• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.324-336
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• 2022

The purpose of this study is to comparatively analyze academic achievement and class satisfaction in college general mathematics between face-to-face classes and remote classes. For this study, we selected 97 first-year students from three departments of an engineering college at M University. Among the subjects of the study, 39 students in Department A and 36 students in Department B took remote classes using pre-recorded class videos, and 22 students in Department C took face-to-face classes. The subjects of this study were evaluated by one professor as the same type of problem with the same content for the same textbook. Among the subjects of the study, 35 students in department A, 34 students in department B, and 17 students in department C who entered through rolling admissions were collected and homogeneity tests were conducted. And then we analyzed the scores of these students' midterm and final exams for general mathematics in the first semester of 2021. Also, we compared and analyzed the academic achievement and class satisfaction of general mathematics subjects for face-to-face classes and remote classes for all study subjects. The results of this study are as follows. First, there is a significant difference in students' academic achievement of general mathematics between face-to-face classes and remote classes. Second, there is a significant difference in class satisfaction between face-to-face classes and non- face-to-face remote classes.

• Journal of Korean Physical Therapy Science
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• v.30 no.4
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• pp.63-70
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• 2023

Background: The purpose of this study was to comparison of learning attitude, class satisfaction, and self-regulated learning ability of face-to-face and non-face-to-face classes in college physical therapy students to improve the educational effect and quality of non-face-to-face classes when face-to-face classes such as COVID-19 become inevitable in the future. Design: Cross-section study. Methods: This study was conducted with 91 college students, 3rd year students of physical therapy department at a community college in 'A' region, Gyeongsangbuk-do, who took face-to-face classes in the first semester of 2022 and non-face-to-face classes in 2021 of the previous semester. Results: Class attitude was higher in face-to-face classes than in non-face-to-face classes. There was a significant difference in class satisfaction between face-to-face and non-face-to-face classes, In self-regulated learning ability, face-to-face classes had a more positive effect on self-regulated learning ability than non-face-to-face classes. Conclusion: This study serves as empirical basic data on the actual condition of non-face-to-face classes compared to face-to-face classes for college physical therapy students, suggests the direction of future research, and improves the quality of non-face-to-face classes in the field of physical therapy, which requires a lot of practice. and hope it will be used for development.

• Journal of the Korean Society of Radiology
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• v.17 no.5
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• pp.783-790
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• 2023

The term edutech has recently been attracting attention as the convergence of education and technology is emphasized. Schools are also exploring teaching methods using edutech. The purpose of this study is to analyze the satisfaction of 210 radiology students after using Quizn Platform and the difference in satisfaction with Quizn Platform according to general characteristics. The research results are as follows. First, as a result of the satisfaction analysis according to class type, the following order was practical class, theory + practice class, and theory class. Second, the desired teaching methods among theory classes according to general characteristics were core classes (quiz solving), lecture-style classes, discussions, and discussion classes. Third, 'Quizn was used appropriately in class.' had the highest score at 4.27±0.60, and 'I am very interested in this subject.' had the lowest score at 3.98±0.74. Additionally, there was no significant difference in response to the teaching method (p>0.05). Fourth, 'Applying Quizn to class was interesting and fun' showed the highest score at 4.24±0.94, and 'Institutional support must be provided to continue using Quizn at 3.49±0.96. Additionally, there was no significant difference in satisfaction with classes according to gender and age (p>0.05). As a limitation of this study, although we investigated the satisfaction of students using Quizn, we were unable to investigate the satisfaction of instructors who interact with students. In the future, research that considers instructor satisfaction in classes using edutech should be conducted. Universities must provide institutional support and continuous interest until edutech is selected and utilized.

• Journal of Korean Dental Hygiene Science
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• v.4 no.2
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• pp.31-41
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• 2021

Background: To investigate the mediating effect of learning flow in the relationship between blended learning achievement and learning satisfaction in dental hygiene students, and to identify whether face-to-face studies should be substituted with non-face-to-face studies. Methods: Total 134 dental hygiene students, who underwent blended learning in the dental hygiene class during the first semester of 2021, were recruited. The research tools were blended learning achievement, learning flow, and learning satisfaction, comprising 15 questions in total. Mediation regression analysis was used to analyze the mediating effect of learning flow in the relationship between learning achievement and learning satisfaction, and that between each variable. Results: Learning flow and learning satisfaction (r=0.490, p<0.001) were positively interrelated, and the interrelation between variables was statistically significant. Class environment had the biggest effect as a subfactor of class achievement, and it appeared to have an effect on class attitude and learning motive. The effect of learning flow on learning satisfaction was statistically significant. Learning flow was partially mediated by both blended learning achievement and learning satisfaction. Learning flow was directly related to blended learning satisfaction and learning achievement. Conclusion: The results showed the possible use of blended learning in dental hygiene theory and practical subjects.

• Journal of the Korea Convergence Society
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• v.8 no.1
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• pp.163-171
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• 2017

This study is the one group pretest-posttest design study with a view to evaluate the effects of convergence-based education on core basic nursing skills on self-efficacy, confidence and department satisfaction of lower-class nursing students. The subject of this study was 80 sophomore nursing students, the data was collected from March to April 2016. The self-efficacy, confidence and department satisfaction of the target students before and after the education were evaluated using the structured survey, and after the education, the performance ability of the target students was evaluated. The collected data were analyzed through paired t-test. The results of this study showed that all the self-efficacy(p=.045), confidence(p<.001) and department satisfaction(p=.018) increased significantly, indicating that the convergence-based education on core basic nursing skills was effective for improving the self-efficacy, confidence and department satisfaction of lower-class nursing students.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.168-175
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• 2021

This study was conducted to survey the learners' satisfaction with the online head and neck anatomy class and obtain basic data for the purpose of possibly making continuing online class educationally more effective. A Google Forms survey was conducted with dental hygiene students, and 120 copies of the questionnaire were used as data for the final analysis. The study surveyed when they take on online classes and the types of online classes and had the respondents subjectively evaluate their own understanding of the classes and their academic achievements through them. The biggest influence on learning immersion was academic achievement and the biggest influence on the satisfaction with online class was the students' understanding of the class. It is hoped that the research results will shed light on the directions for designing new curriculums in anatomy in this era of a pandemic.

• The Mathematical Education
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• v.63 no.3
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• pp.437-450
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• 2024

Self-directed learning in mathematics education is crucial because it enables students to think creatively and critically while continuously improving. The purpose of this study was to examine the mediating effects of class attitude and class satisfaction in mathematics on the relationship between mathematics teacher characteristics and self-directed learning. Furthermore, the study aimed to determine whether these structural relationships differ between male and female student groups. To achieve this, the theoretical model was tested using the 9th-year data (high school 3rd grade) of the Seoul Education Longitudinal Study (SELS) 2010, comprising 2,325 students (1,187 males and 1,138 females). The results revealed that the mediating effects of mathematics class attitude and class satisfaction on the relationship between teacher characteristics in mathematics and high school students' self-directed learning were significant. At this time, the direct effect of mathematics teacher characteristics on selfdirected learning was not significant, indicating that mathematics class attitude and class satisfaction had full mediating effects. Multi-group analysis results showed no significant differences in path coefficients between male and female student groups. Based on the research findings, implications for teacher education were presented to improve high school students' self-directed learning abilities in mathematics education, focusing on the mediating effects of affective factors in the classroom.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.211-221
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• 2023

The purpose of this study is to improve the validity of the evaluation by adding the factor of academic achievement to the subject of evaluation, and to improve the reliability of the evaluation by verifying the legitimacy of control of in-class attitude and developing the correction index of satisfaction of teaching. The results of the study are as follows. Firstly, it was confirmed that the students' in-class attitude had a significant effect on satisfaction of teaching. The more positive the in-class attitude, the higher the satisfaction of teaching, and vice versa. Secondly, it was confirmed that the students' in-class attitude had a significant effect on academic achievement. The more positive the in-class attitude, the higher the academic achievement, and vice versa. Thirdly, it was confirmed that satisfaction of teaching did not have a significant effect on academic achievement. High satisfaction of teaching does not mean that the quality of the teaching is high, and vice versa. Fourthly, the correction index of satisfaction of teaching was developed to correct the results of satisfaction of teaching that may be distorted due to the students' negative in-class attitude. In conclusion, academic achievement should be added as the subject of evaluation in addition to the satisfaction of teaching to improve the validity of evaluation and the correction index of satisfaction of teaching should be applied to improve the reliability of evaluation.

• Journal of Technologic Dentistry
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• v.39 no.3
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• pp.171-177
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• 2017

Purpose: The purpose of the study is to analyze the effects that Flipped Learning Method has on a college student's self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction, and determine its effectiveness as a new pedagogical approach. Methods: The survey was conducted on dental technology students. The collected data was analyzed by the statistical program SPSS 21.0. The results were analyzed by reliability, frequency, t-test. To test for significance on each item, p<0.05 has been decided as a standard. Results: According to the analysis, the student who attended a class that utilized Flipped Learning Method was found to have higher levels of self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction than a student who attended a class that did not utilize such a method. Conclusion: The study results show that, in order to enhance students' self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction and to improve the quality of class instruction, it may be necessary that Flipped Learning Method be adopted more widely and recommended more strongly. Such changes will promote a long term improvement in educational environments and play a major role in strengthening students' abilities.

• Journal of Engineering Education Research
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• v.19 no.3
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• pp.35-43
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• 2016

The purpose of this study is to explore directions for improvement of teaching at college of engineering based on analysis of differences from course evaluation of students and instructors. Data was collected from 86 instructors' ratings on courses and their 3004 students' ratings on courses at college of engineering in a two-year, a three-year college and a University from 2010 to 2013. The results of the survey indicate significant differences in the statistics from the several questions between the instructors and the students as well as between the course in a two-year, a three-year college and in a University. First, instructors' self evaluation of the course is higher than students' satisfaction ratings of the course on the average. Instructors' self evaluation are high on the questions 'The subject was proper for the course', 'The course provided the latest theory and trend of the field', and 'Fairness and objectivity about the exams and the assignments'. Also, the difference between Instructors and students on the questions is significant in the statistics. The professor must make sure that students know well how to organize the course content and the method for feedback to test result and homework. Second, instructors have higher satisfaction ratings on the six questions and students have higher satisfaction ratings on the one question('Make students participate in the class effectively') at a two-year and a three-year college. However, students have higher satisfaction ratings on the three questions('Make students participate in the class effectively', 'Concern about students' learning process', and 'Use of E-learning and media equipments') and instructors have higher satisfaction ratings on the one question. It means instructors at a University feel pressure on a teaching and they are unsatisfied with their teaching skills. Third, the result of comparing six parts of the questions shows that students' satisfaction ratings are higher on 'Students participation' and 'Application of media equipments' parts whereas instructors' self evaluation are higher on 'Exams and assignments' part. Fourth, the question 'Make students participate in the class effectively' is significant in statistic based on comparison of instructors and students, and comparison of in a college and a University. Students' satisfaction ratings are higher than instructors' self evaluation.