• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.3
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• pp.105-113
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• 2017

Considered as the "new normal" mode of learning, BL has become popular in recent years especially in University education. BL is defined as a learning approach that combines e-learning and face-to-face classroom learning. BL allows for more interactive and reflective learning environment resulting in enhancing learner-directed learning. The adoption of BL in university has made it significant to probe the crucial determinants that would entice instructors and learners to use BL and enhance learning satisfaction. The primary purpose of this study is to investigate the affecting factors of the satisfaction of BL in universities in terms of leaner's aspects. Learner's role is very important in BL, because learner should self-directed study for effective performance and satisfaction in BL environment. Based on prior studies motivation, self-efficacy, and educational expectancy were identified as affecting factors of satisfaction in BL. According to the result of multiple regression, all factors(motivation, self-efficacy, and educational expectancy) were found to be significantly related to the learner's satisfaction in BL. It can provide practical guideline on effective operation strategy for BL in universities.

• Journal of Engineering Education Research
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• v.14 no.1
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• pp.3-10
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• 2011

The purpose of this study is to analyze the effectiveness of applying e-learning in industrial technology practical retraining. We have conducted a questionnaire survey for 177 subjects in 23 courses of four types of industry. Also, we have performed focus group interviews to analyze the problem and the reason for taking e-learning classes. A satisfaction measurements of the contents area(average 3.78 out of 5.0) and system area(average 3.70) were relatively high. However, the satisfaction measurement of the management area(average 3.0) was relatively low. The satisfaction measurement of learning area(average 3.68) was relatively high, but that of the behavior area(average 3.51) was on a normal level. In conclusion, an application of e-learning showed the effect on extending educational chances and spreading the technology in highly technological fields. We suggest that e-learning should be consistently and specifically expanded.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.490-501
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• 2018

This study was conducted to develop and test effects of E-book based Flipped Learning education for nursing students. This study was one-group pretest-posttest design. The data were collected from 54 second-year nursing students in the located Y city and August 28 2017 to October 16 2017. The data were analyzed by descriptive statistics, paired t-test, Pearson's correlation coefficient, and stepwise multiple regression with SPSS 20.0 program. The results showed that the program was effective in increasing the critical thinking disposition (t=-8.62, p<.001), academic self-efficacy (t=-9.62, p<.001) and major satisfaction (t=-8.11, p<.001). The result of the stepwise multiple regression indicates the critical thinking disposition predict 13.4% (F=9.22, p<.001) of major satisfaction. The result of the stepwise multiple regression indicates the critical thinking disposition predict 13.4% (F=9.22, p<.001) of major satisfaction. Therefore, strategies for enhancing critical thinking disposition is needed by applying various teaching and learning strategies for nursing students.

• Journal of vocational education research
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• v.37 no.5
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• pp.25-53
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• 2018

The purpose of this study is to find out the improvement plan through the satisfaction survey of the trainees involved in vocational training fraud preventive education. In order to do this, we conducted a satisfaction survey(4,263 persons) of 5,939 people who participated in the prevention education conducted by group education or e-learning in 2017. Finally we collected 4,237 effective responses data. Descriptive statistics and the regression analysis were conducted. The finding of the study were as follows. First, the education service quality(4.42), satisfaction level(4.44), understanding level(4.44) and help level(4.45) were significantly higher than those of participants in the preventive education 4 and above. Second, e-learning participants' perceived level of education service quality, satisfaction, comprehension, and help was higher in all variables than collective education's. Third, all of the sub-factors of preventive education service quality influenced satisfaction, understanding, and help in collective education and e-learning, respectively. In the collective education, the contents of education had the greatest influence, and in e-learning, the data composition had the greatest influence. Fourth, desirable education contents were cases of fraud training(70.7%), disposition regulations(47.9%), NCS course operation instructions(32.8%) and training management best practices(32.4%). Additional requirements also included the establishment of an in-depth course, the provision of anti-fraud education content for trainees, and screen switching and system stability that can be focused on e-learning. Therefore, this study suggests that first, it is necessary to activate e-learning for prevention education more, reflecting satisfaction of e-learning is higher than that of collective education. Second, it is necessary to diversify the content of preventive education and to provide it more abundantly, because it has the biggest influence in common with the satisfaction, understanding and help level of the preventive education. Third, education content next, the factors that have a relatively big influence on satisfaction are shown as delivery method and education place in the collective education. Therefore, it is necessary to prepare education place considering the assignment of instructor and convenience. Fourth, constructing data next, the factor that have a relatively great influence on understanding and help are found to be operator support, and more active operator support activities are required in e-learning. Fifth, it is required to delivery prevention activity for trainees participating in vocational training. Sixth, it is necessary to analyze the educational need to construct the contents of preventive education more systematically.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.63-72
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• 2011

Satisfactory e-learning experience of working part-time adult students is a truly dynamic and multidimensional process that reflects learning needs and abilities. Special attention is given to understanding the role of student-to-faculty interaction, student-to-student interaction, e-learning content and course structure, flow, periodic off-line class meetings and synchronous Q&A sessions. Survey questions were developed and distributed to adult graduate students. Some of them were asked to complete the questions with the most interesting subjects or classes in their mind, and others with the most difficult subjects in their mind. The structural model for each group was tested. The values of path coefficients corresponding to the group with the difficult subjects turn out to be higher for the following paths; a) interaction among professors and students and satisfaction, b) contents quality and flow, c) Q&A and interaction among professors and students, d) Q&A and interaction among students. For the other paths such as interaction among students and satisfaction, contents structure and flow, the coefficient values corresponding to the group with the interesting subjects are higher. Some implications for e-learning design were provided as well.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.82-89
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• 2007

Purpose: The purpose of this study was to develop and evaluate an e-Learning Program designed to enhance novice nurses's performance ability Method: The e-Learning program was designed for novice nurses before beginning to work in a hospital using a KMS(Knowledge Management System). This study was carried out from February 2006 to April 2007. The program had progressive steps including design, pilot test & modification, contents development, program application and evaluation. After the program design and pilot testing, the learner's satisfaction was analyzed. Result: The program site is http://kms.emc.ac.kr titled, 'Cyber Education Center'. The sixteen part course has been developed as follows: blood sugar test, skin test, insulin test 1, insulin test 2, blood culture, blood sampling, heat therapy, cold therapy, glycerin enema, preparation of operation, oxygen therapy, suction technique, transfusion, foley catheterization and aseptic technique. The overall learner's satisfaction score was 4.08 out of 5 points. Conclusion: E-Learning could be useful for education and nursing work. This method may be effective for clinical nurses.

• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.487-497
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• 2012

The purpose of this study is to increase the level of learning achievement and satisfaction by developing of on-line learning instruments. This study was to investigate the relationship among learning instrumments(lecture, homeworks, on-line interaction and off-line interaction), learning achievement and learning satisfaction. This survey was conducted 226 responses of e-learning social welfare education learners. Research method used Amos 18. Result indicated that homeworks and off-line interactive instruments had a positive effect on learning achievement and satisfaction. And lecture had a positive effect on learning satisfaction, but on-line mode interaction instruments had no effect. In order to improve the effectiveness of learning, structural development of activity learning instrument is necessary. And to foster learning satisfaction, it will be necessary to increase the learning achievement.

• Journal of Information Technology Applications and Management
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• v.21 no.4
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• pp.141-156
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• 2014

This study intended to evaluate the viability of cyber education in terms of learning satisfaction and learning achievement. The study integrated two research streams such as social presence model and learning environment model. Where the learning environment model emphasizes the components of learning aids, social presence model considers more deeply the relationships among peers and with instructors. These two research streams have been considered relatively independently. The study integrated these ideas and measured their reliabilities and validities. The results demonstrate that the two constructs are relevantly independent and both of these constructs are very important considerations for the success of cyber education. The study concludes that cyber education 2.0 requires more social presence factors than the learning environment factors such as technological development or new equipments.

• Journal of Industrial Technology
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• v.30 no.B
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• pp.49-54
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• 2010

E-learning has the potentials to provide educational publicity and equality, and has been deployed rapidly in many areas of our society. Growth of e-learning market is also rapid and sustained. However, for e-learning to be a good solution, enough contents should be provided, for which sharing limited contents in the early deployment stage should be necessary. In this paper, we survey some activities about contents sharing. On the other hand, there have been many complaint from e-learning about its effectiveness. Therefore, in this paper, based on the poll results on concentration and satisfaction of e-learning, we also study practical ways to improve studying efficiency of e-learners.

• Journal of the Korea Convergence Society
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• v.10 no.7
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• pp.411-419
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• 2019

The purpose of this study is to examine nursing students' satisfaction and to analyze satisfaction difference according to the general characteristics of the research subjects in blended learning. A survey was conducted for 4th grade nursing students who took 'Introduction to Nursing I (1)' course and agreed to participate in the study. 122 answers out of total 142 were analyzed. The findings are as follows; first, students' satisfaction was topped by off-line learning, followed by on-line learning, and blended learning; second, there was a difference in on-line learning satisfaction depending on the gender among the general characteristics of the research subjects, and also there was a significant difference in off-line learning satisfaction depending on the self-evaluation on grade; third, students pointed out that what needs to be improved most is technical support and system. This study would provide the measures to improve utilization and effectiveness of blended learning, and the basic data to establish university policies for the blended learning.