• 공학교육연구
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• 제21권1호
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• pp.37-43
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• 2018

The purpose of this study is to investigate the effects of peer tutoring and feedback on academic learning in university mathematics. We compared subject satisfaction and academic achievement between the test group and the control group. We classified the test group(82 participants) and the control group(134 non-participants) and then applied peer tutoring and feedback to the test group. The rest of the environment was the same except for participation in the program. According to results, it was confirmed that the subject satisfaction were significantly higher(significance level .05) in the test group, where the subject satisfaction were learning objectives and expectation, learning satisfaction, and learning effect. Furthermore, in the change of academic achievement, the rate of decrease was lower and the rate of increase was higher in the test group than the control group. The satisfaction of participants was 4.33(Likert scale 5), and this trend tended to be same regardless of gender, high school course, or admission process.

• Journal of Information Technology Applications and Management
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• 제15권3호
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• pp.153-167
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• 2008

This study examines the effect of sense of community on the relationship between learner satisfaction and influencing factors related to the online learning environment. Influencing factors related to the online learning environment are derived from previous literature and classified into two groups : social dimension (leader's enthusiasm, offline activities) and system dimension (usefulness, ease of use, enjoyability). Learner satisfaction is defined as the learners' perceived learning gains from taking an online class. Study participants included 250 university students from two different institutions. The participants were divided into 43 groups and asked to complete an online TOEIC preparation module using a commercial cooperative learning system over 4 weeks. Data were collected at three points for each participant, at the beginning, 3 weeks after, and at the end of the online module. Two system factors related to the online learning environment (ease of use, usefulness) directly influenced learner satisfaction, while social factors indirectly influenced learner satisfaction through the mediating role of sense of community.

• Asia pacific journal of information systems
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• 제15권4호
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• pp.27-60
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• 2005

The purpose of this study is to call attention to the consensus of stakeholders of corporate e-Learning system for the sake of its success. We identified the critical success factors(contents, technical features, management, and organizational support) as major components of corporate e-Learning systems and questioned whether stakeholders' consensus on the importance of these components facilitates the successful implementation of these components. We also questioned whether the influence of these components on user satisfaction could be moderated by contextual factors. Based on empirical testing of 18 e-Learning user companies, we verified that the consensus of stakeholders regarding the importance of content, technological features, and organizational support has a positive influence on the perceived quality of these factors in their e-Learning systems, which in turn is positively related to user satisfaction. The learning subjects and learning style did significantly moderate the influences of these perceived qualities on user satisfaction.

• 한국IT서비스학회지
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• 제19권1호
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• pp.159-172
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• 2020

The purpose of this study is to examine the structural relationship among factors affecting learning engagement, satisfaction, continuance intention in China-MOOC. For this study, data were collected from 334 students who were taking MOOC classes. and structural equation model ling analyses were employed to examine the causal relationships among variables. From the results of this study, First, self-regulated learning and interaction significantly affected learning engagement. Second, interaction had direct effects on satisfaction. Third, satisfaction significantly affect continuance intention. Furthermore, satisfaction mediated relationships between interaction and continuance intention. These results imply that self-regulated learning, interaction, learning engagement should be considered for designing and implementing China-MOOC learning. Further implication are discussed in the study.

• 디지털융복합연구
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• 제18권1호
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• pp.369-377
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• 2020

본 연구의 목적은 한국과 중국의 이러닝 품질과 학습자의 이용동기가 이러닝 만족도에 미치는 영향력을 밝히는데 있다. 또한 두 국가 간 학습자들의 만족도에 영향을 미치는 요인을 비교 분석해 봄으로서 효과적인 이러닝 활용 방안을 제시하고자 하였다. 본 연구는 경상북도에 소재한 Y대학과 K대학의 한국인 대학생과 중국 허난성에 소재한 A대학의 중국인 대학생을 대상으로 설문조사를 실시하였다. 그 결과 한국인 대학생은 학습시간, 학습공간, 학습과정, 유용성 그리고 이러닝 정보 품질, 서비스 품질이 이러닝 만족도에 영향을 미치는 것으로 나타났다. 중국인 대학생은 학습시간, 학습과정 그리고 이러닝 시스템 품질, 정보 품질, 서비스 품질이 이러닝 만족도에 영향을 미치는 것으로 나타났다. 그 중 서비스 품질은 두 국가 모두 이러닝 만족도에 영향을 미치는 중요한 요인으로 나타났지만, 요인별 평균 점수는 매우 낮게 나타났다. 향후 서비스 품질을 개선할 방안에 대해서 논의하였다.

• 한국산학기술학회논문지
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• 제16권11호
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• pp.7474-7484
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• 2015

본 연구는 대전소재 대학평생교육원 성인학습자 960명을 대상으로 성인학습자의 학습성과 영향요인에 관한 구조분석을 실시하였다. 연구결과 첫째, 성인학습자의 학습자특성과 교육기관특성은 학습몰입과 학습만족도를 매개하여 학습성과에 간접적인 영향을 미쳤다. 둘째, 성인학습자의 학습자특성은 학습몰입 및 학습만족에 직접적인 영향을 미쳤으며, 교육기관특성도 학습몰입 및 학습만족에 직접적인 영향을 미쳤다. 셋째, 학습몰입은 학습만족과 학습성과에 직접적인 영향을 미쳤다. 넷째, 학습만족은 학습성과에 직접적인 영향을 미쳤다. 이러한 연구결과를 종합하면 학습성과는 학습자특성, 교육기관특성, 학습만족에 직접적인 영향을 받고 있음을 알 수 있었다. 또한 학습성과는 학습몰입과 학습만족을 매개하여 간접적인 영향을 받고 있음을 알 수 있었다. 따라서 대학평생교육원은 보다 다양하고 전문화된 평생교육프로그램 개발 및 제공, 수업분위기 조성, 교육시설 환경개선, 우수 교강사 확보, 교직원의 원스톱 행정서비스 등 학습성과를 향상시키기 위한 전략이 강화되어야 할 것이다.

• 대한통합의학회지
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• 제9권2호
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• pp.53-61
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• 2021

Purpose : The purpose of this study is to explore the effectiveness of online blended learning(asynchronous online learning class 1+synchronous online learning class 2) method and discuss the applicability of online blended learning. In this study, we will analyze the differences in class satisfaction and academic achievement between asynchronous online learning and online blended learning classes, and discuss the strengths, weaknesses, and satisfactions of online blended learning. Methods : The subjects of this study were 39 of the occupational therapy students who took the 'child development' course. Asynchronous online learning class was applied for 1-6 weeks and online blended learning was applied for 9~14 weeks. The online blended learning class consisted of 1 hours synchronous online learning and 2 hours asynchronous online learning. For the asynchronous online learning, the screen recording program of OBS Studio was used, and for the synchronous online learning, the Zoom program was used. The results of course evaluation and academic achievement of students according to the type of lecture were compared, and a survey was conducted on the satisfaction of online blended learning. Results : The results of this study are as follows. First, satisfaction(A class: t=-4.19, p=.001, B class: t=-7.94, p=.00) with online blended learning classes was significantly higher than asynchronous online learning. Second, when applying online blended learning class, academic achievement(t=-10.58, p=.00) was significantly higher. Third, the online blended learning class showed the highest satisfaction in improving the interest in the subject, and it was found to be helpful in online class management, professor-student interaction, and class content understanding. Conclusion : We have found that online blended learning can compensate for the shortcomings of online lectures and increase the quality of the lectures and the satisfaction of students. The application of online blended learning should be supplemented according to the characteristics of each class, and I hope that blended online teaching methods can be developed based on new ideas in the future.

• 대한방사선기술학회지:방사선기술과학
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• 제39권4호
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• pp.661-667
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• 2016

본 연구는 보건 계열 방사선과 학생들을 대상으로 스마트러닝 강의에 대한 학습법을 진행한 후에 스마트러닝 강의에 대한 설문조사를 토대로 학생들에게 학습효능감 및 학습만족도의 관계를 실증적으로 분석하여 학습 성과향상을 위한 시사점을 제시하고 실질적인 교육을 활성화할 수 있는 방안을 모색하고자 한다. 2016년 3월부터 6월까지 총 120명을 설문하여 응답자 수 102명(남자: 65명 여: 37명)의 설문지가 회수되었다. 자료 수집방법은 자가보고형 질문지 방식으로 진행하였으며, 자기주도적 학습능력은 5점 만점에 평균 $3.46{\pm}0.50$, 학업적 자기효능감은 6점 만점에 평균 $3.60{\pm}0.89$, 학습만족도는 5점 만점에 평균 $3.62{\pm}0.62$으로 나타났다. 자기주도적 학습능력은 학업적 자기효능감(r=0.639, p<0.01)과 학습만족도(r=0.435, p<0.01)와 통계적으로 유의한 상관관계가 있는 것으로 나타났다. 그리고 학업적 자기효능감은 학습만족도와 통계적으로 유의한 상관관계가 있는 것으로 나타났다(r=0.513, p<0.01). 스마트러닝을 통한 학습법을 진행하는 경우 자기주도적 학습능력, 학업적 자기 효능감, 학습 만족도에서 유의한 결과를 보여 주고 있으며, 스마트러닝을 통한 학습법의 인식과 필요성에 대해 긍정적인 반응이 나타났으며, 스마트러닝 학습법을 통한 학습만족도와 학업적 자기효능감의 유의한 상관관계를 통해 방사선과에서도 쌍방향 커뮤니케이션을 통한 강의법의 적용이 필요하다고 사료된다.

• 한국컴퓨터정보학회논문지
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• 제23권11호
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• pp.229-238
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• 2018

The purpose of this study is to investigate the mediating effect of learners' learning flow in the effect of presence on academic achievement in web-based e-learning. For this purpose, this study analyzed the influencing relationship between the each factor based on the structural model with the learning flow as a mediator variable. Based on existing theoretical studies, learning satisfaction and academic achievement, which represent learning outcomes, are set as dependent variables, and teaching presence, cognitive presence, and social presence are set as independent variables. Data collected from a total of 256 e-learning learners were used in the analysis of this study. According to the results of the analysis, teaching presence, cognitive presence, and social presence were found to have a significant effect on academic achievement when a learning flow is a mediator variable. Concretely, teaching presence, cognitive presence, and social presence have a positive effect on the learning flow, while learning flow has a positive effect on learning satisfaction. On the other hand, learning flow has a negative effect on academic achievement. As a result of verifying the mediating effect of learning flow on the relationship between presence, learning satisfaction, and academic achievement, there was meditating effect in the aggregate. This study implies that in order to increase the level of learning satisfaction and academic achievement, it is necessary to make the teaching-learning design in the provision of contents and materials for e-learning so that the learner can feel the presence. The results of this study can be used as a basic data for seeking support and promotion strategies for enhancement of future learning flow and presence.

• 디지털융복합연구
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• 제6권2호
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• pp.135-143
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• 2008

The remarkable growth of the Internet since mid-l990s has expanded the e-learning market and brought the transformation of educational environments and methodology. It can be said that the e-learning has changed the educational paradigm. Korean government is firmly determined to support the diffusion of e-learning because of the benefits of e-learning. People seem to accept the e-learning when its contents have high quality. A lot of research have been conducted on e-learning, however, it was mostly about user's usage intention, satisfaction and educational effect. It can't seem that sufficient research efforts have been put into figuring out the role of e-learning contents quality in the expansion of e-learning. In this paper, we present the empirical study on the influence of e-learning contents quality on user's satisfaction and educational effect. We conducted an questionnaire survey on college students to collect data and found that the quality of e-learning contents has significant influence on the users' satisfaction.