Analysis of Satisfaction of University e-Learning Classes

--This study, therefore, aims to propose a direction for the future e-learning class, by analyzing the satisfaction with e-learning class. It also administered questionnaires to 96 freshmen at universities located in Seoul, from Jun. 22 to Jun. 30, 2020, and used a total of 92 copies in the finally analysis. From the findings above, following suggestions for the quality improvement of e-learning class in general universities can be summarized: First, it needs to prioritize the establishment of stable and available e-learning systems in schools. Second, professors should quickly adapt to e-learning class, a new paradigm of education. Third, student should primarily acquire basic abilities to use computers, recognize that self-directed learning is the core of university education and make effort to escape from learning by rote, which had been conducted from elementary to high schools. In addition, they should reasonably judge what a method is desirable for enhancing their learning performance. Keywords----e-learning, Class satisfaction _________________________________________________________________________________________________ 1. I. NECESSITY OF STUDY As the world greets the era of the 4th Industrial Revolution, new changes are taking place in the society at large. The educational field is no exception, because it is called for a new educational paradigm and is pursuing change. Under such circumstances, every sector of society was forced into an untact, online or home-based environment for studying and working due to the COVID-19, which caused a global pandemic in 2020. Now, coping with these situations is no longer a matter of choice but an essential, and is even becoming the only way of survival. Universities, in particular, are facing a transition period, having to break away from the existing high-cost educational system based on physical campus and adopt an educational paradigm that effectively responds to globalization and informatization (Jeong & Jeon, 2002). They have to take on a new challenge of assuming the responsibility of e-learning education because of the unexpected war against virus. E-learning education breaks away from the existing classroom classes that are carried out face-to-face: It can be described as a personalized educational environment in which students learn at the time and place they want. E-learning education utilizes the advantages of technology to facilitate the application of information using multimedia, learner-centered learning, sharing of information and resources, and updating of information or data, and thereby enables education applying various teaching-learning methods (Kang, 2002). However, many universities are shoved to implement e-learning classes without preparation, giving rise to intense dissatisfaction among students because of poor learning content and insufficient technical support. Despite this situation, there is very little empirical research on this matter. Therefore, this study aims to determine what aspects are found satisfactory among students even under the poor environment and what their ultimate expectations are, drawing basic research results for quick solutions to the current problem, and to suggest the direction of future e-learning classes. 2. LITERATURE REVIEW 2.1. e-learning According to Article 2 (Definitions) of the Act on Development of E-learning Industry and Promotion of Utilization of Elearning (partially amended on October 31, 2017), e-learning is stipulated as 'learning by means of electronic tools, information and communications, electric wave or broadcasting technology.’ In the field of education engineering, the concept of e-learning is defined as ‘an educational training method where learners lead the learning goals and methods for themselves using information and communication technology’ or as ‘a series of learning activities that restructure digitalized learning contents into a learner’s cognitive structure in a network-based environment’ (Ministry of Commerce, Industry and Energy et al., 2005). Until now, the concept of e-learning have been used with various terms, among which the most common ones are online education, virtual education, cyber education, internet-based education, web-based education, web-based learning, distance Asian Journal of Humanities and Social Studies (ISSN: 2321 2799) Volume 8– Issue 5, October 2020 Asian Online Journals (www.ajouronline.com) 162 education, online education, and e-learning (Lee, 2002:15). Accordingly, this study uses the term e-learning, which is widely used most recently. 2.2. Previous studies on learning satisfaction of e-learning Research related to e-learning began in the 1980s, when the computer communication system started to be fully utilized in educational setting, and mainly aimed at identifying the factors that influence the learning effects e-learning. Among studies related to learning satisfaction, which is relevant to this study, the following studies were frequently cited in subsequent studies. Jae-sam Jung and Gyu-Yeon Lim (2000) are a study to find out the main factors related to learner's participation, achievement, and satisfaction in web-based discussion. appear. Choi Kwang-shin and Noh Jin-deok (2002) examined various factors that affect student satisfaction, and in particular, in e-learning classes, like face-to-face classes, suggested that interaction with instructors should be activated in various ways to increase learning satisfaction. . In-Keun Jung and Jo Jung-Yong (2004) studied e-learning and the relationship formation between learners, and this study particularly emphasized the moderating effect of learning patterns. Based on the above-mentioned previous studies, it can be stated that learning satisfaction and outcome from e-learning depend on various factors, which mainly consist of personal and system-related matters. Because the intended subjects of this study were not students of cyber universities that are equipped with e-learning facilities but students attending general universities that implemented e-learning classes without preparation due to the COVID-19 pandemic in 2020, this study focused on a preliminary research exploring the meaning of respective factors and the relationship between factors rather than clarifying the specific factors that influence learning satisfaction of elearning. 3. METHODS AND RESULTS 3.1. Methods This study conducted the satisfaction test which the researcher created by sincerely translating the test kit that Lee Seongju and Gwang Jaehwan(2011) used in their thesis and adjusted it to the actual Korean universities by consulting three professionals. It also administered questionnaires to 96 freshmen at universities located in Seoul, from Jun. 22 to Jun. 30, 2020, and used a total of 92 copies in the finally analysis. 3.2. Results 3.2.1 Frequency Analysis The distribution of the subjects was examined to find that the ratio of female(68.1%) was higher than that of males and the ratio of the subjects under 29 was highest(85.7%). Compared with students in other universities, the ratio of those older than 60 accounted for as high as 9.9% in the university. Since such old people were not skilled at computers, it may be possible to predict their difficulty in entering e-learning class. In addition, most of students(n=82) marked middle or low, in a scale of their computer skills. Contrary to our expectations, there are students(5.28%) who have not experienced elearning class. On the other hand, students responded that lecture (52.7%) and assignment(29.7%) were useful class, while the ratio of those, who responded that debate which were often used in class was useful, was relatively low (2.2%). This result should be considered when the future class is organized. In addition, 53 students responded that the class time less than 30 minutes was proper, while 38 students responded that the class time of 30 minutes-1 hour was adequate, compared with face-toface class, indicating no significant difference between them. To the question, 'whether teaching methods were appropriate', the highest ratio of students(42.9%) responded 'yes'. To the question about the stability of systems, the highest ratio of them48.4% responded that it was moderate. To the question about the convenience of systems, the highest ratio of students(39,7%) responded that they were convenient. Asian Journal of Humanities and Social Studies (ISSN: 2321 2799) Volume 8– Issue 5, October 2020 Asian Online Journals (www.ajouronline.com) 163 Table 1: Frequency Analysis division Frequency Percentage(%) Gender Male 29 31.9 Female 62 68.1 Age Under 29 78 85.7 30-39 3 3.3 40-59 1 1.1 Over 60 9 9.9 Computer level High level 9 9.9 middle level 47 51.6 low level 35 38.5 E-learning class experience have 43 47.2