• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.170-185
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• 2016

The purpose of this study was to investigate the relationship among instructor's non-verbal communication, emotional reaction, and self-efficacy. By using convenience sampling method of non-provability sampling, 258 student athletes from S and D cities were selected for a questionnaire survey. The 184 returned surveys were analyzed with structural equation modeling through SPSS 22.0 and AMOS 22.0 statics program. The study results are summarized as follows. First, instructor's non-verbal communication has a positive influence on emotional reaction of high school student athletes. Second, high school student athletes experiencing emotional reactions by instructor have a positive influence on self-efficacy. Third, instructor's non-verbal communication does not influence self-efficacy of high school student athletes directly. Fourth, emotional reactions of high school student athletes experienced by instructor's non-verbal communication have a mediating effect on self-efficacy. Fifth, neither gender nor exercise period has a moderating effect on the relationship between non-verbal communication, emotional reactions, and self-efficacy.

• Journal of Internet Computing and Services
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• v.18 no.1
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• pp.131-141
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• 2017

This paper analyzed class satisfaction and perceived learning achievement to the interaction type on e-learning in university. To achieve the study's objective, one course with and another course without learner-instructor interactions were selected. A total of184 student-respondents completed the questionnaire. Accordingly, more learner-content and learning-system interactions were noted in the course with learner-instructor interactions. Moreover, a correlation was observed between interaction, class satisfaction, and learning achievement. Learner-instructor interactions indicated the highest effect on both educational satisfaction and perceived learning achievement, followed by learner-system interactions on class satisfaction, and by learner-instructor interactions on learning achievement. Recommendations were then formulated based on the foregoing findings. First, workshops or training focusing on content development and on how to present the course should be provided to the instructors. Second, learner-instructor interactions should be activated in the course through various means. In this study, although learner-learner interactions was not given focus, future studied should delve into how learner-learner interaction should be activated and considered.

• Journal of Technologic Dentistry
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• v.39 no.4
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• pp.263-273
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• 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.

• Journal of Digital Convergence
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• v.18 no.2
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• pp.455-462
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• 2020

The purpose of this study was to investigate the effect of behavior type of dance art instructors in elementary dance education on class satisfaction focused on mediations of flow and perceived competence between commanding and positive reward types. A total of 453 questionnaires were analyzed for this study. For the analysis of the data, SPSS 18.0 version was used and double mediation model operating in serial, proposed by Hayes and a bootstrapping method were used. First, instructor's commanding type and positive reward type were statistically positive effect on class satisfaction. Second, the indirect effect of instructor's commanding type, and positive reward type on class satisfaction through the flow was statistically positive significant. Third, the indirect effect of instructor's commanding type, and reward type on class satisfaction through the perceived competence was statistically not significant. Lastly, the indirect effect of instructor's commanding type, and positive reward type on class satisfaction through the flow and perceived competence was statistically positive significant.

• The Journal of the Korea Contents Association
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• v.12 no.9
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• pp.396-407
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• 2012

The Purpose of this study was to examined the relation between Belief and Actual Practice of Instructor according to education in Taekwondo Personality. To get the purpose participants was selected 286 Taekwondo instructors. Selected data were analyzed for descriptive statistic, pearson relation analysis, and multi dimensional analysis with SPSS/PC 18.0. The result was as followed. First, there were different on frequency of important factors between belief and practice of Taekwondo personality based on Taekwondo instructor's cognitive. The order of ethological important factors on Taekwondo instructor's cognitive were manner, confidence, love, perseverance, bravery. But The order of ethological important factors on Taekwondo instructor's practice were manner, confidence, perseverance, leadership, honestly. Second, belief of Taekwondo personality based on Taekwondo instructor's cognitive has positive relationship with practice of Taekwondo personality in a part. There were positive relationship among factors of belief of Taekwondo personality but were lower positive relationship among factors of practice of Taekwondo personality. Taekwondo instructors' determination on teaching belief has positive effect on guidance factor, practical factor, variety factor, if the teaching belief has higher score then the teaching practice has higher practical teaching.

• Journal of the Korea Convergence Society
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• v.12 no.8
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• pp.267-277
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• 2021

This study was done with collected and analyzed data using the convenient sampling method on 349 middle school students located in the metropolitan area in order to verify the effect of instructors verbal and nonverbal communications on instructor trust and class commitment in middle school sports clubs. As a result of analyzing the collected data, First, as a result of correlation analysis using the total number of items between sub-factors of latent variables, all correlation coefficients showed a positive (+) significant relationship. Second, as a result of the effect of verbal and nonverbal communications on instructor trust, it was found that the influence of spatial language, appearance language, body language, and linguistic factors were significantly explained in order. Third, as a result of the effect of verbal and nonverbal communications on class flow, it was found that class commitment was significantly explained in the order of appearance language, spatial language, and linguistic factors. Fourth, as a result of the influence of instructor's trust on class commitment, it was found that only the exercise capacity factor significantly explained class commitment. This study provides basic academic data to plan and create interactions with school sports club instructors and students.

• Journal of Korea Entertainment Industry Association
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• v.15 no.6
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• pp.71-80
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• 2021

This study is aimed at analyzing the characteristics of each service quality and the requirements of the customers followed by the classification of service quality factors of youth sports clubs by using Kano model. For this purpose, a survey was conducted by targeting on 257 subjects in 10 youth sports clubs in Seoul and Gyeonggi areas and for data processing, Microsoft Office Excel 2016 and SPSS 22.0 were used to carry out Frequency Analysis, Factor Analysis, Reliability Analysis, Kano model Quality Classification, Timko's Customer Satisfaction Coefficient, and the computation and analysis of Public-service Customer Satisfaction Index. The following shows the research findings. First, as a result of using Kano model to classify each item of the service quality factors of the youth sports club through Dualistic Quality Theory Attribution, one-dimensional quality elements resulted in all 22 items of service quality factors of youth sports club. Second, the customer satisfaction coefficient computation result showed that satisfaction coefficient appeared by the order of 'kind response of the instructor,'(0.81), 'attitude of the instructor'(0.80), 'systematic lecture program'(0.76), and 'variety of program)'(0.76) and dissatisfaction coefficient appeared by the order of 'clean and pleasant facility'(-0.79), 'attitude of the instructor'(-0.76), 'kind response of the instructor'(-0.76), 'convenience of parking facility'(-0.73), and 'promptness of business process'(-0.73). Third, the public-service customer satisfaction index placing appeared by the order of the 'attitude of the instructor', 'kind response of the instructor', 'clean and pleasant facility' and 'systematic lecture program'.

• Journal of the Korean Society of Safety
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• v.10 no.3
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• pp.115-119
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• 1995

The effectiveness of an ensuring the facility safety depends on the ability to train the worker efficiently and strategy of facility control. This requires the instructor's awareness of the worker's current knowledge, in the specific areas of the worker's lacks of knowledge, and preferred methods of training. This paper presents a development of knowledge based on CBT system which will reduce the role of instructor from the training loop and be used the high technological method such as computer animation technique.

• Journal of Christian Education in Korea
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• v.63
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• pp.255-281
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• 2020

The purpose of this study was to investigate the structural relationship among self-directed learning ability, learner-instructor interaction, learner-learner interaction, and class satisfaction in online learning environments by the structural equation modelling (SEM). Participants of the study consisted of 300 students (110 = high school students, 190 = college students). Through latent mean analysis (LMA), there was no significant difference of study variables between high school and college groups. However, thorough multi-group analysis, self-directed learning ability had a direct and indirect effect on class satisfaction for the college group via learner-instructor and learner-learner interactions, while learner-learner interaction played a full mediating role of the relationship between self-directed learning ability and class satisfaction for the high school group. In addition, self-directed learning ability had a stronger influence on learner-learner interaction for the college group than the high school group. These results would provide important implications for understanding the different mechanisms between high school and college online learning contexts.

• Journal of Korean Ophthalmic Optics Society
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• v.12 no.1
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• pp.75-84
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• 2007

In this study, I developed a teaching-learning model using project learning model which makes the most of PIM(Peer & Instructor Mentoring), Presentation contest, and unification of courses on the field ophthalmic optics. There were several conclusion as followings;. The teaching-learning model considering the unification and organic connections among subjects was efficient to the students' academic achievement. Peer & instructor mentoring system was helpful for students to accomplish their own learning projects. Project learning model with collaboration was useful for the development of students' self-controled learning ability and communicative ability. Project learning model gave its driving force to the better motivation and to the goal achievement. Project learning model was instructive for building up the related theories and concepts on the students' major. In conclusion, project learning model mixed subjects with festival, can be a alternative teaching-learning model.