• Safety and Health at Work
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• v.6 no.3
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• pp.211-217
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• 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 Journal of the Convergence on Culture Technology
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• v.4 no.4
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• pp.173-180
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• 2018

In order to find how their learning satisfaction to impact on continuous learning, this study analyzed 206 participants who are learners under the literacy education from Ulsan city. With the first results, when looking over their learning satisfaction, we found that the level of satisfaction was the highest at the educational environment following teacher quality, learning results and contents sequentially. In general characteristics, the longer is learning attending and the satisfier is education contents and learning satisfaction. With the second results, when we look over how the general characteristics of literacy learners to impact on continuous learning, those who are over 70 years old expressed the higher rate on continuous learning. With the third results, considering the correlation between learning satisfaction and continuous learning, we concluded that the first was education contents, the second was teacher quality, the third was learning results and the last was learning environment. Consequently, we found that for literacy learners, the older and longer attending and the higher satisfaction, in addition, the continuous learning was higher according to needs of everyday life and the education contents impacted on continuous learning.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.438-450
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• 2020

This study examined the relationship between demographic characteristics, satisfaction of operating factors in college lifelong education, satisfaction of college lifelong education, and recommendation intention for 1,782 adult learners of college lifelong education (N=1782). As a result of Hypothesis 1, gender and age were found to have a significant effect in all areas of college lifelong education satisfaction (education content, pedagogy, instructor, educational environment, system, support), while education level did not. In addition, the learning time was verified to affect only the educational content, educational environment, and satisfaction with the system and support. As a result of Hypothesis 2, it was found that the satisfaction of the operating factors of the instructor, system, and support had a positive effect on the satisfaction of college lifelong education, and the environmental factors of education had a negative effect. As a result of verification of Hypothesis 3, it was found that the satisfaction of college lifelong education influenced the intention of recommendation. The purpose of this study is to determine the degree of satisfaction with the operational factors of college lifelong education, the satisfaction of college lifelong education, and the intention of recommendation for adult learners of a university that is operating a degree program dedicated to adult learners who are actually practicing the transition to a lifelong education system of university as an innovation in higher education. The relationship verification is expected to provide practical implications for constructing a new college lifelong education model in the future.

• Journal of Korean Clinical Health Science
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• v.11 no.1
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• pp.1607-1615
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• 2023

purpose: In addition to evaluating the quality of sleep of college students, the effect on non-face-to-face online learning satisfaction is identified and used as basic data for improving the quality of remote lectures. Methods: From June 1 to June 24, 2022, a self-entry survey was conducted on students enrolled in the dental hygiene department of D University in Daegu. To evaluate the non-face-to-face online learning satisfaction and sleep quality of the study subjects using the lBM SPSS Statistics 21 program, ANOVA analysis was conducted on the difference between individual stress levels and non-face-to-face online learning satisfaction. The correlation between sleep quality, stress, and non-face-to-face online learning satisfaction was analyzed using Pearson's correlation coefficient. Results: The lower the quality of sleep, the higher the stress, resulting in statistically significant results (p<0.001). The higher the quality of sleep, the higher the learning satisfaction, resulting in statistically significant results (p<0.001). There was a statistically significant positive correlation between learning satisfaction and stress (r=0.591, p<0.01). Conciussions: Through the above results, in order to improve the satisfaction of non-face-to-face online learning, it is necessary to manage the individual's learning environment and health to relieve stress. Instructors also need to communicate with learners and apply teaching methods considering learners' academic abilities.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.877-884
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• 2015

Technology is an important means to enhance students' understanding about scientific concepts. In particular, newly introduced 3D printing technology has great potential to help students learn scientific concepts better. 3D printing is a process for a creating physical object with a three dimensional model. In this study, we explored two types of learners' (students vs. adults) motivation and satisfaction with 3D printing technology. With regard to motivation, student learners showed higher task value, self-efficacy for learning, and satisfaction than adult learners. The result implied that 3D printing technology is more effective to student learners than adult learners. In addition, for adult learner group, negative relationship between technology and satisfaction was found. Therefore, support for reducing the technology anxiety for adult learners is necessary. Further discussions are provided for the research and application of 3D printing technology in science classroom.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7474-7484
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• 2015

This study was conducted by implementing a structural analysis regarding adult learners' learning outcomes and their affecting factors in the lifelong educational institutions in Daejeon area with 960 adult learners. Research result was as following. First, learner and educational characteristics were confirmed to have an indirect impact on learning outcomes, which were mediated by learning satisfaction and commitment. Second, adult learner's characteristics directly influenced to learning commitment and satisfaction as well as educational institutions did. Third, learning commitment also directly affected learning satisfaction and outcomes. Fourth, learning satisfaction had a strong influence on learning outcomes. By all accounts, learning outcomes was directly influenced by learner, educational characteristics, and learning satisfaction. In addition, learning outcomes was indirectly impacted by mediating with learning satisfaction and commitment. Therefore, lifelong educational institutions should reinforce any strategies in order to enhance learning outcomes such as developing and providing more variable programs, making better class atmosphere and facility, positioning highly qualified teachers, and one-stop administration services.

• The Research Journal of the Costume Culture
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• v.20 no.6
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• pp.838-853
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• 2012

The purpose of this study is to identify adult learners' decision making variables, satisfaction, and evaluation toward fashion education as a university lifelong education program. As decision making variables, this study included participation purpose, information source, and selection criteria for lifelong education center and program. Regarding satisfaction toward fashion education, this study included satisfaction toward program and satisfaction toward education condition and administrative services. Data were gathered by both questionnaires and focus group interview(FGI) with 12 adults who completed the program. While questionnaires were used for decision making variables and satisfaction, FGI was used for evaluation. Frequency was used to analyze the questionnaires and content analysis was used to analyze the results of FGI. The findings showed that respondents participated mostly because of hobby or interest and got information mostly from acquaintances. They regarded program contents as the selection criteria for lifelong education center. They also regarded lecturers' professionality as the selection criteria for the program and showed high satisfaction toward lecturers' passion. Regarding education condition and administrative services, they showed high satisfaction. FGI also showed the importance of individual competence, career development, a work-study program, a on-site study program, and lecturer. The results suggest methods to make university lifelong education programs more appealing to adults who want to attend universities for non-degree university programs.

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.3
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• pp.13-25
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• 2023

This study analyzed the impact of expectations congruence, usefulness, ease of use, and interaction on the satisfaction of learners who participated in distance learning. For this purpose, a survey was conducted targeting students taking remote classes operated by universities after COVID-19. The survey was conducted online using learning management system notices and mobile notifications at the end of remote classes. The research results are as follows. First, expectation confirmation was found to have a significant effect on satisfaction. Second, usability was found to have no significant effect on satisfaction. Third, ease of use was found to have a significant effect on satisfaction. Fourth, interaction was found to have the greatest impact on satisfaction. This study analyzed the impact on satisfaction with university distance learning after COVID-19. Based on the research results, it is necessary to specify teaching strategies such as supporting a distance learning environment optimized for learners and strengthening interaction.

• The KIPS Transactions:PartA
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• v.12A no.5 s.95
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• pp.461-470
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• 2005

In leaner-controlled environment where learners can decide and restructure the contents, methods and order of learning by themselves, it is possible to apply individualized learning in consideration of each learner's characteristics. The present study analyzed learners' learning path pattern, which is one of learners' characteristics important in Web-based teaching-learning process, using the Apriori algorithm and grouped learners according to their learning path pattern. Based on the result, we designed and implemented a multi-dimensional learning path pattern analysis system to provide individual learners with teaming paths, learning contents, learning media, supplementary teaming contents, the pattern of material presentation, etc. multi-dimensionally. According to the result of surveying satisfaction with the developed system satisfaction with supplementary learning contents was highest (Highly satisfied '$24.5\%$, Satisfied'$35.7\%$). By learners' level, satisfaction was higher in low-level learners (Highly satisfied'$20.2\%$, Satisfied'$31.2\%$) than in high-level learners (Highly satisfied'$18.4\%$, 'Satisfied'$28.54\%$). The developed system is expected to provide learners with multi-dimensionally meaningful information from various angles using OLAP technologies such as drill-up and drill-down.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.429-437
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• 2020

In this study, we examine the satisfaction and dissatisfaction factors on the perceptions of online lecture content among open and distance university learners, especially focusing on age groups differences. The result of the study shows that clear differences exist between age groups in regards to the factors which insure excellent course in online learning. For example, young adults in their 20s and 30s determined 'useful for practical life, 'screen sensitive to audiovisual', and 'recently created lectures' as the most influential factors for online learning content satisfaction. However, older age groups in their 40s and above apparently showed a high preference for factors such as 'instructor's enthusiasm and attitude', and 'clear and easy-to-understand explanations.' The findings of the study imply that learners' recognition concerning content satisfaction may differ depending on age groups. Moreover, this study suggests that considering the growing importance of online learning in relation to the COVID-19 pandemic, age groups should be considered in developing online course content.