Earticle

The purpose of this study is to verify how the institution's educational environmental factors affect learning satisfaction and learning transfer for adult learners who use beauty vocational training institutions for the purpose of career change. Through this, we intend to provide basic data for research on beauty vocational training institutions. In addition, managers and instructors who run training institutions will establish efficient education programs and provide essential evidence for determining operation strategies. An empirical analysis was conducted to achieve the purpose of the study. A survey was conducted from September 22, 2023 to October 6, 2023, targeting adult learners who have taken classes at beauty vocational training institutions in Seoul. Through this, 403 copies of data for statistical analysis were obtained, and the collected survey data were analyzed using the SPSS Ver. 26.0 statistical package. Frequency analysis was conducted to understand the demographic characteristics of the survey subjects, and descriptive statistical analysis was conducted to confirm whether individual variables had normality. Factor analysis was conducted to confirm the validity index of the measurement tool, and the internal consistency of the measurement items was investigated with Cronbach's Alpha to verify reliability. Correlation analysis was conducted for each variable to verify the influence relationship between independent variables, dependent variables, and parameters.Regression analysis was performed to verify the influence relationship of variables, and gender, age, marital status, and purpose of enrollment were analyzed according to demographic characteristics. Cross-analysis was conducted to analyze the differences between the items to be considered when selecting an educational institution. Hierarchical regression analysis was performed to compare and analyze the relative influence of the independent variable on the dependent variable, and hierarchical regression analysis was performed to compare and analyze the relative size of the independent variable suitable for the dependent variable.

This study intended to evaluate the viability of cyber education in terms of learning satisfaction and learning achievement. The study integrated two research streams such as social presence model and learning environment model. Where the learning environment model emphasizes the components of learning aids, social presence model considers more deeply the relationships among peers and with instructors. These two research streams have been considered relatively independently. The study integrated these ideas and measured their reliabilities and validities. The results demonstrate that the two constructs are relevantly independent and both of these constructs are very important considerations for the success of cyber education. The study concludes that cyber education 2.0 requires more social presence factors than the learning environment factors such as technological development or new equipments.

본 연구는 마이크로 러닝을 이용한 학습의 효과성을 검증하기 위해 수행되었다. 이를 위해 수업의 학습 자료를 마이크로 러닝, 기존의 이러닝, 유인물 형태의 세 가지 형태로 제작하여 K도에 소재한 Y대학과 K대학의 대학생을 대상 으로 학습만족도와 학습효과를 비교하였다. 첫째, 마이크로 러닝 형태의 학습 자료를 이용할 때 학습만족도가 가장 높은 것으로 나타났다. 둘째, 학습효과는 이러닝 형태와 마이크로 러닝 모두 효과적은 것으로 나타났으며, 두 가지 형태의 학습 자료를 모두 이용한 경우는 마이크로 러닝이 더 효과적인 것으로 나타났다. 본 연구는 사회적 현상으로 등장한 새로운 학습 형태인 마이크로 러닝에 대해 조사함으로써 후속 연구를 위한 기초자료 제시와 마이크로 러닝 학습의 중요 성을 부각시켜 대학 내에서 마이크로 러닝이 활성화될 수 있기를 제언한다.

This study was conducted to verify the effectiveness of learning using micro-running. To this end, the learning materials of the class were produced in three forms: micro-learning, existing e-learning, and handouts, to compare the learning satisfaction and learning effect for college students at Y and K universities located in K-do. First, when using learning materials in the form of micro-learning, learning satisfaction was the highest. Second, the learning effect was effective for both e-learning and micro-learning. And micro-learning was more effective when both types of learning materials were used. The results of this study look forward to activating micro-learning in university by researching micro-learning of the new learning type that emerged as a social phenomenon, highlighting the importance of micro-learning and presenting basic data for subsequent study.

With the innovative development of ICT, a change in the social paradigm has an effect on education, so the current educational environment has been drastically transformed into online education. In particular, non-contact classes are conducted in all universities, as e-Learning which has been only conducted in cyber universities is also applied to the general education programs managed by general universities, in the midst of COVID-19. This study, therefore, aims to examine the effect of learners' learning presence on both learning flow and learning satisfaction in non-contact university class. The subjects included 253 undergraduates majoring in the department of aviation tourism & service in H University located in Chungnam, and a statistical analysis was conducted by using SPSS WIN 21.0. The findings are as follows: First, cognitive presence, emotional presence and social presence, among the learning presence has significantly positive effects on the learning flow. Second, cognitive presence, emotional presence and social presence, among the learning presence has significantly positive effects on the learning satisfaction. Third, the learning flow has a significantly positive effect on the learning satisfaction. The results suggest that it is necessary to make efforts to enhance the learning satisfaction by managing systematic learner-centered curriculum and using various contents in non-contact university class.

본 연구는 간호대학생을 대상으로 학습효과를 향상시키기 위한 학습전략으로써 블렌디드 러닝을 적용하여 자기주도학습력, 학습동기, 학습만족도와의 상관관계를 확인하고 학습만족도에 어떠한 영향을 미치는지 규명하기 위 해 시도된 조사연구이다. 연구대상자는 D대학교 성인간호학 수업에 참여하는 학생 140명으로 7주 동안 면대면 수업 과 6주 이러닝 수업을 진행한 후 2014년 6월 9일부터 6월 14일까지 자료를 수집하였다. 연구결과, 일반적 특성에 따 른 변수들의 차이는 없었으며, 학생들의 학습만족도는 자기주도학습력과 유의한 상관관계가 있었다(r=.25, p=.003). 자기주도학습력이 학습만족도에 영향을 미치는 관련 요인으로 설명력은 22.1%로 나타났다(F=20.74, p<.001). 본 연구 를 통해 간호대학생의 학습만족도를 향상시키기 위해서는 자기주도학습력을 고려한 블렌디드 러닝 콘텐츠 개발이 요 구되고 다양한 블렌디드 러닝 운영방법에 관한 연구가 필요하다고 본다.

The purpose of this research was to investigate factors influencing learning outcomes and effects of self-directed learning ability and motivation on learning satisfaction of nursing students in blended learning environment. A survey was used, and the subjects were 140 undergraduate students participated in Adult Nursing lesson at D University. Data collected from 9 to 14 June, 2014. There were no significant differences among general characteristics. Self-directed learning ability and learning satisfaction had significant correlations with each other (r=.25, p=.003). Self-directed learning ability was significantly associated with learning satisfaction, explaining 22.1% of the variance (F=20.74, p<.001). The results suggest that further research is needed to consider self-directed learning ability of students and to test the advantages of blended learning in developing contents in blended learning.

본 연구는 게이미피케이션 기반 생명윤리 복습 수업이 간호대학생의 학습몰입, 학습만족도, 윤리적 의사결정 자신 감 및 생명윤리 지식에 미치는 효과를 확인하기 위한 단일군 사전-사후 설계 연구이다. 연구대상자는 G도 C시 K대학교 생명윤리 교과목을 수강하는 간호대학생 34명이다. 자료는 구조화된 설문지를 사용하여 게이미피케이션 기반 복습 수업 전후에 수집하였으며, 학습몰입, 학습만족도, 윤리적 의사결정 자신감, 생명윤리 지식을 측정하였다. 수집된 자료는 기술통 계, paired t-test를 통해 분석하였다. 결과 게이미피케이션 기반 복습 수업 후 학습몰입은 유의한 변화를 보이지 않았으 나, 학습만족도, 윤리적 의사결정 자신감, 생명윤리 지식 점수는 유의하게 향상되었다. 본 연구결과를 토대로 게이미피케이 션이 학습몰입을 증가시키지 않더라도 학습만족도, 윤리적 의사결정 자신감 및 지식 향상에 효과적임을 시사한다. 게이미 피케이션을 간호윤리 교육에 통합하는 교수전략 개발에 본 연구 결과를 활용할 수 있을 것이다.

This study examined the effects of a gamification-based bioethics review class on learning engagement, learning satisfaction, ethical decision-making confidence, and bioethics knowledge among 34 nursing students using a one-group pretest-posttest design. Data were collected with structured questionnaires before and after the class and analyzed using descriptive statistics and paired t-tests. Learning engagement did not change significantly, whereas learning satisfaction, ethical decision-making confidence, and bioethics knowledge significantly improved, suggesting that gamification can enhance satisfaction, confidence, and knowledge even without increasing learning flow and may inform teaching strategies in nursing ethics education.

[목적] 본 연구는 비대면 온라인 수업 환경에서 원격강의를 수강한 대학생들이 지각한 학습실재감, 학습몰입 및 학습만족의 관계를 규명함으로써 언택트 시대의 교육환경에서 학생들의 수요에 적합한 비대면 강의 시행을 위한 실증적인 논의를 담아내고자 하였다. [방법] 이를 위해 2021년 6월 수도권 및 경기도 소재의 4년제 대학에서 골프 를 전공하고 온라인 강의 수강 경험이 있는 학생들을 모집단으로 총 300부의 설문지를 배포 후 289부를 회수하 여 SPSS 25.0으로 분석하였다. [결과] 도출된 결과는 첫째, 골프전공 학생들의 학습실재감은 학습몰입에 통계적으 로 유의한 영향을 미치는 것으로 나타났다. 둘째, 골프전공 학생들의 학습실재감은 학습만족에 통계적으로 유의 한 영향을 미치는 것으로 나타났다. 셋째, 골프전공 학생들의 학습몰입은 학습만족에 통계적으로 유의한 영향을 미치는 것으로 나타났다. [결론] 따라서 골프전공 학생들의 온라인 수업 환경에서 학습자의 학습몰입과 학습만족 을 높이기 위해서는 학습자의 인지적 및 감성적 실재감을 고려할 필요가 있다.

[Purpose] This study is an empirical study for the implementation of non-face-to-face lectures suitable for the needs of students in the untact era by examining the relationship between the sense of learning presence, learning immersion, and learning satisfaction perceived by university students. [Method] To this end, in June 2021, 300 questionnaires were distributed to students who majored in golf at a four-year university located in the metropolitan area and Gyeonggi-do and had experience taking online lectures, and 289 copies were collected for final analysis with SPSS 25.0. [Result] The derived results are first, golf major college students' sense of presence in learning has a statistically significant effect on their learning immersion. Second, golf major college students' sense of presence in learning has a statistically significant effect on their learning satisfaction. Third, golf major college students' sense of learning immersion has a statistically significant effect on their learning satisfaction. [Conclusion] Therefore, in order to increase learners' learning immersion and learning satisfaction in the online class environment of golf students, it is necessary to consider learners' cognitive and emotional presence.

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.

본 연구의 목적은 대학 플립러닝 수업에서 학습자의 학업적 정서조절과 집단응집성이 학습만족도와 학습흥미 도에 미치는 영향을 규명하는 데 있다. 이를 위해 문제해결형 수업모형에 기반하여 플립러닝을 설계하고, 대학수 업에서 9주 동안 33명의 대학생들을 대상으로 플립러닝을 실시하였다. 수업후 학업적 정서조절, 집단응집성, 학 습만족도 및 학습흥미도에 관한 설문을 수집하여 다중회귀분석으로 분석하였는데, 연구결과는 다음과 같다. 첫 째, 대학 플립러닝 수업에서 학습자의 학업적 정서조절은 학습만족도에 영향을 미치지 못하였고, 집단응집성은 학습만족도에 영향을 미치는 것으로 나타났다. 둘째, 대학 플립러닝 수업에서 학습자의 학업적 정서조절은 학습 흥미도에 영향을 미치지 못하였고, 집단응집성은 학습흥미도에 영향을 미치는 것으로 나타났다. 본 연구는 대학 플립러닝 수업에서 학습자 특성을 개인적 측면과 집단적 측면으로 나누어 학습만족도와 학습흥미도에 대한 영향 력을 살펴보고, 이를 통해 대학환경에서 성공적인 플립러닝 수업의 설계 및 적용을 위하여 고려해야 할 조건들 을 제시하였다는 점에서 의의를 지닌다.

The purpose of this study is to investigate the effects of academic emotion regulation and group cohesiveness on learning satisfaction and learning interest in the flipped learning at the university. In order to examine the purpose, this study applied a problem-solving classroom model to the flipped learning. 33 university students participated in the flipped learning activities for 9 weeks, and the data from them were used for multiple regression analysis. The results indicated that learners’ academic emotion regulation did not affect learning satisfaction, and subjects’ group cohesiveness influenced on learning satisfaction. Second, learners’ academic emotion regulation did not affect learning interest, but their group cohesiveness had an impact on learning interest. This research has several implications with regard to suggesting the guidelines and conditions for the design and implementation of the flipped classroom at the university.

본 연구는 블렌디드 러닝 학습방법이 간호대학생의 자기주도학습능력과 학습만족도에 미치는 효과를 확인하기 위 한 융합연구이다. 연구설계는 비동등성 대조군 전후 설계의 유사실험 연구이다. 연구대상은 J도 소재 간호학과 3학년 학생으 로 실험군 70명, 대조군 68명 총 138명이었다. 자료분석 방법은 χ2 -test, independent t-tset, ANCOVA를 사용하였다. 본 연구결과 성인간호학 전공 교과목에서 블렌디드 러닝을 적용한 학습을 받은 실험군은 기존 면대면 강의식 수업을 받은 대조 군보다 자기주도학습능력(F=4.122, p=.044)과 학습만족도(F=4.714, p=.032)가 통계적으로 유의하게 높았다. 즉, 교수중심 강 의에서 벗어나 학생 스스로 주어진 과제를 학습하도록 설계된 블렌디드 러닝 학습법이 간호대학생의 학습역량을 함양할 수 있다는 것이 본 연구결과에서 확인되었다. 본 연구의 결과를 바탕으로 추후 다양한 교과목에서 블렌디드 러닝을 적용한 반복 연구가 필요하며, 학습자들의 자기주도학습능력과 학습만족도를 고려한 콘텐츠 개발이 필요하다.

The present study is a convergence study aimed at investigating the effects of the blended learning method on self-directed learning and learning satisfaction of nursing students. A nonequivalent control group was designed to conduct a pre-post test for this study. The participants were assigned to the experimental(n=70) or control group(n=68). Data was analyzed using χ 2 -test, independent t-tset, and ANCOVA. The results of this study showed that self-directed learning(F=4.122, p=.044), learning satisfaction (F=4.714, p=.032) were significantly higher in the experimental group with blended learning applied than in the control group that received lecture courses for the subject adult health nursing. In other words, this study found that the blended learning method, which was designed to enable students to learn given tasks on their own outside teaching-centered lectures, can enhance the learning ability of nursing students. The results of this study indicate the need to conduct repeated studies regarding blended learning in various subjects and to develop content considering self-directed learning and learning satisfaction of learners.

본 연구는 간호대학생의 블렌디드 러닝 학습만족도에 영향을 미치는 요인을 규명하기 위해 수렴적 병렬 설계 를 적용한 혼합연구이다. G도 소재 간호대학생 82명을 대상으로 2024년 10월 17일부터 11월 29일까지 온라인 설문조 사를 통해 양적 및 질적 자료를 수집하였다. 자료분석은 SPSS 22.0을 이용하여 기술통계, t-test, ANOVA, 상관분석, 단계적 회귀분석을 실시하였고, 질적 자료는 Krippendorff의 내용분석 방법을 적용하였다. 연구 결과, 회귀모형의 설명 력은 78.2%로 높게 나타났으며(F=291.432, p<.001), 인지된 학업성취도(β=.886, p<.001)가 학습만족도의 가장 강력한 영향요인으로 확인되었다. 질적 분석 결과에서는 ‘학습 성취 확인 장치’(44.4%)가 핵심 범주로 도출되었으며, 강의의 질 및 교수자 요인, 교수자–학습자 상호작용, 수업 설계 및 운영, 기술적·시스템 환경이 학습만족도 형성에 중요한 요 인으로 도출되었다. 본 연구는 블렌디드 러닝 학습만족도가 학습 과정보다 학습자가 인식하는 성취 경험에 의해 결정 됨을 시사한다. 본 연구는 혼합연구방법을 통해 간호대학생의 블렌디드 러닝의 경험을 이해하고 블렌디드 러닝의 학습 만족도를 높이기 위한 기초자료를 제공한다는 점에서 학문적·실천적 의의를 지닌다.

This study employed a mixed-methods convergent parallel design to identify factors influencing learning satisfaction with blended learning among nursing students. Data were collected from 82 nursing students in G-province via an online survey conducted from October 17, 2024, to November 29, 2024. Quantitative data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression using SPSS 22.0. Qualitative data were analyzed using Krippendorff's content analysis. The quantitative results indicated that the regression model explained 78.2% of the variance in learning satisfaction (F=291.432, p<.001). Notably, perceived academic achievement (β=.886, p<.001) was identified as the strongest predictor. Qualitative findings revealed that 'mechanisms for confirming learning achievement' was the most significant category (44.4%). Additionally, lecture quality and instructor–learner interaction, course design and operation, and technical and System Environment were also identified as key determinants of learning satisfaction.. These findings suggest that learning satisfaction in blended learning is determined more by the learners' perceived achievement experiences than by the learning process itself. This study holds academic and practical significance as it provides a comprehensive understanding of nursing students' experiences through a mixed-methods approach and offers foundational data for enhancing learning satisfaction in blended learning environments.

이 연구는 간호보건계열 대학생의 스마트폰 과의존, 학습몰입이 학습만족도에 미치는 영향을 확인하기 위한 서술적 조사연구이다. 연구 대상은 G시에 소재하고 있는 4년제 대학에 재학 중인 간호보건계열 대학생 중 간호학과 학생들로 하였으며, 자료 수집은 2024년 3월 22일부터 2024년 4월 4일까지 실시되었다. 자료 분석은 SPSS/WIN 26.0 program을 이용하였으며, 빈도와 백분율, 평균과 표준편차, Pearson’s correlation, Independent sample t-test, One-way ANOVA, Multiple regression을 이용하였다. 이 연구 결과 스마트폰 과의존은 성별, SNS 사용 수, 스마트폰 사용 시간에 따라 유의한 차이가 있었다. 학습몰입은 학년 학업성적, 경제활동여부에 따라 유의한 차이가 있었다. 학습만족도는 학업성적과 전공만족, 거주형태에 따라 유의한 차이를 보였다. 간호대학생의 학습만족도에 영향을 미치는 요인은 학업성적(β=-.194, p=.003), 거주형태(β=-.153, p=.013), 학습몰입(β=-.581, p<.001)으로 나타났으 며 학습만족도에 대한 설명력은 54.9%이였다. 이상의 연구 결과를 보았을 때, 간호보건계열 대학생의 학습만족도 수준의 증가를 위해서 스마트폰 과의존 성향과 학습몰입의 정도를 확인하여 수업진행 시 적절한 전자기기의 이용함으로써 학습몰 입도를 향상시키고, 적용 가능한 교수학습법을 마련하여 적용할 필요성이 있을 것이라고 사료된다.

This study is a descriptive research study to confirm the influence of smartphone over-reliance and learning immersion of nursing and health care college students on learning satisfaction. The subjects of the study were nursing students enrolled in a four-year university in G city, and data collection was conducted from March 22, 2024 to April 4, 2024. Data analysis was performed using the SPSS/WIN 26.0 program, employing frequency and percentage, mean and standard deviation, Pearson’s correlation, independent sample t-test, one-way ANOVA, and multiple regression. The results indicated that smartphone over-dependence showed significant differences based on gender, the number of SNS users, and smartphone usage time. Learning immersion exhibited significant differences based on academic year, academic performance, and employment status. Learning satisfaction showed significant differen ces based on academic performance, major satisfaction, and living arrangement. Factors influencing nursing students' learning satisfaction included academic performance(β=-.194, p=.003), living arran gement(β=-.153, p=.013), and learning immersion(β=-.581, p<.001), with an explanatory power of 54.9% for learning satisfaction. Based on these findings, it is suggested that to enhance the level of learning satisfaction among health-related university students, it is necessary to assess the degree of smartphone over-dependence and learning immersion, utilize appropriate electronic devices during class to improve learning immersion, and develop applicable teaching and learning methods.

Until February of 2018 there were 143,926 foreign students in Korea, Among them, 69,727 Chinese students account for 47.98 percent. The number of Chinese students studying abroad is increasing steadily every year, The increase in Chinese students is expected to help Korean universities improve their global competitiveness. But most of the Chinese students who came to study abroad did not learn enough Korean, showing a lot of difficulties in entering school and taking courses. However, many studies have been conducted based on cultural differences among Chinese students, To provide a more realistic measure, It seems necessary to identify the impact of Quality level of education services for Chinese students of levels on Effect of Learning Participation and on Learning Satisfaction. Therefore, the research is selected as an example of a Chinese student, studying at a four-year university in Korea. From May 10th, 2018 to June 10th, 2018, did a survey for a month, a total of 480 questions were used as research material. Research Results Research analysis results, first, Training Quality and Learning Participation, in a behavioral engagement relationship, Only the tangible characteristics and the Confidence, in emotional engagement, affect in the + direction, Cognitive participation does not affect the satisfaction of participation. Therefore, in order to increase the participation and satisfaction of Chinese students studying abroad, through the classroom course, In addition to expanding knowledge, Accurately identify educational facilities and learning materials appropriate to the goal of Chinese students studying abroad. There is a need to build an educational system to meet the needs of learners.

The purpose of this study was to assess the effects of problem-based learning (PBL) on task value, learning satisfaction, and academic self-efficacy in nursing students and was a primitive experimental study with a one-group pretest-posttest design. The subjects of this study were 100 grade 1 students taking a physiology course, and the data collection period was from September 2 to October 4, 2024. The general characteristics of the subjects were obtained by frequency, percentage, mean, and standard deviation and the effects of PBL on task value, learning satisfaction and academic self-efficacy were tested using a paired t-test. The results of this study showed that nursing students’ academic self-efficacy (t=-5.35, p<.001), task value (t=-2.46, p=.016), and learning satisfaction (t=-4.14, p<.001) improved after applying PBL compared to before applying it. The positive results suggest the use of problem-based learning as a learning strategy for lower-grade student in nursing education. In the future, follow-up research will be required to develop and apply various problem solving scenarios based on the learning content and verify their effectiveness.

本研究旨在探讨应用问题导向学习的课程对护理大学生学业自我效能感, 任务价值及学习满意 度的影响, 采用单组前后对比实验研究. 方法 : 研究对象为护理学专业一年级在读的100名生 理学课学生, 资料收集时间为2024年9月2日至10月4日. 研究对象的一般特征通过频率, 百分 比, 均值和标准差计算, 问题导向学习对学业自我效能感, 任务价值和学习满意度的影响通过 配对t检验分析. 结果􎩁研究结果表明, 接受问题导向学习后, 护理大学生的学业自我效能感 (t=-5.35, p<.001), 任务价值(t=-2.46, p=.016)和学习满意度(t=-4.14, p<.001)均有所提高. 结 论􎩁因此, 建议在护理教育中, 将问题导向学习应用在低年级学生的学习策略上. 今后需要开 发并适用随着专业基础学习内容而出现的不同的问题解决情境, 并验证其效果的后续研究.

This study attempted to investigate the moderating effects of learning flow on the influence of the quality of nail design courses and learning satisfaction. For this, SPSS 23.0 and SPSS PROCESS 3.4.1 were utilized. To analyze the moderating effects through research model testing, regression analysis was performed after mean centering, and the results found the followings: First, in the relation between the quality of courses and learning satisfaction, the moderating effects of cognitive absorption revealed a statistical significance in ‘curriculums’ and ‘interactions’ while no moderating effects were found in ‘course environments’. In other words, cognitive absorption played a moderating role with ‘curriculums’ and ‘interactions’ but not in ‘course environments’. Second, in the relation between the quality of courses and learning satisfaction, the moderating effects of affective commitment showed a statistical significance in ‘curriculums’ and ‘interactions’ while no moderating effects were found in ‘course environments’. In other words, the results have confirmed that affective commitment played a moderating role with ‘curriculums’ and ‘interactions’ while not in ‘course environments’.

本研究的目的是从美甲课堂质量对学习满意度的影响关系层面考察学习投入的调节效果。研究方法采用 SPSS 23.0和SPSS PROCESS 3.4.1。另外，为了通过研究模型验证考察调节效果，对资料进行中心化处理 (mean centering)，并进行了归回分析。经分析，得出如下研究结果。第一，在课堂质量和学习满意度关系方 面，认知投入的调节效果只呈现在课堂内容和相互作用变量上，在课堂环境变量上却没有呈现调节效果。也就是 说，认知投入在课堂内容及相互作用变量方面发挥调节作用，但在课堂环境变量上不具有调节效果。第二，在课 堂质量和学习满意度关系上，情感投入的调节效果只表现在课堂内容和相互作用变量生，在课堂环境变量上却没 有呈现调节效果。换句话说，情感投入在课堂内容及相互作用变量方面发挥调节作用，但在课堂环境变量上不具 有调节效果。

본 연구는 실무 중심의 외국어 말하기 역량 강화와 취업을 위한 공인 자격 취득을 목표로 하는 항공서비스학과 영어 말하기 교과목에서 플립러닝 교수실재감이 학업성취도와 학습만족도에 미치는 영향을 실증적으로 분석하였다. 이를 위해 국내 충청도 지역 항공서비스학과 학생들을 대상으로 설문조사를 실시하였으며, 수집된 자료는 SPSS 24.0 프로그램을 활용하여 분석하였다. 플립러닝 환경을 Pre-class와 In-class로 구분하여 교수실재감을 측정한 결과, 두 단계의 교수실재감은 모두 학업성취도에 유의한 영향을 미쳤다. 반면 학습만족도에는 In-class 교수실재감만이 유의한 영향을 미치는 것으로 나타났다. 또한 학업성취도는 학습만족도에 유의한 영향을 미쳤다. 이는 영어 말하기 교과목에서 사전학습 기반의 체계적 설계와 대면 수업에서의 상호작용 및 피드백이 학습성과 향상에 중요한 요인임을 시사한다. 본 연구는 플립러닝 환경을 단계별로 구분하여 교수자의 역할을 분석함으로써 항공서비스 전공 영어 말하기 수업의 효과적 운영 방안을 제시하였다는 점에서 의의를 지닌다.

This study empirically examined the effects of teaching presence in a flipped learning environment on academic achievement and learning satisfaction in an English speaking course for students majoring in aviation service. Teaching presence was divided into two stages, Pre-class and In-class, to reflect the structural characteristics of flipped learning. The results indicated that teaching presence in both stages significantly influenced academic achievement; however, only In-class teaching presence had a significant effect on learning satisfaction. Academic achievement was also found to have a positive effect on learning satisfaction. These findings suggest that systematic instructional design and well organized pre learning materials enhance students academic performance, whereas interactive activities, speaking practice, and immediate feedback during face to face sessions play a more direct role in shaping learning satisfaction. Given that these courses aim to develop practical communication competence for airline recruitment and speaking certification assessments, the instructor role in facilitating practice oriented learning is critical. By distinguishing teaching presence across the two phases of flipped learning, this study provides pedagogical implications for designing effective flipped learning strategies in aviation service English speaking courses.

목적 이 연구는 COVID-19 상황에서 비대면 강의를 경험한 간호대학생의 학습만족도, 학업적 자기 효 능감이 학업성취도에 미치는 영향을 파악하기 위한 서술적 조사 연구이다. 방법 연구대상은 G도에 위치는 2개 대학 간호학과 학생들로 선정하였고, 자료 수집은 2022년 05월 15일부터 06월 15일까지 실시되었다. 자료 분석은 SPSS/WIN 23.0 program을 이용하였으며, 빈도와 백 분율, 평균과 표준편차, Pearson’s correlation, Independent sample t-test, ANOVA, stepwise multiple regression을 이용하였다. 결과 간호대학생의 학습만족도, 학업적 자기 효능감 및 학업성취도 간 유의한 상관관계가 있는 것으로 나타났으며 이들 변수의 학업성취도에 대한 설명력은 23.2%였다. 결론 간호대학생의 학업성취도를 높이기 위해서는 학습만족도를 높이기 위한 교수법 개발이 필요하며, 학업적 자기 효능감을 높이기 위한 다양한 프로그램 개발이 필요하다.

Purpose This is a descriptive research study to understand the effect of learning satisfaction and academic self-efficacy on academic achievement of nursing students who experienced non-face-to-face lectures in the COVID-19 situation. Methods The subjects of the study were students of nursing departments from two universities located in G province, and data collection was conducted from May 15 to June 15, 2022. For data analysis, SPSS/WIN 23.0 program was used, and frequency and percentage, mean and standard deviation, Pearson's correlation, independent sample t-test, ANOVA, and stepwise multiple regression were used. Results There was a significant correlation between learning satisfaction, academic self-efficacy, and academic achievement of nursing students, and the explanatory power of these variables for academic achievement was 23.2%. Conclusions In order to increase the academic achievement of nursing students, it is necessary to develop teaching methods to increase learning satisfaction and to develop various programs to increase academic self-efficacy.

이 연구는 사이버가정학습의 개방형 발명콘텐츠에 대한 초등학생들의 학습 만족도는 어떠한지를 조사해 봄으로써, 사이버가정학습의 개방형 발명콘텐츠가 더 나은 교육 서비스가 되기 위한 방안을 탐색하는 데 있다. 연구 방법으로는 사이버가정학습 개방형 발명교육 콘텐츠를 수강한 초등학생 117명을 연구대상으로 6개 영역 24문항으로 구성한 설문지를 개발하여 학생 설문지를 바탕으로 조사, 분석하였다. 이 연구 결과 첫째, 개방형 발명콘텐츠는 학습내용, 교과와 학습에의 도움 정도, 상호작용, 동기유발, 화면구성, 만족도에서 평균이 모두 보통 이상의 긍정적 응답을 보였으나 발명콘텐츠 수강을 확대하기 위해 다양한 홍보 전략이 요구된다. 둘째, 학습 목표를 이해할 수 있도록 학습자가 적극적으로 참여할 수 있는 형식으로 바꿀 필요가 있으며 문제 학년별, 수준별 문항을 추가하여 학습목표를 도달할 수 있도록 다양한 수준의 문제를 제시해야 할 것이다. 셋째, 실과나 과학 교과와 발명콘텐츠 내용이 어떻게 관련이 있는지 관련 단원이나 내용을 알려 주어야 할 것이다. 또한 안내캐릭터가 학습하는데 도움이 될 수 있도록 학생들의 흥미와 내용의 난이도를 고려하여 재구성해야 할 것이다. 넷째, LMS/LCMS 기반으로 발명콘텐츠를 수강할 때 학생과 교사간의 상호작용을 더욱 활성화할 수 있으며 앞으로 개발하는 발명콘텐츠는 학생-교사간의 상호작용 뿐만 아니라 학생간의 상호작용이 가능하도록 설계되어야 할 것이다. 다섯째, 발명콘텐츠의 개선을 위해서 수강 학생들의 특성이 고려되어야 할 것이다. 초등학생들에게 발명콘텐츠의 학습 만족도는 긍정적으로 평가되었으므로 실과 교과에서 활용할 수 있도록 안내하고 앞으로 다양한 대상에게 발명콘텐츠를 수강한 후 학습 만족도는 어떠한지 조사하는 연구가 진행되어야 할 것이다.

The purpose of this study is to explore the learning satisfaction for "Invention Contents for Open-ended Cyber Home-study(ICOCH)" as an educational service, through a survey on the recognition of elementary schoolchild. Questionnaires, which composed of 6 fields and 24-item questions, were developed for this research. The following results were released through the survey intended for 117 elementary schoolchildren who have learned ICOCH. Firstly, ICOCH recorded above-average positive recognition in the respect of learning contents, contribution in curriculum & learning, interaction effect, motivation, screen layout and level of satisfaction. However, various public-relation strategies are required in order to expand the number of schoolchildren who is interested in ICOCH. Secondly, in order to understand the object of study, ICOCH need to be revised to the process that the learners participate actively. In addition, the wide range of questions shall be made considering level and grade of schoolchildren so that they achieve the object of study efficiently. Thirdly, the relevant units and contents in the Practical Arts curriculum shall be informed to understand the inter-relationship between ICOCH and curriculum. The learning guide character is also required to be modified interestingly to suit the taste of schoolchildren and consider difficulty level of contents. Fourthly, the future ICOCH shall be designed as an active interaction model so as to enhance the interaction between teacher and student. Fifthly, characteristics of students shall be also considered to improve ICOCH. Even though it has been proved that elementary school children have the positive recognition for ICOCH, further study shall be conducted intended for middle and high school students, teachers and adults.

본 연구는 온라인 학습환경에서 대학생의 그릿이 학습만족도에 미치는 영향 중 가족건강성의 매개효과를 확인하기 위하여 실시되었다. 2020년 11월부터 12월까지 C도 G군 소재 일 대학에서 구조화된 설문지를 이용하 여 자료를 수집하였으며 가족건강성의 매개효과를 분석하기 위하여 위계적 회귀분석 방법으로 분석하였다. 연구 결과 대학생들의 그릿은 가족건강성(r=.230, p<.001) 및 학습만족도(r=.407, p<.001)와 정적 상관관계가 있었으 며 가족건강성과 학습만족도,역시 정적 상관관계를 보여주었다(r=.378, p<.001). 가족건강성은 그릿과 학습만족도 와의 관계에서 부분 매개효과가 있었다(adj R2=.243). 이는 온라인 학습환경에서 대학생들의 학습만족도를 높이 는데 있어 그릿은 직접적 영향 뿐 아니라 가족건강성을 통하여 간접적 영향을 미치는 것으로 나타났다. 그러므로 온라인 학습환경에서 대학생들의 학습만족도를 높이기 위한 방안으로 그릿과 가족건강성 모두를 고려한 프로그램 의 개발과 시행이 있어야 할 것이다.

The purpose of this study was to identify the effects of family strength as a parameter on the relationship between grit, and learning satisfaction of university students. The grit scale, family strength scale and learning satisfaction scale were applied to data from surveys conducted on 194 students recruited from a university in G gun, C province. This study examined the mediating effects of family strength in relation to grit and learning satisfaction using the hierarchical regression analysis. Results showed that family strength had partial mediating effects in the between grit and learning satisfaction. Therefore, it seems that grit directly and indirectly affect learning satisfaction through family strength. This result indicates that the importance of family strength for learning satisfaction and suggest that family strength should be included in developing learning satisfaction improvement programs.

본 연구는 트위터를 활용한 토론학습에서 고려해야 할 지침을 얻고자, 과제가치, 트위터효능감, 사회적 실재감이 학습만족도에 미치는 영향과 사회적 실재감의 매개효과를 분석하였다. 이를 위해 2010학년도 2학기에 서울에 소재한 A대학교에 한 강좌를 수강한 학습자 46명을 대상으로 약 3주 동안 트위터에서 토론수업을 진행하여, 과제가치, 트위터효능감, 사회적 실재감, 토론학습만족도 자료를 수집하였다. 자료분석방법으로는 상관분석, 회귀분석과 매개분석을 실시하였다. 그 결과, 과제가치, 트위터효능감, 사회적 실재감은 학습만족도에 유의미한 영향을 미치는 요인으로 확인되었으며, 사회적 실재감은 과제가치와 트위터효능감이 학습만족도를 예측하는 데 있어 매개역할을 하는 것으로 나타났다. 이와 같은 결과는 트위터를 활용한 토론학습에서 학습만족도를 높이기 위해서는 과제가치와 트위터효능감 향상을 위한 학습과정 설계 전략이 필요하며, 이와 더불어 사회적 실재감을 촉진시켜줄 수 있는 학습환경 설계가 필요함을 시사한다. 또한, 트위터 학습 관련 연구는 아직 초기단계로, 향후 트위터를 활용한 학습환경에서 만족도나 성취도 등의 학습성과를 높이는 변인을 규명하는 연구가 지속적으로 수행되어야겠다.

The purpose of this study was to investigate how task value, twitter self-efficacy, and social presence affect learning satisfaction on twitter discussion. In addition, this study examined the mediating effects of social presence. Participants were 46 undergraduate students in A university in Seoul, Korea. They responded the following surveys: task value, twitter self-efficacy, social presence, and learning satisfaction. Baron & Kenny (1986)’s mediation analysis approach with correlation and multiple regression analyses were applied to this study. Findings showed the significant effects of task value, twitter self-efficacy, and social presence on satisfaction on twitter discussion. In addition, social presence mediated task value, twitter self-efficacy, and satisfaction. These results suggest that the twitter discussion should be designed to accommodate different learners characteristics such as task value and twitter self-efficacy and promote greater social presence between learners.