• Journal of Agricultural Extension & Community Development
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• v.23 no.3
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• pp.233-242
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• 2016

This study aimed to analyze educational satisfaction and the relationship between learning transfer and learning persistence shown after actual education targeting students who participated in the agricultural education and training. Conclusions based on the study results can be suggested as follows. First, of the factors related to learning persistence, satisfaction of educational contents turned out to be a statistically significant factor with a positive effect in the agricultural education and training. Students participating in the agricultural education and training have a conspicuous object to learn for improving ability which is necessary for and applicable to agriculture. Second, of the three factors related to learning transfer in the agricultural education and training, satisfaction of educational contents, educational facilities and satisfaction of environment turned out to have a positive effect. Third, results show that satisfaction of instructors does not affect both learning persistence and learning transfer. Lastly, in case of education and training for field practice, this study is suggesting the necessity of research by accessing in a concrete and detailed manner such as learning contents, instructors, educational facilities and satisfaction of environment from the comprehensive concept of educational satisfaction in the directivity of study related to satisfaction.

• Journal of the Korea Society of Computer and Information
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• v.22 no.9
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• pp.187-192
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• 2017

In this paper, we have studied scale tools for measure programming task value and learning persistence at elementary school students. In order to develop complete test tools, we have improved the completeness by revising tests through stepwise verification. The first scales were constructed based on the previous studies. As a result of the content validity test, 5 out of 14 items of the task value test tool and 1 out of 10 items of the learning persistence test were not suitable. The second test tools were constructed by revising and supplementing the first scale, and consisted of 13 items of task value and 8 items of learning persistence. As a result of the contents validity test, all the items included in the test tool proved to be valid. The reliability of the secondary testing tools were also found to be reliable at ${\alpha}=.970$ and ${\alpha}=.975$, respectively.

• Journal of Engineering Education Research
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• v.21 no.6
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• pp.13-24
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• 2018

The purpose of this research is to investigate the relationship among self-efficacy, engineering interest and social support on adjustment to college and learning persistence in first year engineering college students. The participants were 74 freshman of engineering college students, SPSS and SmartPLS were used to analyze the data. The key findings revealed were as follows: First, self-efficacy, engineering interest and social support had a significant influence on adjustment to college. Second, engineering interest and adjustment to college had a significant influence on learning persistence. This research suggested the implications for adjustment to college and learning persistence in engineering education.

• 전자공학회논문지 IE
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• v.49 no.1
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• pp.30-38
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• 2012

The participants were 102 students with digital broadcasting and media major.. A hypothetical model proposed included learning flow, school support as predictors, and satisfaction and learning persistence as a criterion. The results of this study through multiple regression analysis indicated that learning flow and school flow predicted significantly on satisfaction. And school flow, school support, and satisfaction predicted significantly on learning persistence. In addition, satisfaction mediated between learning flow and learning persistence, and between school flow and learning persistence. A constructive foundation for providing learning strategies in the successful engineering education would be proposed on the basis of the current results of this study.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.175-186
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• 2022

This study has explored the facilitating factors affecting the learning persistence of university students and divided Emergency Remote Teaching(ERT) into two types based on its policies. The conclusions are as follows: First, perceived usefulness was the facilitating factor affecting learning persistence in Synchronous ERT. Therefore, learning persistence would improve by establishing various strategies such as exploring appropriate teaching strategies and building a stable infrastructure. Second, it was perceived usefulness, social presence, and system quality that were the facilitating factors affecting learning persistence in Asynchronous ERT. Thus, learning persistence would increase accompanied by immediate feedback, more active interaction, and so on.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.3
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• pp.43-53
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• 2022

This study analyzed the learning effect on K-MOOC. It was confirmed how the ease and interaction of K-MOOC affects learning satisfaction and Learning Persistence. The results of the study are as follows. First, it was found that the interaction and ease of K-MOOC learners had a positive effect on learning satisfaction. Second, it was found that the ease and interaction of K-MOOC learners had a positive effect on the Learning Persistence. Third, the satisfaction and willingness of learners with prior course experience of K-MOOC learners were high, and there was a significant difference according to the course experience. This study is meaningful in that the effect of actual learning activities was verified for K-MOOC learners. Based on the results of this study, it is necessary to conduct a comparative study on the K-MOOC activation plan and the case of using K-MOOC at each university.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.73-82
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• 2011

The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

• International Journal of Contents
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• v.16 no.4
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• pp.39-49
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• 2020

The goal of this research was to understand the patterns of multidimensional engagement in MOOCs. An email with an online survey link was sent to enrollees in an MOOC course. The survey included 35 questions asking about engagement, teaching presence, and learning persistence. The items were validated in the literature, revised for the MOOC setting, reviewed by four professionals in the field of educational technology, and used in the study. A heterogeneous group of 170 individuals gathered through convenience sampling participated in the study. With cluster analysis of the engagement data, three groups were identified: Cluster1, 2, and 3. Cluster 1 scored high on behavioral, emotional, and cognitive engagement. Cluster 2 scored high on behavioral aspects but low on emotional and cognitive engagement. Cluster 3 scored low on behavioral and cognitive engagement but high on emotional aspects. The study addressed cluster-specific learner characteristics and differences in perceived teaching presence and learning persistence. Design strategies pertaining to each cluster were further discussed. These strategies may guide instructors and practitioners in the design and management of MOOCs and should be further validated through future studies.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.341-353
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• 2010

The purpose of the present study is to verify the structural relationship among on-line task value, university support, satisfaction, learning persistence in Cyber University. For this study, W cyber university in Korea was chosen to conduct web survey. A hypothetical model was proposed, which was composed of on-line task value, university support as exogenous variables, satisfaction, learning persistence as endogenous variables. And satisfaction have been suggested as intervening endogenous variables. The result of this study is as follows: First, on-line task value and university support affect satisfaction. Second, university support and satisfaction affect learning persistence. Lastly, satisfaction mediated on-line task value, university support and learning persistence.

• The Journal of Korean Association of Computer Education
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• v.16 no.4
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• pp.1-11
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• 2013

The purpose of this study is to investigate a structural relationship among elementary students' self-determinant learning motivation, teaching-presence and learning outcomes (learning satisfaction, persistence) in blended learning environment. Participants were 5th and 6th grade students who enrolled in a mathematics learning service. The results showed that self-determinant learning motivation had direct effect on teaching presence, learning satisfaction and learning persistence. Teaching Presence had an direct effect on learning satisfaction and learning satisfaction had an direct effect on learning persistence. Based on the results, proper strategies were recommended to facilitate self-determinant learning motivation and teaching presence before and during learning since they play critical roles for the success of elementary students learning outcomes in a blended learning environment.