• Journal of the Korean Society for Aviation and Aeronautics
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• v.28 no.2
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• pp.1-11
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• 2020

This study was carried out to verify how much instructor's communication skill affects the student pilot's study motivation and satisfaction. The instructor's communication styles are classified into 3 groups by pre-analysis. Three types are cooperative type, control type and professional type. Intellectual cause, performance proficiency cause, social cause and stimulation avoidance cause are extracted and analyzed for the cause of study motivation. Cooperative and control type affected all of 4 factors of student's study motivation by influence analysis. Intellectual cause affected control and cooperative type positively, especially more to cooperative type. Performance proficiency cause also had positive influence to control and cooperative type. Stimulation avoidance cause didn't appear to affect all sub-classified 4 factors of instructor's communication type. Influence analysis of student's study satisfaction from instructor's communication style showed that independent variable affected all sub factors positively. Degree of positive influence affected the control type the most, cooperative type was the 2nd, and professional type was the 3rd.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.285-295
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• 2018

This study examined the effects of Cyber University students' educational participatory motivation and life satisfaction on their satisfaction with their major. The subjects were 937 adult learners at one of the Cyber Universities in Seoul, Korea, who were over 20 years of age. The results were as follows. First, the main motivation of the Cyber University students was goal-oriented, followed by learning-oriented motivation and activity-oriented motivation. Second, there were significant differences in their educational participatory motivation, life satisfaction and major satisfaction according to their sex, age, occupation, marriage and major. Third, their life satisfaction and three types of educational participatory motivation had positive effects on the satisfaction with their major in the order of life satisfaction, goal-oriented motivation, learning-oriented motivation and activity-oriented motivation. These findings suggest that adult learners' quality of life and motivation to learn are very important for increasing the degree of satisfaction with their major.

• The Journal of Information Systems
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• v.11 no.1
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• pp.51-74
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• 2002

The purpose of this study is to empirically investigate critical success factors for effective implementation of web-based distance learning system. First of all, four critical success factors are theoretically derived from reviewing previous research. They are: (1) learner-related factor including the variables such as teaming ability, learning attitude, and attending motivation, (2) environmental factor including the variables of physical and mental support for learners, (3) instructional design factor represented by one variable, the degree of appropriateness of learning contents, and (4) the factor concerning the level of self-directed learning readiness embracing the variables such as curiosity for learning, openness towards challenge of learning and affection for learning. Subsequently, the relationships between these four critical success factors and the degree of learning satisfaction are empirically investigated. The data for empirical analysis of the research are collected from 1,020 respondents who have already passed the web-based distance learning courses which have been implemented in Information and Communication Officials Training Institute. Out of 1,020 responded questionnaires, 875 data were available for statistical analyses. The main results of this study are as follows. Firstly, the most important factor for successful implementation of the web-based distance learning system is shown to be the instructional design factor, and in the next place, the self-directed learning readiness factor, the environmental factor and the learner-related one in sequence. Secondly, additional analysis of the variables included in the instructional design factor shows that availability of practical information and knowledge is the most influencing variable, and next, interesting composition of contents, reasonable learning amount, optimal level of instruction, and understandable explanation are significantly important in the descending order. Lastly, among learning motivators, strong intention of acquiring business knowledges and skills is found to be the most important satisfier in the web-based distance learning. The theoretical contribution of this study is to derive a comprehensive model of critical success factors for implementing the web-based distance learning system. And, the practical implication of this study is to propose efficient and effective guidelines for developing and operating the web-based distance learning system in the various kinds of organizations.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.15 no.1
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• pp.203-208
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• 2011

Most of the online learning systems provide information that is based on the item difficulty what is custumized to learner. And the same learning process is performing to the same learning level learners. But, the degree of understanding of the same learning contents can be different even if the learner's level is same. Therefore, it is difficult to represent an effective learning experience because the learning is progressed by the determined difficulty of learning and the learning process even thought the provided content is difficult to understand. So we can control the learning difficulty during learning in order to escape from a uniform learning that online learning is provided. In this paper, we proposed a contents reorganization method for Self-Directed Learning. In this way, learners can understand their own level and customize the difficulty of learning. And then we expect the higher learning effect and satisfaction degree.

• Journal of the Korean Home Economics Association
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• v.48 no.8
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• pp.51-65
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• 2010

This research explored the importance of conflict resolution in communication between adolescents and their parents. A teaching and learning plan on communication using the Active listening, I-message method and no-lose conflict resolution method was developed and applied to teaching the 'Communication among Family Members' unit in the middle school home economics and technology textbook. The experimental class of 203 students using the active listening, I message and no-lose conflict resolution method in communication was compared with a comparative class of 163 students using only the active listening and I message method, investigating the amounts of communication, conflicts, functional communication and degree of satisfaction the students perceived regarding relationships with their parents via pre and post tests. Both groups showed significant increases in their amounts of communication and functional communication. However, only the experimental class showed an increase in their degree of relationship satisfaction with their parents. Both groups evaluated the lesson positively.

• The Korean Journal of Emergency Medical Services
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• v.11 no.3
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• pp.47-64
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• 2007

Purpose : This study examines satisfaction of students at the department of Emergency Medical Technology with clinical practice and relationship between motivation of achievement and satisfaction with clinical practice and aims to provide basic materials contributing to the improvement of clinical practice education. Method : It selected 237 students in the second and third grade at the dept. of Emergency Medical and having experience in clinical practice as the subjects, collected data from Sept. 1 to 30, 2007 and analyzed 237 questionnaires collected with SPSS 12.0 program. Result : 1. Degree of motivation of achievement scored 3.46 of full marks of five points and they showed motivation of achievement over average score. Students who entered the dept. of Emergency medical after beginning social career(3.78) showed higher motivation of achievement in the period of entrance and group having will to be volunteer(3.66) showed the highest motivation of achievement in selecting this major. The better personal relationship they have, the greater hospital grade and the higher their transcript, the higher motivation of achievement they have. In the desired area of employment after graduation, first-aid staffs at the field of industry group(3.85) showed the highest motivation of achievement. 2. Degree of their satisfaction with clinical practice scored 3.53 of full marks of five and they showed satisfaction with it over average score. They showed the highest satisfaction in the contents of practice(3.64). 3. There was statistically significant positive correlation between motivation of achievement and satisfaction with clinical practice(r = .165, p < .05). Conclusion : There was statistically significant positive correlation between motivation of achievement and satisfaction with clinical practice. Repeated research through sampling based on probability to generalize relevance of motivation of achievement and satisfaction with clinical practice is needed and further researches on developing program to inspire motivation of achievement in theoretical learning as well as in clinical practice are required.

• Journal of Families and Better Life
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• v.7 no.2
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• pp.15-30
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• 1989

This study deals with the following problems about leisure activity of young people and leisure guidance of mothers, (1) Leisure activity of children by the independent variables, (2) Leisure guidance of mothers by the independent variables. (3) The relation between leisure guidance of mothers and leisure activity of young people. This research used the questionaire survey. The subjects were 830 couples of mother and pupil (pupils of 4, 5 and t grades in six primary school in Kwang-Ju city). The statistics used for data analysis were percentage, t, F-test, X2. The results of this study are summarized as follows; (1) Boys and girls average leisure hours: week days…2 hour, saturday…3 hours, Sunday and holiday…4.5 hours, the school vacation…6.2 hours. And leisure activity showed the significant difference in sex, age, educational level, family form (p 0.001, p 0.05, p 0.010). Generally, they had social & amusing leisure activity. And a hindrance cause of leisure activ ty is due to hard working in learning practice. (2) The necessity of leisure activity showed higher in the aged mother and high educated mother, lower in the poor family. And guidance content showed the significant difference in sex of children(p 0.001), educational level of parents(p 0.05). Actually mothers wanted intellectual leisure activity. (3) The relation between the leisure activity pattern desired by leisure activity of mothers and children pattern showed that mothers demanded the various patterns, but children wanted social & amusing leisure activities mainly. Only children's patterns agreed with mothers in the artistic, intellectual, activities on Saturday and during the vacation. And the relation between mothers satisfaction degree in the leisure activity of children and children's satisfaction degree showed the significant difference (p 0.05). Children's satisfaction degree is high, irrespective of mothers satisfaction degree.

• The Mathematical Education
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• v.58 no.3
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• pp.403-422
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• 2019

As the informal graph was introduced newly in the area of function in middle school mathematics curriculum revised in 2015, ten publishing company became to have a concern on how to represent the graph content uniquely and newly. At this time, it may be meaningful and useful to compare and analyze the content of the graph unit shown on each textbook published by publishing companies. To accomplish this, on fundamentally the basis of diverse prior researches this study tried to select the elements of expression and interpretation of the graph and establish an analytic frameworks of expression and interpretation of the graph respectively. This study executed the frequency analysis and cross analysis by textbook system, textbook, and the number of the graph drawn on a coordinate plane on the representation and interpretation of the graph. As a result, the textbook contains more items on interpretation than the representation of the graph, and students showed a learning effect on the graph unit but showed a neutral response to the impact of learning. This basic and essential paper shed light on developing the practical and more creative textbook which has diversity and characteristic respectively, while adjusting the scope of the elements of the graph's representations and interpretations and providing proper level and quality content.

• Korean Journal of Clinical Pharmacy
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• v.23 no.1
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• pp.65-70
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• 2013

Background: Colleges of Pharmacy in Korea have increased the number of years required for the degree from 4 years to 6 years in 2009. These changes are demanding revolution of education in pharmacology. The center of gravity is moving from medicine to application, theory to work. Problem-Based Learning is "learn to learn" working cooperatively in groups to seek solutions to real problems. PBL process cheers students to think critically to find optimal solution using appropriate learning resources. Method: Eighteen students in college of pharmacy are selected to participate in PBL lecture and take part in the survey about the effect of PBL in clinical pharmacy education. Results: General satisfaction score was high as four on a five-point scale, and students have improved on anxious about communication since the PBL classes compared to before of the lecture (P=0.037). Conclusion: PBL could be applied in clinical pharmacy education to progress student's participation and satisfaction. In addition this is improved communication skill in medical team during pharmacy practice.

• The Journal of Korean Association of Computer Education
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• v.18 no.4
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• pp.41-53
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• 2015

The purpose of this study is to investigate the effects of centralization on shared mental model, satisfaction and achievement in a web-based collaborative learning. Sixty-eight undergraduate students were randomly assigned to 7 groups and they participated in a 4-week web-based collaborative learning. Three highly centralized teams and three less centralized teams were selected, and analyzed for investigating whether there are meaningful differences in shared mental model, satisfaction and achievement according to the degree of centralization. The results showed that there was no significant difference in shared mental model between the highly and less centralized teams. However, the highly centralized teams showed higher level of satisfaction and achievement than the less centralized teams.