• 인터넷정보학회논문지
• /
• 제19권5호
• /
• pp.77-87
• /
• 2018

Since the inception of the platform business in educational contents, the prominence of the online educational video has flipped the educational environment. Educational contents have been produced on the internet and allowed learners to access more flexible and student-centered. In fact, the number of people watching the educational content online, such as TED talks and YouTube, has increased during the past decade. The ways of delivering the lecture and the course information in online educational videos are totally different from the traditional lectures. In this paper, we aimed to examine and categorize the online educational videos based on the user's engagement and interest in the course contents. For the study, a negative binomial regression analysis was applied to estimate the effects of the attributes of the traditional lectures by comparatively analyzing the educational videos online. Several values are determined as engaging factors in the online educational videos; hybrid production of education and entertainment, shorter duration, and the number of presenters. From the study, we suggests how to produce engaging educational contents which will appeal the attentions from the users. Moreover, the result of the study may use as a guide to the providers making the productive educational videos.

• 한국융합학회논문지
• /
• 제12권12호
• /
• pp.257-265
• /
• 2021

본 연구는 성인기의 온라인 학습자의 학업만족도에 영향을 미치는 요인으로 삶의 의미와 학업열의가 어떠한 관련이 있는지를 알아보고자 하였다. 연구대상자는 사이버대학교에 재학중인 148명의 성인학습자였다. 자료분석을 위해 SPSS 23.0과 PROCESS Macro를 사용하였다. 상관분석결과 삶의 의미와 학업만족, 학업열의 간에 유의미한 정적 상관이 나타났으며, 학업만족과 학업열의 간에도 정적 상관이 나타났다. 학업만족에 영향을 미치는 직접효과를 확인해 본 결과, 독립변인인 삶의 의미와 매개변인인 학업열의와의 직접효과는 정적으로 유의하였다. 삶의 의미와 학업만족과의 관계에서 학업열의의 간접효과를 검증한 결과 매개효과는 유의미 하였다. 중년기의 삶의 의미에 대한 통찰을 통해서 학업에 열의를 보이고 이는 학업만족으로 이어진다고 할 수 있다. 이에 성인학습자의 학업만족을 높이기 위해서는 삶의 의미를 찾을 수 있는 실질적인 교육 프로그램과 동기화 프로그램을 개발이 필요하다고 사료된다.

• 유통과학연구
• /
• 제13권8호
• /
• pp.97-104
• /
• 2015

Purpose - This study examines the positive impact of the social distance between producers and users of online content, investigating and analyzing the most popular Web content. In addition, it tries to elicit the matching effect that appears when the individuals'cultural background is consistent with social distance. Research design, data, and methodology - We collected and analyzed actual data about 4,981 videos clips on YouTube, looking at six countries in order to verify the content of this study. Based on the results of the data analysis, the study conducted behavioral measurements on popularity, social distance, culture, and user engagement. The unit of analysis was the content and we collected information about the content producers and the content records. We controlled the views, comments, likes, calendar dates, and ages in the empirical models. The data was collected in 2011, with the records coming from South Korea, Japan, China, U.S., German, and France. A total of 4,980 elements were analyzed in the model. The empirical model estimated is the bivariate negative binomial distribution (NBD) model. Results - It turns out that there is a possibility that the matching effect can be diminished by variables that reflect the psychological involvement of user engagement. This study proposes academic and practical implications based on these research results. This research shows the positive effect of social distance between users and producers on the increased performance of the online content. We find the effect of social distance to be a stronger tendency in collectivism. The collectivists follow their sense of friendship and intimacy in their culture and, the social congruence effect can be found there as well. The effect, however, could erode in a social case where users are motivated by strong intrinsic and psychological factors. In addition, user engagement complicates the process of user decision making regarding the information. Conclusions - This study examines how the differential effects of social distance caused by culture could disappear through user commitment as a complicated user motivation. Some potential implications are as follows. First, a firm in the collectivism culture has to communicate based on the social distance. In fact, most online channels do not have a function that indicates the social distance as measured by favorites or subscribers. This function could help increase the performance of the content in online channels, but this increasing effect can only be found in a collectivist culture. Based on this, the firms have to communicate and announce to users the actual social distance between users and producers. Second, firms should develop a system that discovers the social distance and culture and shows these measures to users and producers, since the congruence effect between social distance and culture is found only for low user engagement. The firms can take the advantage of the congruence effect only for the development of the social distance and culture visualized system.

• Educational Technology International
• /
• 제23권2호
• /
• pp.129-155
• /
• 2022

This study sought to design and develop an interactive video player (IVP) capable of promoting student engagement through the use of online video content. We designed features built upon interactive, constructive, active, passive (ICAP), and crowd learning frameworks. In the development stage of this study, we integrated numerous interactive features into the IVP intended to help learners shift from passive to interactive learning activities. We then explored the effectiveness and usability of the developed IVP by conducting an experiment in which we evaluated students' exam scores after using either our IVP or a conventional video player. There were 158 college students who participated in the study; 76 students in the treatment group used the IVP and 82 students in the control group used a conventional video player. Results indicate that the participants in the experiment group demonstrated better achievement than the participants in the control group. We further discuss the implications of this study based on an additional survey that was administered to disclose how usable the participants perceived the IVP to be.

• Educational Technology International
• /
• 제10권1호
• /
• pp.41-57
• /
• 2009

Cognitive presence, a sense of "being there" cognitively, has recently been considered as an important indicator for students' engagement in e-learning. There is, however, no widely accepted scale to measure the level of cognitive presence since most studies have put their effort to set and clarify the conceptual framework with qualitative methodology. This study reviewed existing theories on cognitive presence and related fields extensively and developed a new self-report scale for measuring the conceived level of cognitive presence. The reliability and validity of the scale was tested against 723 undergraduate students in two consecutive studies, 418 in the preliminary and 305 in the follow-up study. Three major constructs to measure the perceived level of cognitive presence were: 1) clear understanding, 2) knowledge construction, and 3) learning management. This paper reports the final results of the two independent studies.

• 의학교육논단
• /
• 제23권2호
• /
• pp.118-127
• /
• 2021

Due to the coronavirus disease 2019 pandemic, the new norm of online learning has been recognized as core to medical institutions for academic continuity, and students are expected to be motivated and engaged in learning while maintaining distance from other peers and educators. To facilitate students' and educators' newly defined roles in online medical education settings, it is crucial to understand how students are actively motivated and engaged in learning. Hence, this study explored medical students' motivational regulation profiles and examined the effects of motivational regulation strategies (MRS) on cognitive learning and learning engagement for online learning. Data were collected after the end of the first semester in 2020 from a sample of 334 medical students enrolled at a public university school of medicine. Latent profile analysis indicated three subgroups with different motivational regulation profiles: the low-profile, medium-profile, and high-profile groups. Regarding different MRS patterns in the high-profile group, mastery self-talk, performance approach self-talk, and the self-consequating strategy appeared to be most applicable for regulating learners' motivation. Analysis of variance showed that the profile groups with higher levels of MRS use were connected to a higher willingness to use cognitive learning strategies and a higher degree of engagement in online learning. The findings of this study emphasize the use of specific sets of MRS to support learning motivation and the need to design effective self-regulated learning environments in online medical education settings.

• 디지털융복합연구
• /
• 제10권6호
• /
• pp.33-39
• /
• 2012

본 연구는 대학에서 이루어지고 있는 강의에 있어 전통적인 오프라인 강의실 강의에 정보기술 발달과 함께 급속도로 확산되고 있는 SNS(Social Network Service)를 접목할 경우 학습성과의 변화에 어떠한 영향을 미치는지를 살펴보기 위해 시작되었다. 이를 위하여 101명을 대상으로 설문조사를 실시하였고 분석결과는 다음과 같다. 첫째, 소셜 네트워킹 참여(online social networking engagement)와 사회적 수용(acculturation)은 교수와의 상호작용 품질(interaction quality with professors)에 영향을 미치는 것으로 나타났다. 또한 교수와의 상호작용품질은 협력학습(collaborative learning)과 학습성과(learning performance)에 유의한 영향을 미치는 것으로 나타났다.

• Asia pacific journal of information systems
• /
• 제31권4호
• /
• pp.606-632
• /
• 2021

With many consumers being exposed to news via social media platforms, news organizations are challenged to attract visitors and generate revenue during visits to their websites. They therefore need detailed information on how to write articles and headlines to increase visitors' engagement with the content to drive advertising revenues. For those news organizations whose business model depends mainly on advertisements, rather than subscriptions, it is particularly crucial to understand what makes the website attractive to their visitors, what drives users to stay on the website, and what factors affect a user's exit decision. The current research examines individual news consumers' choices to find patterns of increase or decrease in user engagement relative to a variety of topics, as well as to the mood or tone of the content. Using clickstream data from a major news organization, the authors develop a user-level dynamic model of clickstream behavior that takes into account the content of both headlines and stories that visitors read. The authors find that readers appear to exhibit state dependence in the tone of the articles that they read. They also show how the topics expressed in headlines can affect the amount of content readers consume when visiting the news organization to a much larger degree than the topics expressed in the content of the article. Online publishers can make use of such findings to present visitors with content that is likely to maintain and/or increase their engagement and consequently drive advertising revenue.

• 융합정보논문지
• /
• 제12권5호
• /
• pp.51-61
• /
• 2022

본 연구의 목적은 원격교육에서 미디어 멀티태스킹이 학습참여에 미치는 영향에 있어 인지욕구가 매개효과를 나타내는지 확인하기 위함이다. 연구대상은 한 학기 이상 원격교육을 받은 경험이 168명의 대학생이었으며 미디어 멀티태스킹, 인지욕구 및 학습참여에 관한 설문지를 이용하여 자료를 수집하였다. 자료분석은 SPSS WIN 20.0 프로그램을 이용하여 상관분석, 위계적 회귀분석 및 Sobel test를 시행하였다. 연구결과 미디어 멀티태스킹과 학습참여 간 유의한 정적 상관을 보였고(r=.52, p<.001), 인지욕구와 학습참여 간에도 정적 상관을 보였다(r=.39, p<.001). 미디어 멀티태스킹은 학습참여에 유의한 영향을 미쳤으며(β=.52, p<.001), 설명력은 27%이었다. 인지욕구가 투입시 미디어 멀티태스킹의 학습참여에 대한 효과가 감소하여(β=.52 ⟶ .44) 미디어 멀티태스킹이 학습참여에 미치는 영향에서 인지욕구가 부분 매개효과를 보이는 것으로 나타났다(Z=2.77, p<.01). 따라서 원격교육을 위한 수업계획시 온라인 콘텐츠를 사용하게하고 미디어 멀티태스킹을 촉진하는 학습활동을 구성할 것을 제안한다. 또한 원격수업에서 인지욕구를 촉진할 수 있는 다양한 교수 전략을 개발하고 적용해볼 것을 제안한다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제55권3호
• /
• pp.299-316
• /
• 2016

The abilities for 21st learners have recently changed and learners' engagement is emphasized. In flipped classroom, students learn the prerequisite concepts of the lecture online in advance and perform various types of activities based on interaction and engagement. As students in flipped classroom construct knowledge actively, students' engagement is very important. Therefore, I conducted a research of flipped mathematics class to help teachers to better understand students' engagement in flipped mathematics class. The flipped mathematics class was conducted for about 3 weeks with 29 middle school students and one teacher. Video and audio recordings, completed student worksheets and interview data were collected and analyzed using the qualitative method. The results of this study showed that students' engagement is influenced by diverse factors. Engagement factors were categorized by teacher factors, community factors, material factors, tasks and strategy factors, classroom culture factors. Each factor facilitates or suppresses behavioral, emotional, cognitive, agentic engagements, and sometimes several factors are related. The results of this study increase understanding of engagement through the example of a case study on flipped mathematics class.