• Educational Technology International
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• v.24 no.1
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• pp.29-51
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• 2023

This study examined the moderating effect of course satisfaction with class on the relationship between the mode of course delivery and learning presence and performance in university settings. Results showed that there was a moderating effect of the course satisfaction on the relationship between course delivery mode and learning presence. Specifically, higher satisfaction with instructor's teaching activities was associated with improved learning presence in face-to-face, blended, and online learning, in that order. However, there was no significant moderating effect on academic performance. These findings suggest that universities should consider not only the mode of course delivery and highlight the importance of systematic course design by instructors.

• Journal of Information Technology Services
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• v.15 no.4
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• pp.1-24
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• 2016

With the innovation of information technology, non-face-to-face robo advisor with high accessibility and convenience is spreading. The current robot advisor recommends appropriate investment products after understanding the investment propensity based on the structured data entered directly or indirectly by individuals. However, it is an inconvenient and obtrusive way for financial consumers to inquire or input their own subjective propensity to invest. Hence, this study proposes a way to deduce the propensity to invest in unstructured data that customers voluntarily exposed during consultation or online. Since prediction performance based on unstructured document differs according to the characteristics of text, in this study, classification algorithm optimized for the characteristic of text left by financial consumers is selected by performing prediction performance evaluation of various learning discrimination algorithms and proposed an intelligent method that automatically recommends investment products. User tests were given to MBA students. After showing the recommended investment and list of investment products, satisfaction was asked. Financial consumers' satisfaction was measured by dividing them into investment propensity and recommendation goods. The results suggest that the users high satisfaction with investment products recommended by the method proposed in this paper. The results showed that it can be applies to non-face-to-face robo advisor.

• Journal of the Korean Society of Radiology
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• v.16 no.7
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• pp.995-1006
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• 2022

The purpose of this study was to investigate the current status of practical course operation in a non-face-to-face online environment, learning effects, and students' experiences and perceptions for radiology major students using a survey. The questionnaire consisted of a total of 34 items in 5 areas: general characteristics of subjects, current learning participation in non-face-to-face environments, learning satisfaction, learning outcomes, improvement and requirements. For the analysis of the questionnaire responses, frequency analysis was performed on the response frequency, ratio, and scale for each item. Based on the general characteristics of the survey respondents, cross-analysis was performed using the chi-square test for participation in non-face-to-face learning, learning performance, and learning satisfaction. implemented. Improvements and requirements were qualitatively analyzed for the repetition frequency of words with the same meaning. Through the results of analyzing the responses of a total of 397 questionnaires, the direction of design and development of practical classes in a non-face-to-face environment in the future and basic information and implications for efficient operation were confirmed. Based on this, it is necessary to continue to think and make efforts for the efficient operation of non-face-to-face practice classes in the post-corona era.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.395-397
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• 2022

대면 수업에서와 유사한 교수자와 학습자, 학습자들 사이의 상호작용을 통하여 지식습득뿐만 아니라 문제해결능력, 창의적 사고력, 협동학습능력을 양성하기 위해 프로그램 개발 수업에 팀 프로젝트 수업을 적용하여 운영하였다. 수업 운영 후 참여 학생들을 대상으로 만족도 설문을 실시하여 비대면 팀 프로젝트 수업에 대한 만족도와 수업에서 만족하는 부분 그리고 불만족한 경우에 그 원인에 대해 조사하고 분석하였다. 연구 결과 분석된 개선 사항을 차년도 수업에 반영함으로써 팀 프로젝트 수업에 대한 학습자들의 만족도를 향상시키는데 연구의 목적을 둔다.

• 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 The Korean Association of Information Education
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• v.21 no.6
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• pp.665-673
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• 2017

This research was performed for learning motivation and learning satisfaction of flipped learning on software education in university class. In order to compare and get the result, this study used 2 groups of experimental group(flipped learning) and comparison group(traditional face to face learning). Consequently an experimental group got more strong learning motivation and learning satisfaction than traditional learning group on software education in non-major class of university. It showed at the same time in factors of learning motivation like concentration, importance of subject, self confidence. and on factors pf learning satisfaction like problem solving, reaction, understanding, interest and relation with lecturer, This study showed that flipped learning method is more effective than face to face traditional learning method for creative or problem solving subject like software education.

• 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.

• 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.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.517-532
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• 2022

As a result of the this exploratory study the main results show that the factors affecting the satisfaction of non-face-to-face class learning of graduate students in Education were social presence, perceived easy to use, and information service quality. Secondly, the factors affecting the learning persistence were perceived usefulness and social presence, but perceived usefulness's influence was relatively small. Next, it was found that the subjective satisfaction of graduate students of education did not significantly affect their intention to continue learning persistence. Lastly, learning satisfaction and learning persistence had a positive effect on the intention to recommend to others. Through the this empirical analysitics study it demonstrate the factors such as attitudes, feelings, and friendliness toward non-face-to-face online classes perceived by graduate students in Education.

• Journal of the Korea Society of Computer and Information
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• v.28 no.3
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• pp.91-100
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• 2023

This study is a case study comparing and examining the effects of non-face-to-face(NFTF) classes in the 2021-2 semester and face-to-face(FTF) classes in the 2022-2 semester on learning immersion, learning stress, and learning satisfaction. The learning immersion and learning satisfaction of 240 students were analyzed in NFTF and FTF classes of department S of C junior college where the same textbook, same subject, and same professor were taught. For data processing, SPSS Ver. 23.0 was used. The data is used to measure reliability by Cronbach's α, t-test, Pearson's correlation coefficient, and multiple regression analysis. The results of this study are as follows. First, learners' learning immersion was higher in FTF than NFTF classes among engineering major subjects. Second, it was found that there was a difference in learning stress according to the types of FTF and NFTF classes in engineering major subjects. Third, it was found that there were differences in practice content, communication, and task performance of sub-factors of learning satisfaction according to FTF and NFTF class types in engineering major subjects. In conclusion, it was found that FTF classes had a more positive effect on learning immersion and satisfaction, and NFTF classes had a more negative effect on learning stress.