internality (internal locus of control, ${\beta}=.154$), interaction (${\beta}=.489$), satisfaction (${\beta}=.304$) have direct effect on learning persistence. Second, the interaction has direct effect on the satisfaction (${\beta}=.320$). Third, the satisfaction has direct effect on the learning persistence, and mediating the interaction and learning persistence. This result will contribute to build a learning strategy to improve learning outcomes.

  • PDF

Multi-dimensional Interactivity for Learners' Satisfaction with e-Learning

  • Lee, Ji-Eun;Shin, Min-Soo
    • Journal of Information Technology Applications and Management
    • /
    • v.17 no.3
    • /
    • pp.135-150
    • /
    • 2010
  • Interactivity has been referred to as an important element promoting students' active participation in virtual classes. Assuming that interactivity cannot be defined by a single dimension, this study proposes multi-dimensional interactivity. Multi-dimensional interactivity includes all types of interactivity in e-learning. This study explored multi-dimensional interactivity which affects learners' satisfaction with e-learning. Data were collected from 132 students who had attended e-learning courses and the relationship between multi-dimensional interactivity and learners' satisfaction levels were tested through regression analysis. The result of this study showed that mechanical, reactive, and creative interactivity were positively related to learners' satisfaction. However, social interactivity seemed not to be related to learners' satisfaction. This study provides new insights on interactivity and verifies the importance of the multi-dimensional interactivity. The result of this study is expected to provide practical implications for interactivity strategies in e-learning.

  • PDF

Analysis of User Satisfaction with Collegiate E-Learning and its Determinants

  • Cho, Nam-Jae;Keum, Jung-Won;Baik, Sung-Wook;Park, Sang-Hee
    • Journal of Information Technology Applications and Management
    • /
    • v.16 no.1
    • /
    • pp.37-50
    • /
    • 2009
  • The benefits of an e-learning system will not be maximized unless learners use the system. This study proposed and tested models that seek to explain students' satisfaction withe-learning systems. A survey was performed at a women's college in Korea, where students experimentally could choose to register one same course either through e-learning or class-room learning. The questionnaire was filled up by students who took e-learning option. independent variables include expected benefits, familiarity with technology, social influence, and accessibility. Dependent variables include the level of satisfaction, academic achievement, and the amount of the use of systems.

  • PDF

Effect of the e-Learning Instructional Design on Perceived Learning Transfer and Satisfaction (e-Learning 프로그램 교수설계요인이 학습전이 및 만족도에 미치는 영향)

  • Won, Hyo-Jin
    • The Journal of the Korea Contents Association
    • /
    • v.13 no.8
    • /
    • pp.482-489
    • /
    • 2013
  • The purpose of this study was to identify the relationship of instructional design, perceived learning transfer, and satisfaction. The data were collected using questionnaire from the sample of 239 nursing students. The level of learning transfer was explained by introduction with learning context & providing guidance and initial attention. The level of learning transfer was explained by learning object with motivation, learning goal alignment, accessibility and feedback & adaptation. The level of program satisfaction was explained by introduction with learning context & providing guidance and initial attention. The level of program satisfaction was explained by learning object with motivation, presentation design, interaction availability, feedback & adaptation, learning goal alignment and contents quality. The findings serve as basic data to design e-Learning program to improve learning transfer and satisfaction.

Learner's perception and Learning Satisfaction on e-learning in the University Blended Learning Environment (블렌디드 러닝(Blended Learning) 환경에서 e-learning에 대한 학습자의 지각정도와 학습만족도 -S 대학 보건교육학 강좌를 중심으로-)

  • Han, Ji-Young;Lee, Eun-Hwa
    • The Journal of Korean Association of Computer Education
    • /
    • v.13 no.6
    • /
    • pp.69-77
    • /
    • 2010
  • This purpose of this study is to investigate the learner's perception and learning satisfaction on e-learning in the university blended learning environment. The participants in this study were signed up for Health Education. Collected data were analyzed by using the SPSS program. The results are as follows. The average of learner's perception and learning satisfaction on e-learning was higher than the middle. the most of learners recognized that e-learning is efficient to cultivate computer usage ability. Relation between learner's perception and learning satisfaction on e-learning showed a positive correlation. Learning satisfaction could be influenced by learner's perception on e-learning. Considering all these results, the blended learning which mixs face-to-face learning and e-learning is meaningful.

  • PDF