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"Effect of the registration motivation and learning satisfaction on persistent intention in e-learning courses of university"
... Learning satisfaction activates learning based on the subjective judgment of the learners [7]. It is a performance variable that evaluates the learning effect and the most basic performance indicator that affects learning achievement and learning persistence [8,9]. ...
The novel coronavirus pandemic has dramatically affected how nursing students are educated. Distance learning has become the norm, and an evaluation of learning achievement is needed. This is a mixed-method study of teaching presence, self-regulated learning, and learning satisfaction in distance learning to evaluate the learning achievement of students in a nursing education program. Ninety-four students for quantitative and seven students for qualitative research were sampled. All the sampled students attend the nursing education program in Seoul and Gyeonggi Province and were enrolled during the first semester of 2020. Quantitative data were analyzed using SPSS/WIN 21.0, and qualitative data were analyzed via content analysis in NVivo 12. Teaching presence and self-regulated learning were identified as the factors affecting learning satisfaction. In a focus group interview, teaching presence increased when the students received feedback and saw the faces of their professors. Self-regulated learning occurred when they had opportunities to practice self-study and leadership and when they formed relationships between professors and colleagues. These methods have also been recognized to increase learning satisfaction. Considering the results of this study, it is necessary to develop teaching methods that enhance the learning satisfaction of students in distance learning nursing education programs.
Objectives: This purpose of this study was to examine the perceptions of students who majored in Speech Therapy and Audiology Rehabilitation in relation to the real-time online learning experience using zoom conducted during the COVID-19 pandemic, and to find a way to increase the effectiveness of non-face-to-face lectures in the future.Methods: Focus group interviews were conducted twice with 10 students (5 each) majoring in Speech Therapy and Audiology Rehabilitation. The questionnaire for the focus group interview consisted of 21 questions in 4 areas; including interaction, lecture content, lecture system, and comprehensive opinion, and the interview was conducted for 90 minutes for each group.Results: As a result of open-coding and analyzing the real-time online learning experiences of the study participants, 190 semantic units, 44 subcategories, and 10 core categories were derived. And the 10 core categories were divided into three dimensions: the personal dimension, the environmental dimension, and the pedagogical dimension. The results of the study confirmed the various opinions and desires of students for real-time online learning during the COVID-19 period.Conclusion: This study will provide a basis for building an effective real-time online teaching method and practical training system for field practice, and will further improve the educational effectiveness of education in the department of Speech Therapy and Audiology Rehabilitation.
This study aimed to classify latent profiles of Korean undergraduates’ academic emotions in an e-learning environment, and to examine the effects of instructional variables on these profiles as well as the differences in their learning outcomes. A survey was conducted among 777 students who participated in online courses offered by a Korean university. Latent profile analysis revealed four types of emotional profiles: a moderate type (MT); a positive type (PT); a negative type (NT); and an ambivalent type (AT). MT comprised 72.5% of the total number of participants and showed medium levels of both positive emotions (PE) and negative emotions (NE). PT comprised 13.1% of the participants and showed high levels of PE and low levels of NE. NT comprised 10.2% of the participants and showed low levels of PE and high levels of NE. AT comprised 4.2% of the participants and both showed high levels of both PE and NE. Further analysis showed that the quality of instructional content, interaction, the system, and evaluation all proved to be predictors of emotional profiles. Moreover, they indicated differences in perceived achievement and in learner satisfaction. Based on these results, this study provides a discussion and suggestions for further studies.
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