• The Journal of Information Systems
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• v.32 no.4
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• pp.95-118
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• 2023

Purpose This study employed the Technology Acceptance Model (TAM) to understand students' acceptance of online learning systems. Specifically, this study investigated the factors influencing the behavioral intention of South Korean major university students to use online learning systems for educational purposes in the period when their university life had largely returned to the state it was in before the COVID-19 pandemic. Design/methodology/approach This study examined the impact of four external factors: self-efficacy, personal innovativeness, perceived enjoyment, and system quality, on two TAM constructs: perceived ease of use and perceived usefulness. Additionally, this study explored how perceived ease of use and perceived usefulness affect the behavioral intention to use online learning systems. We conducted an online-based survey using a structured questionnaire. The data collected from the survey were then subjected to Structural Equation Modeling (SEM) analysis to test the study's hypotheses and examine the relationships among the various constructs. Findings The findings reveal that perceived usefulness and ease of use significantly influence students' behavioral intentions to use online learning systems. Furthermore, factors of self-efficacy, perceived enjoyment, and system quality positively affect perceived usefulness and ease of use. Notably, personal innovativeness impacts ease of use but not perceived usefulness.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.401-407
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• 2024

The present research intends to examine how online learners' digital literacy skills affects their learning flow and academic self-efficacy in the universities. The data were collected from a group of 228 students taking online course at the four-year university in Cheonan. The collected data were analyzed with the SPSS 29.0 program: descriptive statistics, correlation analysis and regression analysis. As a result of this study, the digital literacy skills of university students taking cyber lectures were found to have a statistically significant positive correlation with learning flow in online classes and academic self-efficacy. Through this study, it is hoped to provide an opportunity to explore ways to improve learning flow and academic self-efficacy as the problems of non-face-to-face classes. Therefore, in order to ensure the quality of online classes, it is hoped to expand educational opportunities such as various research and programs that can improve digital literacy skills.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.453-461
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• 2020

This is a study to investigate the factors affecting the Self-control in COVID-19 non-face-to-face online learning participate and to present a strategy for effective program development. The subjects of this study were 105 participants of COVID-19 non-face-to-face online learning participate in J-do area and collected data by self-reported questionnaire. Data were analyzed by t-test, ANOVA, correlation analysis and stepwise multiple regression analysis. The results of this study were the explanatory power was 50.7% with self-control, self-regulation efficacy, self-confidence. As a result of the above, in order to improve the self-control of participants in Multiple disaster situations non-face-to-face online offline learning, it is necessary to develop a fundamental and continuous educational program that improves the self-regulation efficacy and confidence of learning participants.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.527-541
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• 2022

This study analyzed the structural relationship between motivation to participate in online lifelong education through YouTube, academic self-efficacy, and learning flow, where learners are rapidly increasing due to the spread of COVID-19. For this study, an online survey was conducted from July 16 to 30, 2021 for adult learners living in the metropolitan area. A total of 428 people participated in the survey, and a total of 409 copies of the results were analyzed, excluding 19 insincere responses. The main analysis results are as follows. First, The fitness of the research model was verified to be suitable for all analysis. Second, as a result of confirming the coefficients and statistical significance of each pathway in the research model, the motivation to participate in YouTube lifelong education was learning flow and academic self-efficacy, and academic self-efficacy also had a positive effect on learning flow. Third, it was confirmed that the effect of participation motivation in YouTube lifelong education on learning flow through academic self-efficacy was a statistically significant partial mediation. This study is meaningful in that it verified the structural relationship analysis between participation motive, academic self-efficacy, and learning flow in online lifelong education using YouTube reflecting the digital transformation of lifelong education due to COVID-19. Reflecting the need for re-regulation of lifelong education formed after COVID-19 and the flow of digital transformation through the research results, we discussed how lifelong education can enhance learners' motivation to participate and strengthen learning flow through academic self-efficacy as a medium.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.463-470
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• 2022

The purpose of this study was to identify the effects of online practicum based on action learning on self-directed learning ability, academic self-efficacy, and cooperation ability of nursing students. Similar experimental study of single group pre-post test design was used to investigate the effects of this online class. A total of 47 nursing students who were junior grade from one college participated in this study and self-administered questionnaire was used for data collection. Data were analyzed by frequencies, paired t test using the SPSS/Window 21.0 program. The result of this study showed that the improvement after online practicum based on action learning was significant in self-directed learning ability(t=3.832, p<.001), academic self-efficacy(t=4.258, p<.001), and cooperation ability(t=3.853, p<.001). These findings imply the value of online practicum based on action learning to enhance competency of nursing students. In the future, more studies should be conducted in the same group including control group and blended learning method using action learning to validate the effectiveness.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.571-578
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• 2021

This study compares Online SW-based maker education in terms of self-efficacy, learning motivation, and interest after applying differently according to blended learning strategies. First, a SW maker program for blended learning was developed and applied as a live seminar-type class including real-time interactive and a support-providing class consisting of online content and Q&A. As a result of comparing the differences between students according to the two strategies divided into pre- and post- survey, in the self-efficacy part, there was a significant difference in the positive efficacy and the overall part, and in the learning motivation part, the live seminar form was significantly higher in the confidence part. In the interest part, the support-providing form showed a significantly higher average in the instrumental interest and nervous part. In order to maintain the effect of maker activities like existing face-to-face situations in Online learning, it is necessary to increase sharing time between students, an integrated learning environment, and sufficient provision of exploration time and learning materials.

• International Journal of Contents
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• v.15 no.4
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• pp.97-106
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• 2019

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.5
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• pp.1129-1138
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• 2021

SMEs are constantly demanded of changes in the rapidly-evolving business environment, which involves the fourth industrial revolution and the COVID-19 pandemic. In this period, management consulting service becomes more in demand to provide technical and strategic solutions for management problems. This study aimed to empirically analyze the direct effects of emotional intelligence on job satisfaction and the indirect effects of such parameters as learning agility and self-efficacy on job satisfaction in management consultants. On the basis of a literature review, inter-variable association was designed in the research model. Based on an online survey of those in the Korean SME management consultants, this study collected 221 questionnaires then used structural equation modeling for statistical analysis. The results reveal that emotional intelligence significantly affected job satisfaction and, also significantly positively affected learning agility and self-efficacy. In addition, a significant indirect correlation could be found between learning agility and self-efficacy. Meanwhile, if learning agility and self-efficacy mediated job satisfaction, emotional intelligence had no significant effect on job satisfaction and fully mediated learning agility and self-efficacy. It is necessary to develop an emotional intelligence education program that can help management consultants improve their emotional intelligence with the objective of giving successful management consulting services.

• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.5-26
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• 2014

This study examined the effects of web-based learning experiences, learning style, and Internet self-efficacy that influence beginning child care teachers belief about web-based learning. The participants were 215 beginning child care teachers who work in child care centers. Data were analyzed by means of frequency analysis, correlation, and multiple regression for SPSS windows. The results were as follows: First, significant statistical differences were detected in web-based learning experiences and beliefs about web-based learning. Online teacher learning community use and frequency were significant gaps in beliefs about web-based learning. Second, there were statistical differences in learning styles and beliefs about web-based learning. And teachers with assimilator learning style showed high difficulty beliefs about web-based learning. Third, teachers' belief about web-based learning was significantly related to Internet self-efficacy. It means that teachers that have high Internet self-efficacy show high belief about web-based learning. Forth, among the teachers' personal variables, a higher level of online teacher learning community use and Internet self-efficacy predicted higher beliefs about web-based learning. Thus, this study suggested the importance of web-based learning experiences and Internet self-efficacy to beliefs about web-based learning. And it implicated ways to improve positive beliefs about web-based learning of beginning child care teachers.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.3
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• pp.59-68
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• 2021

Purpose : The purpose of this study was to investigate the lecture method and physical activity level of Korean university students during the COVID-19 pandemic to determine their effect on the students' mental health, self-efficacy, and learning motivation. Methods : A total of 203 participants (53 male, 150 female) completed the study. An online survey was distributed through a social media platform between March 24 and April 7, 2021. Participants completed the international physical activity questionnaire-short form (IPAQ-SF), COVID-19 stress scale for Korean people (CSSK), the Korean version of the general health questionnaire (KGHQ-30), and self-efficacy and learning motivation scales. Results : Among the general characteristics of the study subjects, there were statistically significant differences in the IPAQ-SF, CSSK, KGHQ, self-efficacy, and learning motivation measures by sex. There were no significant differences in the degree of IPAQ-SF, CSSK, KGHQ, self-efficacy, and learning motivation among any of the lecture method and university area groups. The level of physical activity corresponded with significant differences in KGHQ, self-efficacy, and learning motivation, excluding CSSK. There was a statistically significant positive correlation between IPAQ and self-efficacy (r=.273, p<.001), IPAQ-SF and learning motivation (r=.201, p<.01), CSSK and KGHQ (r=.271, p<.001), self-efficacy and learning motivation measures (r=.506, p<.001). There was a statistically significant negative correlation between IPAQ-SF and KGHQ (r=-.203, p<.01) and between KGHQ and self-efficacy (r=-.558, p<.001). Conclusion : CSSK and KGHQ measures were significantly higher in female students than in male students. Therefore, it is important to consider sex as a protective factor in the mental health management of university students in the context of an infectious disease pandemic. The results of this study suggest that university students should continue to engage in physical activities, even during a pandemic, and that it is necessary to prepare health management to improve mental health in such situations.